• Journal of Korea Entertainment Industry Association
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• v.15 no.1
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• pp.131-142
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• 2021

Purpose: Clinical practicums via non-face-to-face methods were inevitable due to the COVID-19 pandemic. We developed an online program for emergency nursing care and identified the feasibility of the program and the learning achievements of students. Methods: This was a methodological study. The program was developed by three professors who taught theory and clinical practicum for adult nursing care and clinical experts. Students received four hours of video content and two task activities every week in four-week program. Real-time interactive video conferences were included. Qualitative and qualitative data were collected. Results: A total of 96 students participated in the program. The mean score for overall satisfaction with the online program was 4.72(±1.02) out of 6. Subjects that generally had high learning achievement scores were basic life support care, fall prevention, nursing documentation, infection control, and anaphylaxis care. As a result of a content analysis of 77 reflective logs on the advantages of this program, students reported that "experience in applying nursing process," "case-based learning and teaching method," and "No time and space constraints" were the program's best features. Conclusion: Collaboration between hospitals and universities for nursing is more important than ever to develop online content for effective clinical practicum.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.1
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• pp.76-85
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• 2017

Purpose: The aim of this study was to explore the effects of imagery training on outcomes of clinical competence, voluntary practice time and basic nursing skills performance during a core basic nursing skills course. Methods: The design was a pre-post test design with two groups consisting of 88 nursing 3rd-year students. Clinical competence was assessed with a pre-post test, and basic nursing skills' performance and voluntary practice time were assessed at the post-test point. Data were collected from March, 2016 to June, 2016. Results: The pre-post differences of all subcategories of clinical competence were significantly improved in the experimental group (p<.05). but the control group did not show significant differences in the teaching/coordinating and professional development areas (p>.05). The experimental group practiced 1.33 hours more than the control group in voluntary practice. The two groups showed no significant difference in basic nursing skills' performance (p>.05). Conclusion: Imagery training during a core basic nursing skills course showed positive effects on nursing students' clinical competence improvement and increase of voluntary practice time.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.4
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• pp.550-560
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• 2015

Purpose: The purpose of this study was to identify the teaching effectiveness and adequacy of practical training in nursing students. Methods: This descriptive research was conducted using a convenience sampling. The sample consisted of 619 nursing students with experience in practical training among five colleges, located in four cities. The data collection was performed using self-reported questionnaires. Research tools, developed by Kim (1996), were used to measure the effectiveness of clinical instructors and the adequacy of practical training developed by researchers. The data was analyzed using SPSS 20.0. Results: The average of teaching effectiveness was 3.43 (out of 5) and adequacy of practical training was 3.33 (out of 5). Teaching effectiveness and adequacy of practical training showed a significant positive correlation (r=.74, p<.001). Teaching effectiveness and each sub-area: adequacy of practical training, practical contents (r=.59, p<.001), practical attitude (r=.45, p<.001), practical instructor (r=.62, p<.001), practical environment (r=.46, p<.001), and practical evaluation (r=.64, p<.001), revealed a significant positive correlation. Conclusion: Nursing students prefer the actual training from professors who are more professional and clinical experienced. Professors presenting the theory lectures should also be aware of clinical practice so that education can be more professional and effective in terms of clinical practice.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.1
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• pp.129-137
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• 2014

Purpose: The purpose of this study was to understand the positioning which was perceived by nursing students from their clinical practice experiences. Methods: The data were 80 narratives of practice experience written by 20 nursing students. Using qualitative contents analysis, nursing students' reflective narratives were analyzed in the aspects of the positioning which including personal characteristics, designated social role, and ethical order. Results: In personal characteristics, nursing students positioned themselves as they had vague fear and cold feet about the physical and personal environment of the clinical setting. In the aspects of the designated social role, they positioned themselves to learn more knowledge and skills of the nursing, to put effort in maintaining good relationship with their patients and other nurses, and to evaluate the nurses on their job performances and professional attitudes. In ethical order, nursing students positioned themselves as a person who worries about their work as a future professional nurse. Conclusion: The result of this study can be used to better understand nursing students and application of the nursing students' narratives in the clinical practice education, and to facilitate positive outcomes and transitions from nursing students to nurses.

• The Journal of Korean Academic Society of Nursing Education
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• v.4 no.2
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• pp.317-330
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• 1998

A descriptive-explanatory design was employed in this study. The purpose of this study was identify the level of assertiveness and clinical stress and the relationships between assertiveness and clinical stress in nursing students. A convenient sample of 143 nursing students was used for the study. The results of this study are as follows : 1) The level of assertiveness of nursing students was 3.65 in domain of contents, 3.68 in domain of voice, and 4.13 in domain of body language. Thus the level of asertiveness of nursing students was higher in body language. 2) The level of clinical stress of nursing students was 3.73 in domain of clinical education and evaluation by professors, 3.59 in domain of nurses, 3.32 in domain of human relationships, and 3.30 in domain of environment. Thus the level of clinical stress of nursing students was higher in clinical education and evaluation by professors. 3) The assertiveness of nursing students was found significantly related to human relationships. 4) The clinical stress of nursing students was found significantly related to satisfaction of nursing, satisfaction of clinical practice and priority of candidate for nursing. 5) The assertiveness of nursing students was not found significantly related to clinical stress in nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.1
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• pp.64-72
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• 2003

Purpose: The purpose of this study was to identify changes in nurses' image of student nurses before and after their first clinical practice. Method: Study samples were composed of 78 student nurses who were from nursing dept. of one college in G city. All participants had their first clinical practice for 4 weeks at two general hospitals in Gwangju. The internal consistency of the total scale was Cronbach's $\alpha$= .883. Results: After the first clinical practice, the mean score of nurses' image in general was lower than that of nurses' image before the clinical practice. In five subcategories, before the first clinical practice, professionalism and expertness were the highest followed by role performance, vision of a career, and temperature as a nurse in order but after the first clinical practice, professionalism was the highest score followed by expertness, temperature as a nurse, role performance, vision of a career in the mean scores of nurses' image. Conclusion: Based upon these findings, clinical practice will play an important role in improving role performance and vision of a nursing career for student nurses, so nursing administrators should make efforts to improve image of nurses in a variety of practice.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.2
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• pp.157-166
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• 2020

Purpose: This study was conducted to explore how clinical practice stress and moral sensitivity affect the clinical competency of nursing students. Methods: Participants had completed at least a one year (2 semesters) clinical nursing practicum through K University in D Metropolitan City. A total of 188 nursing students were recruited: third grade (n=104) and fourth grade (n=84). The questionnaires were adopted with clinical practice stress, Korean version of moral sensitivity questionnaire (K-MSQ), and the clinical competency. Results: Clinical competency was positively correlated with patient-oriented care (r=.27, p<.001) and the professional responsibility (r=.32, p<.001) of the moral sensitivity (r=.27, p<.001). The attitude of medical personnel experiencing clinical practice stress shows a significant positive relationship with clinical competency (r=.15, p=.038). The attitude of medical personnel (β=.09, p=.194) experiencing clinical practice stress, patient-oriented care (β=.16, p=.041) and professional responsibility (β=.23, p=.003) of the moral sensitivity explained 12% of the variance in clinical competency (F=9.17, p<.001). Therefore, the influential factors on clinical competency were two sub-factors of moral sensitivity. Conclusion: Moral educational programs should be considered to develop a nursing students' clinical competency.

• The Journal of Korean Academic Society of Nursing Education
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• v.14 no.1
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• pp.30-37
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• 2008

Purpose: This study proposed to examine the effects of a blended-learning orientation program executed for nursing students' clinical practice. Method: The participants were 61 nursing students in the experimental group and 57 in the control group. For the experimental group, a blended-learning orientation program was executed by e-learning (on-line) and lecture-led training (off-line) from two-week before the start of clinical practice in medical-surgical nursing. For the control group, orientation was given in the traditional lecture-led training by distributing printed materials before clinical practice. A pre-test was conducted on the experimental and control group before clinical practice, and a post-test was conducted after two-week of clinical practice in order to examine the effects of the orientation program. Results: After two-week of clinical practice, differences were observed between the experimental group and the control group in adaptation to clinical practice (F=10.242, p=.002), communication skills (F=4.305, p=.040) and clinical competence (F=6.823, p=.010). Conclusions: The blended-learning orientation program enhanced nursing students' adaptation to clinical practice, improved their communication skill and increased their clinical competence. Accordingly, it is recommended to develop and apply practical education using blended-learning in the area of nursing science.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.2
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• pp.125-136
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• 2016

Purpose: This study aimed to identify the relationship between positive affectivity, self-leadership, and satisfaction of clinical practice among nursing students. Methods: This study was a descriptive correlational study. A total of 205 participants were obtained by convenience sampling from third- and fourth-year nursing students in three nursing schools. The data were collected by using a self-reporting questionnaire. Collected data were analyzed with SPSS Win 18.0. Results: Mean scores were 3.40 (5-point scale) for positive affectivity, 3.68 (5-point scale) for self-leadership, and 3.30 (5-point scale) for satisfaction of nursing clinical practice. There was a significant positive correlation of nursing students among positive affectivity (r=.43, p<.001), self-leadership (r=.41, p<.001), and satisfaction of clinical practice. The predictors were levels of satisfaction about nursing major, grade, positive affectivity, and rehearsal, which accounted for 34% of the variance in satisfaction with clinical practice nursing students. Conclusion: It is necessary to enhance the levels of satisfaction about nursing major, the level of positive affectivity, and self-leadership in nursing students. The results of this study delineate the need for the development and application of diverse educational programs that can increase positive affectivity and self-leadership for clinical practice.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.2
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• pp.235-245
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• 2011

Purpose: The purpose of this study was to identify effectiveness of fundamental nursing practices in clinical settings. Method: This study adopted the triangulation method. Using one group pre-post test design, this study identified differences in self efficacy between pre and post clinical practice. The study was also designed to describe the nursing student's experience of clinical practice by using content analysis Results: 1) All students experienced bedmaking, BST check, V/C check, positioning, transferring, assisting with moving and positioning, and ROM. Sixty percent of students experienced giving oral care, and forty percent experienced shampooing patient's hair. 2) While the mean score of self efficacy was 3.88 in the pre-test, it decreased to 3.76 in the post-test. They were statistically different from each other. 3) Seven categories were elicited from the result of content analysis on the nursing student's experience, which were 'ignorant stranger', 'facing the gap between theory and practice', 'resolving the uncertainty of clinical setting', 'getting used to fundamental nursing practice', 'motivated by a desire to study and self-development', 'understanding the nursing profession's job', and 'being helpful for the future career'. Conclusion: Fundamental nursing practice in clinical settings is a useful strategy that improves fundamental nursing skills and motivates student's self-development.