• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.11
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• pp.282-293
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• 2019

Purpose: After developing and imparting knowledge of a simulation-based emergency airway management education program for nursing students, this study identified the effects of the education by evaluating emergency airway management knowledge, Clinical Performance Ability, self-efficacy, and critical thinking disposition. Method: The participants were 30 nursing students. Data were collected from October 14 to November 11, 2017, and analyzed using IBM SPSS Version 22.0. Results: The simulation-based nursing education program was developed and applied based on the ADDIE model involving five stages: analysis, design, development, implementation and evaluation. Comparing the pre-and post-education results, we observed statistically significant improvement when considering emergency airway management knowledge (t=-9.98, p<0.001), Clinical Performance Ability (t=-23.90, p<0.001), self-efficacy (t=-16.77, p<0.001), and critical thinking disposition (t=-5.04, p<0.001). Conclusions: Simulation-based emergency airway management training program is an effective educational program that enhances the emergency airway management knowledge, Clinical Performance Ability, self-efficacy, and critical thinking disposition of nursing students. We believe that the program developed in this study contributes towards improvement of patient nursing quality by enhancing the ability of nursing students to cope with emergencies in practice. Furthermore, it can be applied for educating new nursing students, and contribute to the development of nursing practices.

• Journal of Digital Convergence
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• v.15 no.10
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• pp.293-306
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• 2017

This study conducted non-equality control post-design similar experimental study in order to investigate the effect of self-directed practice through self-reflection by using videos on the basic nursing performance ability, confidence in performance, learning self-efficacy, and practice satisfaction. The experimental group was 57 students and the control group was 56 students in the Department of Nursing in G region. The data was collected from April 1, 2017 to June 14, 2017. For analyzing data, the SPSS 22.0 program was used and the homogeneity test was analyzed with ${\chi}^2$ test, t-test, and Fisher's exact test. Also, independent-test was used. According to the result, all of the experimental groups including the basic nursing performance ability, confidence in performance, learning self-efficacy(t=15.304, p<.001), and practice satisfaction(t=15.304, p<.001) were improved and showed significant differences compared to the control group. As a result, it is predicted that the practice method has a positive effect on participating in self-study and it contributes to active participation by increasing learning motivation of learners. Thus, it is suggested to be applied to various practical training to improve basic nursing skills.

• Journal of Digital Convergence
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• v.13 no.9
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• pp.377-386
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• 2015

The purpose of this study was to evaluate the needs and effects of convergence-based simulation practice for obstetrical nursing. The study participants were 47 junior nursing students of a university in Chungnam province. Data were collected by a self-administered questionnaire from February 13 to 25, 2012. Convergence-based simulation practice for obstetrical nursing was applied 8 hours in a day for 2 days and consisted of four sessions. Self-efficacy in obstetrical nursing (t=-14.74, p<.001) and nursing skills related to obstetrical nursing (t=-17.51, p<.001) showed significant increase in the posttest and practice satisfaction was higher than practice stress. The needs of simulation practice was 7.96 out of 10 point and higher as practice satisfaction was higher. The needs of simulation practice before clinical practice was higher than simulation practice after clinical practice. These results indicate that simulation practice for obstetrical nursing can be used as the alternative for clinical practice. In addition to simulation practice should be done before clinical practice and strategies to increase the nursing student's cognition for the need of simulation practice are also needed.

• Journal of the Korea Convergence Society
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• v.8 no.4
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• pp.59-65
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• 2017

The purpose of this study was conducted to identify differences of the self confidence for newborn baby care before and after clinical convergence baby massage training program. Study subjects were 50 juniors in B nursing college located in Chungnam Province, modified baby massage training programs had been provided 2 hours a day, total 4 times from March 1 to March 25, 2016. Confidence for newborn baby care was measured pre and post program, collected data were analyzed using SPSS 21.0 program, paired t-test. The results of the study showed that the score of self confidence for newborn baby care(t=-7.209, p<.001), feeding(t=-6.025, p<.001), belching(t=-3.870, p<.001), bathing(t=-7.432, p<.001), after bathing hygiene(t=-5.892, p<.001), navel care(t=-3.843, p<.001), assessment of baby condition and baby care(t=-6.113, p<.001) were statistically significant differences before and after baby massage training program. Finally, the findings of this study, clinical convergence baby massage training program based on the necessary knowledge and practice in clinical filed will positively help to develop a confidence for newborn baby care for nursing students in nursing practice and clinical nursing care.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.5
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• pp.412-420
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• 2016

This study examined the effects of open laboratory self-directed practice on knowledge, self-confidence, and skill competency of intramuscular injection in nursing students. This was a quasi-experimental study using a non-equivalent control group pre-posttest design, and the participants were 32 students comprising an experimental group and 30 students comprising a control group. The experimental group was allowed to perform an open laboratory self-directed practice and traditional practice, and the control group performed traditional practice only. The score of knowledge of the control group was significantly higher than that of the experimental group (F=3.59, p=.019), and those of the self-confidence (F=2.26, p=.016) and skill competency (F=9.08, p<.001) of the experimental group were significantly higher than those of the control group. Open laboratory self-directed practice was effective in improving the nursing students' self-confidence and skill competency. Therefore, students should be encouraged to actively participate in open laboratory self-directed practice and the effective strategies should be developed.

• Journal of the Korea Convergence Society
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• v.11 no.8
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• pp.391-400
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• 2020

This study was done to compare the effects of learner-led and faculty-led fundamental nursing practice on skill performance, self-directed learning, problem-solving competency, and satisfaction. The learner-led practice was consisted of pre-class open lab and peer supervision. The faculty-led practice was consisted of faculty supervision for a student individually without pre-class open lab. The study was a pre-posttest, non-synchronized, quasi-experimental design between two groups. Data from 134 nursing students in either faculty-led (n=54) or learner-led fundamental nursing practice group (n=80) was collected using a checklist and self-reported questionnaire. Nursing skill performance score and class satisfaction of the learner-led group were significantly higher than those of the faculty-led group. This study showed that learner-led fundamental nursing practice consisting of pre-class open lab and peer supervision was an efficient practice method to improve students' skill performance and satisfaction maintaining their self-directed learning ability and problem-solving competency.

• Journal of the Korea Society of Computer and Information
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• v.24 no.10
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• pp.183-188
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• 2019

This study is a descriptive research to compare and analyze the current status of disaster-related curriculum between emergency department and nursing department Research and analysis targets were 41 universities which include the emergency department in South Korean by using the universities' internet homepage, finally 30 universities were researched by removing the universities which doesn't upload the curriculum on their homepage, have emergency department or have nursing department. The research data were collected and analyzed by using the universities' internet homepage. The Keyword is 'Disaster', 'Catastrophe', and 'Emergency' to search the name of the subjects. The curriculum calculated as a percentage of frequency by using the status of disaster-related subjects opening, classification of major education, grade, credit, number of class, practical hours, and the total number of subjects. According to the study, 29 universities (96.7%) of emergency department and 19 universities (63.3%) of nursing department has the disaster-related subjects in their curriculum. The current status of the class opening is emergency department at second grade and nursing department as fourth grade. As a subject of major, two credits are the common class credits. Based on the results of the study, knowledge and skills and training courses are necessary to develop the ability to cope with disasters in the disaster field. The curriculum that matches the role of health care resources will be required.

• Korean Journal of Adult Nursing
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• v.27 no.2
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• pp.146-155
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• 2015

Purpose: The aim of this descriptive study was to explore the relationship between non-technical skills (NTSs) and cardiopulmonary resuscitation (CPR) performance of nurses' teams in simulated cardiac arrest in the hospital. Methods: The sample was 28 teams of nurses in one university hospital located in Seoul. A high fidelity simulator was used to enact simulated cardiac arrest. The nurse teams were scored by raters using both the CPR performance checklist and the NTSs checklist. Specifically the CPR performance checklist included critical actions; time elapsed to initiation of critical actions, and quality of cardiac compression. The NTSs checklist was comprised of leadership, communication, mutual performance monitoring, maintenance of guideline, and task management. Data were collected directly from manikin and video recordings. Results: There was a significant difference between the medians of the NTSs and CPR performance (Mann Whitney U=43.5, p=.014). In five subcategories, communication (p=.026), mutual performance monitoring (p=.005), and maintenance of guideline (p=.003) differed significantly with CPR performance in medians. Leadership (p=.053) and task management (p=.080) were not significantly different with CPR performance. Conclusion: The findings indicate that NTSs of teams in addition to technical skills of individual rescuers affect the outcome of CPR. NTSs development and assessment should be considered an integral part of resuscitation training.

• The Journal of the Korea Contents Association
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• v.12 no.5
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• pp.293-302
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• 2012

The purpose of this study was to identify the effect of human patient simulator(HPS)-based education on self-directed learning(SDL) and collective efficacy(CE) for nursing students. This study design was one group pre-posttest. The subjects were 2nd grade 92 students enrolling in the integrated practice. They have no previous experience of HPS-based education. HPS-based education included team based learning, skill training, taking a high-fidelity simulation with Medical Education Technologies, Inc (METI) simulator and being debriefed during 12 weeks. The pretest and posttest were conducted to understand the improvement in SDL and CE. After the subjects had participated in the HPS-based education, they showed statistically significant higher SDL(t=4.24, p=0.000) than before. However, there was no significant change in CE. Based on the results, this study suggests that SDL for nursing students were significantly improved by HPS-base education.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.25 no.2
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• pp.120-133
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• 2018

Purpose: A meta-analysis was conducted to evaluate effectiveness of education programs using video recording and feedback in the improvement of competency in clinical skills for health care majors. Methods: Six databases were searched and inclusion criteria were randomized controlled trials (RCTs) or non-randomized controlled trials (NRTs) reporting level of skill competency using numerical measurements. Data analysis and synthesis were performed using Comprehensive Meta-Analysis software and Revman program. Results: Of 1,568 records, 11 studies met inclusion criteria. Statistically significant effectiveness of education programs using video recording and feedback was identified. A low risk of bias was detected among both RCTs and NRTs. Meta-analysis showed that the intervention groups had more effective improvements in skill competency (standardized mean difference [SMD]: 0.74; 95% CI: 0.33~1.16). Results of subgroup analysis showed higher effects when interventions dealt with one skill, used self-reflection with expert feedback, and included instruction from instructor in the education programs. Conclusion: Findings suggest that schools for health care majors should actively adopt video and feedback based skill training allowing educators to design effective programs. Potential is higher for students to achieve higher competency when they train with one skill at a time, use of instruction and receive feedback from experts.