• Journal of Digital Convergence
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• v.16 no.4
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• pp.289-297
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• 2018

The purpose of this study was to examine the correlations of learning attitude, class participation, and learning satisfaction, and to identify the influencing factors on learning satisfaction of nursing students in fundamental nursing curriculum. Data were collected from 173 nursing students from September 1 to 8, 2017. Data were analyzed using Pearson's correlation coefficients and stepwise multiple regression. Learning attitude, class participation, and learning satisfaction according to the general characteristics commonly showed significant differences in satisfaction with major, satisfaction with school, friendship, last semester grade, and interest in fundamental nursing. Learning satisfaction showed significant positive correlations with learning attitude and class participation. Satisfaction with major, interest in fundamental nursing, and class participation, which accounted for 36% of the variance, were significant predictors influencing learning satisfaction in nursing students. It is necessary to increase majors' satisfaction, fundamental nursing interest, and class participation in order to improve learning satisfaction of nursing students.

• Journal of Digital Convergence
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• v.18 no.4
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• pp.315-323
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• 2020

This study is a similar experimental study before and after non-equivalence control to examine the effect of fundamental nursing practice education applying reciprocal peer tutoring on confidence in performance, core nursing skills, and practice satisfaction of nursing students. Data collected by 83 people sophomore P university nursing students, the study period is from May 17 to 11 March 2019. As a results, the fundamental nursing practice education applied with the reciprocal peer tutoring method had an effect on the confidence in performance and core nursing skills of 'medium' degree of difficulty, and had a positive effect on the satisfaction of practice. In the future, this study suggests that the method of reciprocal peer teaching is extended to various practical majors and the effects of core nursing skills are tested.

• Journal of Digital Convergence
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• v.18 no.6
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• pp.389-399
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• 2020

This study was conducted to identify the effects of fundamental nursing practice education using flipped learning on self confidence performance, academic achievement and critical thinking. The subjects of this study were 38 experimental groups and 36 control groups, who were in the second year of the department of nursing at D university, and Flip learning was applied to the experimental group for four weeks, while the existing teaching methods were applied to the control group. As a result, the academic achievement of vital signs in the experimental group after the experiment with flip learning was significantly higher than the control group (t=2.921, p=.005), but other variables were not significant. In addition, the critical thinking of the experimental group was significantly increased after the experiment than before (t=2.277 p=.029). However, it was not significant in the control group. In the future, various studies using flip learning in nursing are needed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.362-373
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• 2018

This study was pre-experimental research designed to compare the differences between pre-and post the effect of core fundamental education program of senior nursing student′s core fundamental nursing skills, clinical competency and problem solving process for one semester. Core fundamental education program which consists of three steps, 12 session. The subjects of this study were 192 graduates of one nursing college and surveyed from March 20 to June 23, 2017. The data were analyzed using descriptive statistics, the paired t-test, t-test, ANOVA by SAS for Windows(ver. 9.8) and AMOS(ver. 20.0) As a result, pre-post recognition level of core fundamental education program was nursing skills competency pre $(3.42{\pm}.42)$ and post $3.88({\pm}.61)$, clinical competency was pre $3.74({\pm}.47)$ and post $3.98({\pm}.67)$. The core fundamental nursing skills(p=.017), clinical competency(p=.041) increased significantly after education program. Core fundamental nursing skills, clinical competency and problem solving process was significantly different according to male group(p=.003/p=.013/p=.005), high satisfaction group in nursing major(p=<.000/p=.009/p=<.000), confidence improvement group(p=.044/p=.047/p=.004) at the core skill contest. In conclusion, this study showed that the core fundamental nursing education program of senior nursing students had a positive effect on core fundamental nursing skills and clinical competency.

• Journal of Digital Convergence
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• v.17 no.8
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• pp.303-311
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• 2019

This study to examine the effects of the convergence fundamental nursing program on nursing students' communication competence, interpersonal relationship, and compassion. One-group pretest-posttest design was used. The data were collected from 40 students in the second grade who took the fundamental nursing and fundamental nursing practice. The collected data were analyzed by descriptive statistics and paired t-test. As a result, it was significantly found that communication competence(t=-3.452, p=.001), understanding of interpersonal relationship(t=-5.405, p=<.001) and compassion(t=-7.226, p=<.001). The results of this study suggest that convergence fundamental nursing program of nursing students can contribute to nursing job competency improvement and necessity to apply them various major subjects.

• Journal of Korean Academy of Nursing
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• v.13 no.3
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• pp.127-144
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• 1983

오늘날은 과학문명의 발달로 인하여 기존지식의 수명이 점차 짧아져 가고있는 것이 특징이다. 지식의 증가는 단순히 지식의 양을 증가시키는 역할뿐 아니라 많은 기존지식을 불충분하고 쓸모 없는 것으로 바꿔버리게 한다. 그러므로 학교에서는 학생들에게 어떤 특정지식의 축척보다는 그 학문에 내재해 있는 기본적인 지식의 구조를 학습하게 하여 여러 가지 개념을 관련시키는 논리적 방법을 학습하게 하고 합리적인 탐구방법을 구사할 수 있도록 하여 변화하는 미지의 세계에 대처해 나갈 수 있도록 하는 것이 중요하다. 본 연구는 간호학의 기본 지식구조를 확인하는데 그 목적이 있다. 본 연구를 하게 된 동기는 간호업무의 근거로 활용도리 지식체계는 교육과정의 조직원리로 작용될 유형이나 구조를 지니고 있으며 이런 유형이나 구조를 중심으로 간호교육과정을 구성하는 것이 간호교육에 필수적이라는 문제에서 비롯되었다. 연구방법은 1982년 9월부터 1983년 5월에 걸쳐 간호학 문헌을 체계적으로 분석하여 간호학의 개념적 지식구조와 구문적 지식구조를 확인하였다. 그 결과 얻어진 결론은 다음과 같다. 1. 간호학의 개념적 구조： 모든 학문에는 탐구의 대상인 특수현상을 설명하고 서술하는데 활용되는 일련의 실질적, 개념적 구조를 가지고 있다. 그러나 그 학문의 중요한 부분 또는 중심을 포함하고 있는 개념들이 그 분야 또는 학문의 개략이라고 할 수 있는데 연구결과 간호학에서 가장 높은 순위의 대표적 특질을 지닌 개념은 인간, 건강, 환자/대상자, 간호, 행동으로 분석되었다. 2. 간호학의 구문적 지식구조 : 지식구조의 두 번째 요소인 학문의 구문(syntax)은 간호학에서의 특징적인 탐구방법과 관련되나 개념적 구조와 마찬가지로 탐구방법은 학문에 따라 다르며 그 분야의 주요양상을 나타낸다. 연구결과 간호학에서의 특징적인 탐구방법은 공동적으로 간호과정(nursing process)임이 나타났으며 그 요인으로는 사정, 진단, 계획, 수행, 평가의 다섯 단계로 분석되었다.

• Journal of the Korea Convergence Society
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• v.8 no.5
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• pp.97-105
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• 2017

This study aimed to examine the effects of the web-contents nursing education program for fundamental nursing. The study is non-equivalent control group pretest-posttest design. The participants were 64 nursing students in M City. The data was collected from September to October in 2013. The result showed that there were significant improvement in learning motivation(t=5.44, p<.001), practice satisfaction (t=6.98, p<.001), core nursing skills(p<.001) in the experimental group than the control group. However, self-directed learning was not statistically signigicant between the groups. Therefore, this study confirmed that the effect of the web-contents nursing education program in the fundamental nursing practicum. Also, the web-contents nursing education program is needed in the practicum education curriculum to enhance nursing students' competencies in these areas.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.342-351
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• 2016

Basic nursing, the course for the nursing students to experience nursing practice before going on to th clinical practice, and is crucial for solving health-related problems of patients. This study is a descriptive research study to analyze the impact factors associated with nursing students' basic nursing skill competency. In this study, total 181 subjects participants, and by using a structured questionnaire. Data were collected by self-written questionnaire method. The collected data were analyzed using the SPSS WIN 22.0 program. Of the general characteristics of the subjects, the difference in basic nursing competency was found according to admission motive, major satisfaction, and interest in practice. Critical thinking disposition and the degree of self-training aid influenced performance of basic nursing skills by nursing students, and these variables explained 23.8% of the total variance of basic nursing skills performance. These findings suggest, in order to improve performance of basic nursing skills in nursing students, it is necessary to use various teaching methods that help improve critical thinking and relevant curriculum that promote self-practice.

• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.38-49
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• 2018

The nursing education with evidence-based practice(EBP) should set a differentiated education strategy according to the level of the learner, so that the students experience it step by step and it leads them to be skilled. The purpose of this study was to integrate and operate the EBP in the fundamental nursing classes of the second grade students and to verify the effectiveness on improvement of EBP basic competency of them. A non-equivalent control group pretest-posttest design was used. The subjects were 108 students in the second year of nursing at the two universities. The experimental group participated in the class for 8 weeks and 24 hours during the 15-weeks, second semester 2016 and the control group participated in general fundamental nursing class. Data were collected proactivity in problem solving, future use of EBP, and critical thinking disposition instrument and analyzed using SPSS/WIN 23.0 program with Chi-square test, independent t-test. The experimental group had a significant increase in proactivity in problem solving and future use of EBP compared to the control group. However, there was no significant difference in critical thinking disposition between the two groups. Findings indicate that the fundamental nursing class used EBP was an effective lesson to improve proactivity in problem solving and future use of EBP, which is the EBP basic competency for the lower grader. Long-term efforts are needed to improve the EBP competence and critical thinking of nursing students by curriculum appropriate to grade-based goals of EBP.

• The Journal of the Korea Contents Association
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• v.12 no.6
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• pp.390-401
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• 2012

As medical practices and procedures become more specialized and information technology develops in clinical settings, health organizations need medical personnel with special skills, knowledge and competency. But the lack of practical experience in clinical settings may impair competency in basic nursing skills among nursing students. This study used a cross-sectional survey to analyze factors related to nursing competency among nursing students in order to establish effective teaching methods to increase the clinical competency of nursing students. The data were collected from a questionnaire distributed in several universities among 106 nursing students who expressed a willingness to participate in the study during December 2011 in order to measure self-directedness, professional self-concepts, communication ability, learning satisfaction. The data were analyzed using the SPSS window program. There were differences regarding competency in basic nursing skills according to interpersonal relationships, grades, existence of an open lab. The level of learning satisfaction, communication skills and self-directedness were deemed influencing factors regarding competency in basic nursing skills. These 3 elements account for 49.9% of competency with regard to basic nursing skills. According to existing research, blended learning methods which consist of problem based learning, cyber education or case centered education should be considered as effective teaching methods for developing clinical nursing skills.