• Journal of Sasang Constitutional Medicine
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• v.23 no.4
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• pp.514-525
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• 2011

1. Objectives This study aims to find out identify the recognition and attitude about the research ethic among Constitutional medicine researchers. 2. Methods This survey was conducted to the 37 researchers who were currently participating in Korea Constitution Multicenter Study guided by Korea institute of Oriental medicine(KIOM). The survey consist of 4 parts that level of acknowledgment about the systems and laws on clinical research ethic, clinical research experiences and education, the level of acknowledgment about Institutional Review Board(IRB) and the recognition about overall research ethic. 3. Results Thirty one questionnaires were collected. Most researchers had low level of acknowledgment about the guidelines of basic research ethic. It was proved that more than 65% of the respondents have never received education for clinical research ethic. Moreover, 70% of them felt the need for education of clinical research ethic. In addition, most of the respondents recognized the fact that IRB is responsible for ethically implementing clinical research. 39% of the researchers thought that they themselves have a firm ethical viewpoint, while the rest of the group showed somewhat difficulty on their own ethical implementation of clinical research. 4. Conclusions Most of researcher had partial awareness of regulations and laws on clinical research ethic. And Educational needs of research ethic was high. Therefore education and Public Relations need to be done to extend research ethic. Moreover, standardized course of education on research ethic should be developed and activated.

• Women's Health Nursing
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• v.27 no.3
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• pp.256-264
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• 2021

Purpose: This study investigated the impact of coronavirus disease 2019 (COVID-19) on women's health nursing clinical practicums in undergraduate nursing schools in Korea during the spring 2020 semester. Methods: A cross-sectional online survey on clinical practicum teaching experiences in the spring 2020 semester was distributed to members of the Korean Society of Women Health Nursing (KSWHN) who taught undergraduate nursing. One faculty member from each of 203 institutions was requested to respond and there were no duplicate participants. Seventy-nine participants (38.9%) responded and 74 responses were analyzed. Descriptive statistics were presented for all survey items. Results: Fifty-two faculty members (70.3%) belonged to universities and 22 (29.7%) taught at colleges. Thirty-eight (51.4%) answered that their institutions had affiliated teaching hospitals. More than half (52.7%) conducted hospital-based clinical practicums either entirely (n=20) or partially (n=19), whereas the rest of them (47.3%) conducted clinical practicums at school or home via online teaching. The typical teaching methods for offline or online education were case conferences, tests or quizzes, scenario studies, nursing skill practicums, (virtual) nursing simulations, and simulated patient education. Most of faculties (93.2%) supported the development of an educational platform to share educational materials and resources, such as case scenarios. Conclusion: Nursing faculty members utilized various teaching methods to enhance clinical skills and mitigate limited clinical exposure during the early stage of the COVID-19 pandemic. The KSWHN should move forward to develop an education platform and modalities for members who face many challenges related to the accessibility and quality of nursing education contents.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.1
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• pp.37-46
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• 2014

Purpose: This study was to measure and identify the differences of perceived confidence in practice of core basic nursing skills performed by new graduate nurses in Korea. Methods: The tool used in this study was a questionnaire for measuring the confidence in 20 items of core basic nursing skills which was structured based on Korean Accreditation Board of Nursing Education tool. 231 new graduate nurses participated in this study. The reliability of this questionnaire had Cronbach's ${\alpha}$ .918. Results: Subjects who experienced simulation education and standard patient education were 86.6% and 35.9%, respectively. Item enema intervention, tracheostomy care, and blood transfusion showed low practice confidence level. These items showed significant differences on whether the subjects experienced simulation and clinical practicum or not. Conclusion: Developing and managing clinical education program under deep cooperation between practicum agency and clinical instructor are needed. Simulation practicum will complement insufficient core basic nursing skills between newly graduated nurses before they allocate at the clinical department.

• Korean Journal of Clinical Pharmacy
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• v.23 no.1
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• pp.65-70
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• 2013

Background: Colleges of Pharmacy in Korea have increased the number of years required for the degree from 4 years to 6 years in 2009. These changes are demanding revolution of education in pharmacology. The center of gravity is moving from medicine to application, theory to work. Problem-Based Learning is "learn to learn" working cooperatively in groups to seek solutions to real problems. PBL process cheers students to think critically to find optimal solution using appropriate learning resources. Method: Eighteen students in college of pharmacy are selected to participate in PBL lecture and take part in the survey about the effect of PBL in clinical pharmacy education. Results: General satisfaction score was high as four on a five-point scale, and students have improved on anxious about communication since the PBL classes compared to before of the lecture (P=0.037). Conclusion: PBL could be applied in clinical pharmacy education to progress student's participation and satisfaction. In addition this is improved communication skill in medical team during pharmacy practice.

• International Journal of Advanced Culture Technology
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• v.11 no.1
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• pp.18-26
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• 2023

The use of holographic standardized patient (HSP) with mixed reality can provide students with the opportunity to enhance clinical reasoning skills. This is still relatively new, so there is a lack of guidelines for educators. Thus, we aimed to develop the instructional model of HSP-based education, for enhancing clinical reasoning skills in undergraduate healthcare education, which could systematically guide educators in designing and implementing HSP-based teaching and learning activities appropriately. Using a design and development research, a theoretically constructed initial mode in this study was iteratively improved and underwent validation through expert review and model usability test. Features of the model were discussed, along with theoretical and practical implications and suggestions for further research.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.1
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• pp.53-61
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• 2012

Purpose: This study was done to identify the relationship of self-directedness, clinical competence and practice satisfaction to clinical practice for nursing students and to investigate the mediating effect of their clinical competence between self-directedness and clinical practice satisfaction. Method: The data were collected form 291 nursing students in clinical practice using self-report questionnaire on April 25 and June 20, 2011. Results: There were statistically positive relationships between self-directedness, clinical competence and practice satisfaction to clinical practice in nursing students. Clinical competence was found to completely mediate the relationship between self-directedness and clinical practice satisfaction. Conclusion: This study shows that self-directedness to clinical practice for nursing students have no direct effect on clinical practice satisfaction. It has an indirect effect by clinical competency.

• 한국임상약학회:학술대회논문집
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• 2004.07a
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• pp.26-26
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• 2004

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.1
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• pp.5-16
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• 2019

Purpose: This exploratory study aims to identify various factors influencing the level of nursing professionalism among nursing students. Methods: This study surveyed 246 senior nursing students in U city with a structured self-report questionnaire analyzed with SPSS 22.0. Results: The average scores for clinical practice learning environment, self-leadership, clinical practice belonging, and nursing professionalism were 3.16, 3.77, 3.53, and 3.60, respectively. There were significant differences in nursing professionalism according to the subjects' satisfaction with the nursing major and satisfaction with the amount of nursing. The most significant factors affecting nursing professionalism included clinical practice learning environment (${\beta}=.40$, p<.001), self-leadership (${\beta}=.21$, p=.001), and clinical practice belonging (${\beta}=.16$, p=.011). These variables explained 39% of the total variance in nursing professionalism. Conclusion: Clinical practice learning environment, self-leadership, and clinical practice belonging are factors in the nursing professionalism of senior nursing students. Collaborative efforts by universities and clinics are needed to improve the clinical training environment and to produce good nurses. Particularly since few studies have been conducted in Korea on clinical practice belonging, it is meaningful to explore how clinical practice belonging affects nursing professionalism.

• The Journal of Korean Academic Society of Nursing Education
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• v.28 no.3
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• pp.236-247
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• 2022

Purpose: The COVID-19 pandemic has increased the importance of nurses' clinical performance, and accordingly, nursing educators have emphasized students' clinical practice and performance. This study developed a Clinical Practice Self-Efficacy Scale for nursing students and examined its psychometric properties. Methods: The authors reviewed instruments for selecting items for the scale in the areas of clinical skills, communication, infection control, safety, and nursing process. After preliminary items were selected, ten experts consisting of nursing professors and clinical nurses reviewed the items considering Korean clinical and educational situations. The data for the psychometric evaluation was collected from 257 nursing students in their 2nd, 3rd, and 4th years and then analyzed. Results: The confirmatory factor analysis showed that the goodness of fit of this scale with five factors represented by 40 items was appropriate. The significant positive correlations with general self-efficacy indicated sound construct validity. The senior nursing students showed higher scores than others, as we expected. Cronbach's alpha was .94. Conclusion: The Clinical Practice Self-Efficacy Scale is appropriate for measuring Korean nursing students' self-efficacy of clinical practice. It is expected to act as a good tool to measure the effects of clinical practice education.

• International Journal of Advanced Culture Technology
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• v.10 no.2
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• pp.140-147
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• 2022

This study analyzes research trends by systematically examining research about domestic emergency medical services' clinical practice, and it is aimed to present the basic data needs in development plan in clinical practice education in the future. The thesis was searched through the electronic data research (Science Direct, PubMed, Medline, and 55 academic DB interworking) from the library of Konyang University from 2010 to 2021. The main keywords were "Emergency Medical Technician(EMT) Student" and "Clinical Practice," and 6 pieces of researches were selected, finally. As the result of analyzing the qualitative level of selected research, all the 6 pieces of research subjects(100.0%) were pertinent to level IV(survey research) which is low-qualitative level. As the principal subjects, "Clinical practice experience" got the highest frequency as 6(100%), "Satisfaction of clinical practice" was 3(50%), "Self-efficient, Major satisfaction" and "Stress, Depression, Coping" showed 2 (33.3%), and "Change after clinical practice", "Clinical practice improvement plan" was 1(16.7%) each. From this time on, it is confirmed that the quantitative and qualitative growth in domestic emergency medical clinical practice is necessary. This is expected to contribute to establishing a practical and systematic development plan of clinical practice education.