• Korean Medical Education Review
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• v.16 no.3
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• pp.119-125
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• 2014

Much of the behavior of doctors reflects the influences from the social, cultural, historical, and economic environment of the time. Therefore, it is very important for future doctors to understand the practice environment in an ever changing world. Traditionally, doctors' competence has been based on the doctor-patient relationship. However, the social practice of medicine in the contemporary era asks future doctors to have social competencies, which often are defined as non-clinical competencies. As a global project, the World Federation for Medical Education has urged every country to define the future role of doctors to encompass global roles based on the duty toward and value of clinical as well as non-clinical competencies. In the past four years, Korean medical professional societies have coordinated to set forth the global role of Korean doctors. Five domains of clinical competence, professionalism, social accountability, communication and collaboration, and education and research have been chosen. The current version of the "global role of Korean doctors" can be used not only for the common objectives of medical education, but also for translating into the competencies of doctors that can be achieved through life-long learning. If we all want to improve medical education in order to produce more qualified and competent doctors as the public desires, then it may be the most urgent task to produce doctors who are equipped with social competencies to persuade, negotiate, and engage in constructive dialogues with society for better health care for a better society.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.26 no.2
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• pp.117-126
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• 2019

Purpose: This study was conducted to develop a handoff education program for nursing students and examine the effects of it on nursing students' self-efficacy, communication ability, and clinical performance ability. Methods: A quasi-experimental design was used with a nonequivalent control group pretest-posttest method. The experimental group (n=31) received handoff education using SBAR; the control group (n=31) received non-SBAR handoff education. Self-efficacy, communication ability, clinical performance ability were measured to evaluate the effects of the program. Results: The experimental group showed significant improvements in self-efficacy (p<.001), and communication ability (p=.025) compared to the control group. However, there was no significant difference in the clinical performance ability between the groups (p=.618). Conclusion: The results indicate that the handoff education program using SBAR is effective in improving nursing students'self-efficacy and communication ability.

• Korean Medical Education Review
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• v.23 no.1
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• pp.11-22
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• 2021

This review of the literature explored the experiences and effects of peer-assisted learning in basic medical education. Peer-assisted learning is most commonly utilized to teach clinical skills (including technical skills) and medical knowledge (76.4%). It has also been used, albeit less frequently, to facilitate small-group discussions including problem-based learning, to promote students' personal and professional development, to provide mentoring for career development and adaptation to school, to give tutoring to at-risk students, and to implement work-based learning in clinical settings. Near-peer learning is a common type. The use of active learning techniques and digital technology has been increasingly reported. Students' leadership had frequently been described. Student tutor training, programs for teaching skills, institutional support, and assessments have been conducted for effective peer-assisted learning. There is considerable positive evidence that peer-assisted learning is effective in teaching simple clinical skills and medical knowledge for tutees. However, its effects on complex skills and knowledge, small-group discussions, personal and professional development, peer mentoring, and work-based learning have rarely been studied. Additionally, little evidence exists regarding whether peer-assisted learning is effective for student tutors. Further research is needed to develop peer-assisted learning programs and to investigate their learning effects on student tutors, small-group discussion facilitation, personal and professional development, peer mentoring, and peer-led work-based learning in the clinical setting in South Korea. Formal programs and system advancement for a student-led learning culture is needed for effective peer-assisted learning.

• Journal of Convergence for Information Technology
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• v.10 no.10
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• pp.100-108
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• 2020

The purpose of this study is to identify the differences in self-efficacy, clinical performance ability, and critical thinking disposition after applying education integrated educational virtual reality simulation to training and outside school clinical practice to nursing college students and to provide them as basic data for effective practical education. This study was conducted from June 8 to July 3, 2020, and enrolled in the 3rd year of university in G city, and 30 subjects who did not receive virtual reality simulation training or outside school clinical training at all. Data were analyzed by Paired t-test. As a result of the study, the result of pretest and posttest to each group showed statistically significant improvements in self-efficacy, clinical performance ability, and critical thinking disposition. As a results of the study, education integrating virtual reality simulation training and clinical practice for nursing students to improves clinical performance ability, improves critical thinking, and self-efficacy, so it is thought that various virtual reality simulation training must be suitable for clinical situations before practice is necessary.

• Journal of Korean Clinical Nursing Research
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• v.21 no.2
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• pp.207-214
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• 2015

Purpose: This study was aimed to investigate the effect of an education program on inter-rater agreement of Neonatal/Infant Braden Q Scale for clinical nurses working at a neonatal intensive care unit (NICU). Methods: This was single-arm pre and post experimental study. The participants were 12 nurses and 128 hospitalized neonates at a NICU from December, 2012 to March, 2013. Twelve nurses were divided into four different groups; for two groups were assigned nurses with 3 to 5 years of clinical experiences, and for the others with less than 1 year of clinical experience. The interventions were given by one wound ostomy specialist and two NICU nurses with over 5 years of clinical experiences for 1 hour twice. The inter-rater agreement was measured by intraclass-correlation coefficient. Results: Overall inter-rater agreement was improved from .87(95% CI: .80~.92) at the pre-test to .94(.91~.96) at post-test. Each inter-rater agreement except moisture and nutrition was also improved. Conclusion: The developed education program on scoring for Neonatal/Infant Braden Q scale was effective to improve the inter-rater agreement among clinical nurses. We suggest to privide an education for NICU nurse before using the Neonatal/Infant Braden Q scale in clinical settings.

• Journal of Korean society of Dental Hygiene
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• v.16 no.6
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• pp.993-1007
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• 2016

Objectives: The purpose of the study was to review the current status of clinical practice and training in dental hygiene in hospitals and clinics for the students. Methods: A self-reported questionnaire was completed by 80 dental hospitals and clinics from August 8 to September 12, 2016. Except incomplete answers, 211 copies were retrieved and analyzed. The questionnaire consisted of general characteristics of the subjects (6 items), present condition of clinical education (7 items), support policy and facilities (8 items), teaching personnel (6 items), improvement direction (3 items), and general considerations (3 items). Results: The annual practice time for students was 8.4 weeks. The average number of students per each practice institution was 5.95. The evaluation of the clinical practice period was rated as 'average' by 55.3% of the respondents, while 65.4% preferred the current duration of the practice. Meanwhile, 33.0% of the respondents wanted to increase the practice period. In clinical training education support, 62.3% of the hospitals had a person in charge, 79.2% of the hospitals and clinics had a operative procedure, appointed staff and a department for student practice. But 86.5% of the hospitals did not have standards for the budget for practice and instruction fee. In the personnel for clinical training, 52.6% said they were dental hygienists. In 87.1%, the practice instruction conducted by professors was done through communication with the hospital or clinic, while the man-to-man practice instruction was 8.6%. Conclusions: It is necessary to improve the process and operation method of dental hygiene clinical training. In order to make clinical training meet education goals, a standardized set of criteria is needed to support training education and guidelines for instructors and students.

• Journal of Korean Academy of Nursing
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• v.47 no.6
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• pp.842-853
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• 2017

Purpose: This study was conducted to identify effects of debriefing based on the clinical judgment model for nursing students on their knowledge, skill performance, clinical judgment, self-confidence and learner satisfaction during simulation based end-of-life care (ELC) education. Methods: Simulation based ELC education was developed in six steps as follows: selection of learning subjects and objects, development of learning tools, a trial run of simulation-based education, students' skill training, and evaluators' training. Forty-eight senior nursing students (25 in the experimental group and 23 in the control group) participated in the simulation-based ELC education using a high-fidelity simulator. Debriefing based on the clinical judgment was compared with the usual debriefing. Results: ANCOVA showed that there were differences in knowledge (F=4.81, p=.034), skill performance (F=68.33, p<.001), clinical judgment (F=18.33, p<.001) and self-confidence (F=4.85, p=.033), but no difference in satisfaction (t=-0.38, p=.704) between the experimental and control groups. Conclusion: This study found that debriefing based on the clinical judgement model is effective for supporting nursing students for reflecting on clinical judgment and improving their diverse competencies in complex clinical settings such as ELC.

• The Journal of Korean Academic Society of Nursing Education
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• v.28 no.4
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• pp.345-356
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• 2022

Purpose: This study aimed to develop a Core Competency Scale for clinical nursing student educators. Methods: In this study, we constructed a conceptual framework, selected initial items, verified the content validity, conducted two rounds of Delphi expert consultation, selected secondary and tertiary items, and extracted the final items. The study included 242 clinical educators for nursing students. Item analysis, factor analysis, criterion validity, and internal consistency were used for the data analyses. Results: For the final scale, 35 items were selected and 5 factors were categorized, which together explain 61.7% of the total variance. The factors were education and evaluation, research and cooperation, ethical/legal principles, presenting leadership, and clinical practice. The scores for the scale significantly correlated with the teaching efficacy scale for clinical nursing instructors. The Cronbach's alpha coefficient for the 35 items was .96. Conclusion: The findings of this study demonstrated that the core competency scale has good validity and reliability. This scale can be used to assess the competency of clinical educators for nursing students; hence, it will help in evaluating the relationship between the skills of clinical educators for nursing students and the self-efficacy of those students.

• Journal of Korean society of Dental Hygiene
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• v.14 no.6
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• pp.839-847
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• 2014

Objectives: The purpose of the study was to investigate the perception of clinical trials of dental hygienist. Methods: A self-reported questionnaire was filled out by 126 dental hygienists in Seoul, Kyonggi and other area from October 1 to November 15, 2012. The instrument of the study was adapted from Jung and reconstructed. The questionnaire consisted of general characteristics of the subjects(9 questions) and recognition for clinical trials(10 questions). Recognition for clinical trials instrument included recognition for clinical trial conception(2 questions), objective recognition(5 questions), and subjective recognition for clinical trial(3 questions). The instrument was score by Likert 5 scale and Cronbach alpha was 0.936 in the study. Data were analyzed by SPSS 20.0 program and set at p<0.05. Independent t-test, chi-square test, one way ANOVA, and post-hoc Duncan test were done. Results: Those who had higher ages and higher education tended to have longer clinical careers(p<0.05). There was a significant difference in clinical trials between the level of education, clinical dental hygienists and professors. The differences in problem perception for activation of clinical trial according to workplace appeared to lack of publicity and inadequacy of facilities(p<0.05). Conclusions: To improve the perception of the clinical trials in dental hygienists, it is necessary to prepare the human resources programs, the additional curricula, continuing education courses and active publicity.

• Journal of the Korean Dietetic Association
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• v.18 no.3
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• pp.266-275
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• 2012

The purpose of this study was to evaluate the perception and needs of doctors on clinical nutrition services. A cross-sectional survey design was used. The doctors' perception and needs were assessed by questionnaires that had been specifically designed for the study. The research was conducted from February 14 to March 15, 2011 for 544 doctors at 42 large hospitals (with over 400 beds). Ninety-eight percent of doctors responded that clinical nutrition service was important. The mean scores of importance on clinical nutrition service were 4.45 for 'nutrition screening at admission', 4.50 for 'treatment of malnutrition', and 4.43 for 'nutrition education and counseling'. The mean scores of needs for clinical nutrition service were 4.42 for 'individual nutrition counseling & education' 4.39 for 'nutrition management for malnourished patients' and 'nutrition management for tube fed patients'. The medical specialists showed significantly (P<0.01) higher scores than the residents on the importance and needs for clinical nutrition services. Eighty-five percent of the doctors recognized the necessity of the specialized dietitians classified by diseases. The medical specialists (93.8%) showed significantly (P<0.01) higher recognition of this necessity than the residents (77.7%). The low residents' perceptions of the importance and needs for clinical nutrition services will necessitate clinical nutrition education plans. The departments of clinical nutrition in universities should improve the ability and skills of the clinical dietitians.