• Journal of Korean Academy of Nursing
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• v.30 no.1
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• pp.39-46
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• 2000

This study, was done to compare the nursing education systems of China and South Korea (Korea), then, on the basis of this comparison, to examine the direction of nursing education in China. The results the study are as follows : 1. Nursing education in Korea was influenced by social change, political policy, but as it was established, nurses in Korea, were able actively involved in presenting nursing education development proposals to the government, and in developing nursing education through their own efforts. Nursing education in China developed through the political policy of a socialist Country. During the period of modernization after 1977, a nursing education developed very quickly, In 1983, the first baccalaureate nursing education program was established and, in 1992, the first masters program was opened. 2. In Korea, there are two nursing education systems; diploma and baccalaureate, and there is only one entry level, high school graduation. In China today, on the other hand, there are three types of nursing education systems; technical, diploma, and baccalaureate, and they have middle school and high school graduation as the two levels of entry. 3. There are similarities between China and Korea in curriculums for nursing education which include the major nursing concepts. But in descriptions of the education objectives, China the emphasis is on training the 'expert' in clinical nursing which is not consistent with their educational philosophy. Korea differs from China in that the focus is on training for 'multiple ability' to be used in both clinical and community environments. 4. In Korea, the curriculum is organized with the theoretical and clinical experience combined. The curriculum is oriented to the life cycle and human developmental process. In China, however, the curriculum is organized so that after finishing the theoretical part of the curriculum, the students begin a one year intensive field experience in which the major clinical field is the hospital, and the focus is on disease oriented care and research ability. 5. In order for nurses to be proposed to address nursing education system needs follows : to change as The new nursing education system should be baccalaureate education in order to improve the education level in all nursing education programs, to develop doctoral programs, to open nurse specialist programs, and to develop a new curriculum based nursing philosophy and health delivery system change. New nursing curriculum for health care in China in the 21st century should be directed by a framework based on nursing philosophy, objectives and nursing content. In conclusion, the study will contribute China nursing education system revolution for policy develop and curriculum research. According to these results, in the future, nurses in China should be more actively involved in research and in a nursing education revolution, Also they should be involved in building information networks and in developing long term projects in nursing education.

• The Korean Journal of Health Service Management
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• v.6 no.1
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• pp.195-203
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• 2012

The purpose of this study was to identify clinical practice (clinical training education) and satisfaction depend on university hospital availability according to a survey with 850 healthcare-affiliated students. The collected data were analyzed with the SPSS17.0 program. The result was shown statistically significant difference depends on gender, major departments and satisfaction of college life. In addition, there were significant differences in satisfaction of clinical training education in the environmental aspects of practice depending on whether affiliated hospital or not. There were no significant correlation found between degree of satisfaction of clinical training education and the need for affiliated hospital (r = .204, p <.01). As a result, Attached to the university hospital can be helpful to healthcare-affiliated students on environmental and educational aspects of clinical training education. Therefore, the effective and practical training programs using university-affiliated hospitals are surely needed to develop and to apply the active support.

• Journal of Digital Convergence
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• v.18 no.7
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• pp.279-287
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• 2020

For effective clinical practice education, this study was conducted to find out the effects of learning practical subjects on the core competency and satisfaction level of clinical practice on nursing students. The research subjects were divided into groups that conducted four core nursing education classes eight hours a day for two weeks, and groups that received traditional lecture-oriented education, and a questionnaire was prepared and reported by themselves after 15 weeks of clinical practice. The collected data was analyzed using frequency, percentage, mean and standard deviation, chi-square test, and t-test using the SPSS 21.0 program. The findings supported the hypotheses in critical thinking propensity and clinical practice satisfaction, and the hypotheses in leadership, problem-solving and communication skills were rejected. The results of this study confirmed that practical training for strengthening core practical skills has a positive effect on the critical thinking tendency and clinical practice satisfaction of nursing students. Therefore, it can be used as an effective practical training arbitration in nursing education.

• Journal of Convergence for Information Technology
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• v.9 no.11
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• pp.47-54
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• 2019

This study is a descriptive research study to investigate the effect of core basic nursing practice education on clinical competence of nursing students. The data was collected from 169 3rd and 4th grade students in the Department of Nursing, College of Nursing, G province. The data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, multiple regression. Core experience is negatively correlated with performance confidence (r=.446, p<.001) was negatively correlated with clinical performance (r=-.206, p=.001). It was found to have a negative correlation with (r=-.346, p<.001). In this study, the factors affecting clinical performance were self-confidence (${\beta}=-.317$, p<.001), and clinical performance was 11.3%. Therefore, effective practical education program for improving clinical performance is needed for smooth practical education of nursing students.

• Korean Journal of Clinical Pharmacy
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• v.28 no.4
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• pp.347-354
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• 2018

Objective: This study was to investigate and develop a training program that integrated and strengthened clinical competence and capacity of hospital pharmacists which would be implemented at the pharmacy department of Ewha Womans University Mokdong Hospital. Methods: We assessed the training programs of hospital pharmacists in the United Kingdom, the United States and Japan and compared those of major hospitals in Seoul and Gyeonggi provinces in Korea. The survey assessed the satisfaction on the current educational programs for pharmacists at Ewha Womans University Mokdong Hospital and a newly designed education program was suggested. Results: The major differences of the programs among the Korean hospitals and Mokdong Hospital were the training period and contents of the entry-level pharmacist education program. The overall satisfaction of the training program was >3 points on 5-Likert scale in the survey. There was no significant difference of the satisfaction level based on the employment period of pharmacists. The pharmacists were in more than 7 training programs of clinical support work. We proposed the clinical support training for the new pharmacists to be separated from orientation and concentrated on actual work duty. In order to improve the competency, it was encouraged to participate the in-house seminar or certify the related fields provided by Korean Society of Health-system Pharmacists. Conclusion: The education program was assessed among different countries and hospitals of Korea. We suggested to update education program in the hospital to enhance pharmacists' competency.

• Journal of Industrial Convergence
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• v.21 no.10
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• pp.111-120
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• 2023

This study is a descriptive research to examine the effects of meta-cognition and resilience on clinical reasoning ability of nursing students who have completed the simulation education integrated with problem based learning. The study subjects were senior nursing students who had experienced SIM-PBL education, and data was collected by using a structured questionnaire from September to December 2021. The collected data was analyzed employing descriptive statistics, correlation, and hierarchical regression analysis using the SPSS program. The results demonstrated that meta-cognition and resilience had a significant positive correlation with clinical reasoning ability. The chief factors influencing on the clinical reasoning ability of nursing students were as follows: confidence in participating in the SIM-PBL education, meta-cognition, and resilience. In addition, the three factors explained the clinical reasoning ability at a high level of 75%. The clinical reasoning ability of nursing students may be cultivated by applying internal reinforcers of self-confidence, meta-cognition, and resilience into a SIM-PBL simulation.

• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.2
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• pp.333-348
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• 2001

The study was intended to investigate the degree of satisfaction and experiences of maternity nursing practice and to examine the relationships between satisfaction and experiences. Data were collected from a college located in Inchon from April 2, 2001 to October 30, 2001. A general characteristics questionnaires, questionnaire for clinical practice satisfaction and maternity nursing clinical checklist were used to measure the satisfaction and experiences of maternity nursing practice. The subject were supposed to record their clinical experience in maternity clinical practice checklist. 153 questionnaires for satisfaction of clinical practice and 178 maternity nursing clinical practice checklists used for analysis. The data were analyzed by SPSS-PC+ program. The results of this study were as follows ; 1) The mean score of satisfaction of clinical practice was 3.34(a perfect score 5) and among the 4 categorial components from the questionnaire of satisfaction the score of 'clinical practice teaching' was high(3.85) and 'clinical practice environment(2.91)' and 'clinical practice contents(2.90)' was relatively low. 2) There was significant value between place of clinical practice and clinical practice satisfaction among 7 clinical practice hospital and the most high score of clinical practice satisfaction is 3.70 and the low score is 2.91(F=7.706, p<.001). The score of delivery room was significantly higher than the OBGY room and there was significant value among the place of clinical practice(DR : F= 6.441, p<.001, OBGY room : F=7.908, p<.001). 3) In delivery room, the frequency of observation are 2.61 day, the frequency of practice are 1.33 day and in OBGY room the frequency of observation are 1.73 day, the frequency of practice are 1.31 day for 2 week of maternity clinical practice and the most frequent practice of maternity nursing care was checking vital sign. 4) There were significant relationships between the ranking score of clinical satisfaction and clinical experiences in maternity nursing practice. Based on the results, it is suggested that the satisfaction of clinical practice was related to environment of clinical practice and it is necessary to improve environment of clinical practice and make a strategies to enhance the quality of maternity clinical experience.

• The Journal of Korean Academic Society of Nursing Education
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• v.6 no.1
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• pp.23-35
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• 2000

This qualitative nursing research used a hermeneutic phenomenological approach to discovery of meaning of the nursing students' clinical experience in junior colleges. Data collecting was utilized by in- depth face-to-face interviews of 10 sophomores who were participating in their first clinical experience. The following themes of the experience emerged. 1) The first step of fear (fear, being embarrassed) 2) Rhythmical patterning of theory and practice(disappointment of nurses, recognition of the gap between the theory and practice, the conflict between medical doctors and nurses, trouble with the students from other colleges, confusion from nurses' educational and noneducational attitudes, burden of responsibility for nurses' jobs, and the tiresome nature of repeated practice) 3) Discovery of changing self, awareness of self-expansion (awareness of professional nurses' roles, formation of self-confidence, changing of one's state of mind) From this study essential theme of clinical experience of nursing student's was identified, and continuous efforts to establish better adaptation of nursing students to clinical practice are required.

• Journal of dental hygiene science
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• v.5 no.1
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• pp.33-38
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• 2005

The objective of this research was to evaluate a curriculum for dental hygiene program, and to develop a clinical dental hygiene course. Learning objectives of dental hygiene program was used as the measure of courses related to clinical dental hygiene. Dental hygiene process is now recognized as a standard of education and practice of clinical dental hygiene. This study demonstrated that we have to integrate oral prophylaxis and preventive dentistry based on dental hygiene process for clinical dental hygiene education curriculum. And the results indicate that competency in comprehensive dental hygiene care is a priority for dental hygiene program.

• The Korean Journal of Emergency Medical Services
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• v.21 no.1
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• pp.59-73
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• 2017

Purpose: This study aimed to enhance the efficiency of clinical training education by understanding paramedic students' perceptions of their hospital clinical training experiences. Methods: The subjects were 31 third paramedic students who participated in a population survey from June 25 to August 13, 2016. A Q card and Q sample distribution chart were created, and the P sample was selected by Q classification. The collected data were analyzed by factorial analysis using PC QUANL. Results: Four different perceptions were identified from the survey, which explained 44.1% of the variables. The four types were classified as Self-improvement-oriented (Type 1), Training-site avoidant (Type 2), Confidence acquiring (Type 3), and Over-willed (Type 4). Conclusion: Paramedic instructors and clinical training managers may want to consider these four perception types when planning clinical training and education programs to improve job performance.