• The Journal of the Convergence on Culture Technology
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• v.4 no.1
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• pp.17-25
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• 2018

The purpose of this study was to identify student's patient education experience, satisfaction with clinical nursing practice and self-efficacy in Maternity nursing practice. As the result, The nursing students had difficulties in accessing the patient, education time, and lack of self-confidence. There was a statistically significant difference in satisfaction of patient education experience with method of education, time of practice, and satisfaction of maternity nursing, satisfaction with clinical nursing practice with attitude of students, satisfaction of clinical practice, practice place, self-efficacy with grades, satisfaction of maternity nursing, practice place. In order to overcome the difficulties and limitations of maternal nursing practice, we maintain close cooperation with the hospital staff and propose it as a strategy of teaching method and practice guidance reflecting the needs of nursing students.

• Journal of Digital Convergence
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• v.20 no.2
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• pp.563-571
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• 2022

This study aimed to examine the effects of simulation-based neonatal nursing care education on the communication competence, self-efficacy, clinical competency. A one-group pre-and post test design was used. A total of 122 students participate. Data was collected from May 3 to June 4, 2021, using self-report questionnaires only for students who understood the purpose of the study and gave written consent to participate. For the simulation-based neonatal nursing care education, a total of three steps of preparation for scenario implementation, scenario implementation, and debriefing were applied in groups of 3-4 people of 4.5 hours. As a result of this study, it was found that the simulation-based neonatal nursing care education had statistically significant improvement in communication competence, self-efficacy, clinical competency. Through the results of this study, it was confirmed that simulation-based education in the nursing care of children can be an effective teaching-learning method that can supplement the observation-oriented clinical practice of child nursing for nursing students.

• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.109-116
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• 2020

The effects of mentoring education bring positive effects such as mentees' capacity building, knowledge improvement and positive attitude. The major difficulties that nursing college students experience in clinical practice are low adaptability, lack of confidence, etc. Therefore, this study developed mentoring education program to improve the problem-solving ability, learning attitude, and confidence in nursing skill before clinical practice for nursing college students and evaluated their effectiveness. In order to develop the program, a group of experts consisting of professors and clinical nurses selected 11 topics after discussing nursing skills and knowledge, which were most required in clinical practice. The program involved 14 mentors who operated practice, counseling, video clips, and contextual discussions for two days to a group of 9 to 10 people. Nursing college students who received the mentoring education program showed a significant increase in learning attitude and confidence in performance of nursing skills, but there was no statistically significant difference in problem-solving ability. This study is meaningful in that it has improved the educational effect by using mentoring methods, away from formal in-school practice education. In the future, it will be necessary to evaluate whether the mentoring education program affect the problem-solving ability of nursing students by applying it before, during, and after clinical practice rather than in a short period.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.376-386
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• 2011

Purpose: The purpose of this study was to analyze the importance and usability of the curriculum of the oriental nursing educational program among clinical nurses who completed the program. Methods: The study employed a cross-sectional descriptive survey design. Data were collected from March 1, 2010 to April 25, 2010 from 68 oriental or allied hospital nurses who completed the oriental nursing educational program. A70-item questionnaire of importance and usability of the program curriculum and as an instrument of knowledge of oriental nursing were used. Data were analyzed by SPSS 18.0 program. Results: The majority of participants (69.1%) experienced difficulties in clinical practice due to lack of oriental nursing knowledge and skill. In knowledge of oriental nursing, meridian points had the most negative responses (51.5%), followed by oriental documentation (42.7%) and oriental herbal medicine (20.6%). The highest ranked course in importance was oriental fundamental nursing with clinical practicum in usability. The scores of usability items were significantly lower than those of importance items. Conclusion: This study suggests that the clinical job description and role of oriental nurses should be organized. The oriental nursing educational program needs to include more unique clinical nursing content.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.346-354
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• 2011

Purpose: This study examines the effects of integrating Evidence Based Practice (EBP) into a critical care clinical practicum on nursing students' access and use of information resources and EBP competency. Methods: A one-group pretest-posttest design was used. Fifty senior nursing school students from a university participated. A critical care clinical practicum combined with EBP consisted of six full days of clinical practicum in intensive care units with EBP education. Group and individual training in EBP skills, lectures, small group discussion and conferences were provided. Data were analyzed using paired t tests for 50 participants. Results: The scores of evidence based practice competency increased significantly (p<.001) showing significant improvement in searching and classifying the evidence. Nursing students' access and use of research evidence improved (p=.004). Conclusion: This study showed that the integration of EBP into a clinical practicum was effective in improving accessibility and usefulness in research evidence such as guidelines and research articles, and increasing EBP competency in undergraduate students.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.1
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• pp.129-137
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• 2014

Purpose: The purpose of this study was to understand the positioning which was perceived by nursing students from their clinical practice experiences. Methods: The data were 80 narratives of practice experience written by 20 nursing students. Using qualitative contents analysis, nursing students' reflective narratives were analyzed in the aspects of the positioning which including personal characteristics, designated social role, and ethical order. Results: In personal characteristics, nursing students positioned themselves as they had vague fear and cold feet about the physical and personal environment of the clinical setting. In the aspects of the designated social role, they positioned themselves to learn more knowledge and skills of the nursing, to put effort in maintaining good relationship with their patients and other nurses, and to evaluate the nurses on their job performances and professional attitudes. In ethical order, nursing students positioned themselves as a person who worries about their work as a future professional nurse. Conclusion: The result of this study can be used to better understand nursing students and application of the nursing students' narratives in the clinical practice education, and to facilitate positive outcomes and transitions from nursing students to nurses.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.4
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• pp.485-494
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• 2016

Purpose: The present research is a descriptive study aimed at understanding clinical nurses' Video display terminal (VDT) syndrome and identifying the factors that affect their VDT syndrome. Methods: Data were collected from 239 clinical nurses working in two metropolitan cities. Research tools included subject's VDT syndrome assessing musculoskeletal, ophthalmic, dermal, psychiatric, and whole body syndromes. The data were analyzed using frequency analysis, average and standard deviation, t-test, One-way ANOVA, and multiple regression analysis with the SPSS/WIN 20.0 program. Results: The subjects' VDT syndrome score was 1.34 out of 5. There were significant differences in participating subjects' VDT syndrome, hospital's size, working unit, health status, diagnosis of illness, having an Order Communication System (OCS), having an Electronic Medical Record (EMR) System, continuous VDT working for more than one hour, break time during VDT use, VDT use time, comfort of the chair, adjustability of the height of the chair, size of the VDT's desk, distance between the monitor and the user's eyes, resolution of the monitor, and frequency of eye exercise during VDT use. According to the research, influencing factors on VDT syndrome in clinical nurses included size of the VDT's desk, frequency of eye exercise during VDT use, having an EMR system, break time during VDT use, diagnosis illness, and having an OCS' system. Conclusion: The findings from this study can be used as a basis for future VDT syndrome prevention education and programs for clinical nurses.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.1
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• pp.25-35
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• 2011

Purpose: The purpose of this study was to evaluate the effects of an intravenous injection case-based clinical performance examination for improvement of problem-solving skill, nursing process application, nursing skill, and learning satisfaction. Method: This study's design was a randomized control group design. A total 93 students (experimental group, 49 control group, 44) who were junior nursing students in South Korea were included in this study. Data were collected from August 12th to 19th, 2010 and analyzed using SPSS 18.0. Result: The mean score of problem solving skills, intravenous injection skill, and learning satisfaction were significantly higher in the experimental group than the control group. However, the mean score of nursing process application was not significantly different between the two groups. Conclusion: These results indicate that the case-based clinical performance examination is effective for problem solving skill, nursing skill, and learning satisfaction. Therefore, it is recommended to adapt such teaching methods with integrated nursing practice education for various clinical skills development.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.3
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• pp.299-310
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• 2020

Purpose: This study is a content analysis to understand the nursing informatics competence of clinical nurses. Methods: Focus group interviews were used to collect data. Two focus group interviews were held with a total of nine clinical nurses. All interviews were recorded and transcribed. Content analysis was used to analyze data. Results: The five main categories of nursing informatics competence that emerged are 1) software program use, 2) use of nursing information, 3) use of information communication technology in nursing, 4) professional responsibilities and ethics, and 5) active attitudes and recognition. Next, there are three strategies to improve nursing informatics competence: 1) organizational approach, 2) opportunity of continuous education, 3) presentation of standards in nursing informatics competence. Conclusion: Further studies such as educational program development and evaluation tool development are necessary. Moreover, there is a need to enhance clinical nurses' nursing informatics competence by using the proposed strategies.

• Korean Journal of Clinical Pharmacy
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• v.32 no.1
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• pp.8-12
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• 2022

Background: Woosuk University College of Pharmacy delivered patient counseling education and administered Objective Structured Clinical Examination (OSCE) by utilizing standardized patients (SP) in Introductory Pharmacy Practice course. Surveys were conducted to examine students' perception of SP and its impact on experiential education. Methods: Students learned patient counseling by didactic lecture and role-play, followed by hands-on practice with SP. Then, patient counseling skills were assessed during OSCE by utilizing SP. The first survey was conducted immediately after OSCE, and the second survey after the completion of Pharmacy Practice Experiences (PPEs). Results: According to the surveys, majority of the students agreed that utilizing SP was effective in building confidence for conducting patient counseling, reflecting on strengths and weaknesses of communication skills, and preparing for PPEs. It was particularly more effective than role-play in simulating patient counseling in a real pharmacy and reflecting on oneself. Also, OSCE was an appropriate method to assess patient counseling skills and utilizing SP for this purpose was well-suited. Conclusion: Although it is very new in South Korea, other developed countries are already widely utilizing SP, and its importance and necessity have been proven by several studies. Therefore, Korean colleges of pharmacy should begin discussing how to utilize SP to improve students' communications skills and implementing OSCE to evaluate those skills.