• Women's Health Nursing
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• v.12 no.4
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• pp.326-337
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• 2006

Purpose: This study was done to apply a PBL module for students' practice in maternity nursing. Method: Two PBL module scenarios were made for clinical cases in antepartum, intrapartum, and postpartum nursing care. A total of 70 senior nursing students of S university were enrolled in this module for their scheduled 3 weeks of practice. A structured questionnaire and subjective statements were collected for evaluation. Result: The students' perceptions of PBL were found to be effective in encouraging motivation and interest in studying, absorbing practical knowledge better, and learning through interaction with tutors. They became more confident, active, and positive throughout the PBL experiences while a lack of time for learning was a limitation. Conclusion: PBL is considered a method that can strengthen nursing students' abilities to adjust to clinical situations in maternity areas. It is recommended to expand PBL in nursing practice courses and develop various scenarios and qualified tutors.

• The Journal of Korean Academic Society of Nursing Education
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• v.12 no.1
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• pp.13-20
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• 2006

Purpose: The purposes of this study were to examine the effects of the Cooperative Clinical Nursing Education Program on the competency and satisfaction of nursing students in clinical practice. Method: The research design was a quasi-experimental pretest-posttest design with a convenience sample of 107 nursing students who were at one College of Nursing located in Seoul. Data were collected using a self-administered questionnaire. Results: Nursing students participated in the program reported higher nursing skills and total satisfaction than control group after completing education program. Conclusion: Cooperative clinical nursing education program for nursing students had positive effects on nursing skills and satisfaction of clinical practice.

• Journal of Korean Clinical Nursing Research
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• v.22 no.3
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• pp.294-304
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• 2016

Purpose: This study was done to develop an evidence-based external ventricular drainage (EVD) nursing practice guideline in order to provide standardized nursing and prevent EVD related complications. Methods: We used the standardized methodology for nursing practice guideline adaptation developed by Korean Hospital Nurses Association for the guideline adaptation process in this study. Results: The newly developed EVD nursing practice guideline was adapted to the American Association of Neuroscience Nurses (AANN)'s clinical practice guideline which is 'Care of the patient undergoing intra-cranial pressure monitoring/external ventricular drainage of lumbar drainage.' There were 61 recommendations documented in the preliminary guideline all evaluated by 9 experts based on acceptability and applicability. The final practice guideline was composed of 3 domains with 57 recommendations. The three domains of nursing were the insertion, maintenance, and removal of the EVD. The number of recommendations in each domain was 8 in EVD insertions, 39 in EVD maintenance, and 10 in EVD removals. Of the 57 recommendations 3.5% were level 1, 31.5% were level 2, and 65% were level 3. Conclusion: The standardized practice guideline can improve nurses' performance and accuracy. It can also be used as the foundation for effective communication between all medical staff.

• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.577-587
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• 2017

The purpose of this study was to test the effects of simulation practice education on clinical judgment, self-confidence, and clinical performance ability of nursing student. This study used a one group, pre-post test design. The subject of this study were 45 second grade nursing students who participated in the simulation practice education. Data were collected before and after the simulation practice education using the questionnaire. As a result of this research, the improvements of the clinical judgment, self-confidence, and clinical performance ability were statistically significant. Therefore, the simulation practice education has a positive effect on nursing students in terms of the clinical judgment, self-confidence, and clinical performance ability.

• Journal of the Korea Convergence Society
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• v.9 no.11
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• pp.569-579
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• 2018

The purpose of this study was to identify experiences of core basic nursing skills(CBNS), self-confidence during clinical practice and clinical competence in 208 nursing students attending nursing department and understand which factor, either experiences of CBNS or self-confidence during clinical practice has an impact on clinical competence. Our research findings are as follows. There was a positive correlation between experiences of CBNS, self-confidence during clinical practice and clinical competence. The factor that had the biggest impact on clinical competence was self-confidence during clinical practice and the explanation power of both factors was 31.2%, based on multiple regression analysis. Based on these findings, nursing educate need to develop a curriculum to increase self-confidence during clinical practice in students.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.11 no.3
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• pp.256-264
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• 2004

Purpose: This study was to identify the effects of self-administered hand reflexology on level of fatigue in college student nurses during clinical practice. Method: A non-equivalent control group, quasi-experimental research with pre and post-test design was used. Forty-seven student nurses in clinical practice were assigned to either an experimental or control group. The experimental group performed self-hand reflexology for 10 minutes once a day during the 5 days of clinical practice. Results: 1. While there was a significant difference in degree of fatigue and fatigue scores in the experimental group over time, there was no significant difference between the two groups. 2. Vigor score for the experimental group was significantly higher than those of the control group during the 5 days except for day 5, but there was no significant difference between the two groups. 3, Levels of fatigue for the experimental group increased after 1 hour in the 1st post time, but there was no significant difference between the groups. Conclusion: Self-administered hand reflexology was not found to be an effective method for relieving fatigue for student nurses in clinical practice. Also physiological effects were not identified in this study, and so further research is needed.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.18 no.3
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• pp.300-309
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• 2011

Purpose: The purpose of this study was to investigate facilitators of evidence-based practice (EBP) in Clinical Nurses. Method: The instruments used in study were the EBP facilitator scale developed by Nagy et al. and a questionnaire on EBP-related characteristics. Data were collected from 230 nurses at a tertiary hospital and analyzed by descriptive statistics. Results: Compared to previous studies, this study showed that nurses had more experience related to research courses and clinical research. However, the proportion of nurses who reviewed relevant articles still remained low. The respondents had positive perceptions of organizational supports for EBP and belief in the value of EBP, whereas they had negative perceptions of skills in locating and evaluating research reports, knowledge of research terms and statistics, and time to devote to EBP. Conclusion: The findings of the study provide important basic data to develop and implement an EBP programs. In future, EBP programs should cover the nurses' skills to search and review research literature as well as their knowledge of research terms and statistics. Furthermore, nurses will require help to ensure that there is adequate time to devote to EBP.

• Korean Journal of Adult Nursing
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• v.21 no.2
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• pp.245-256
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• 2009

Purpose: To describe the lived experience of nursing students when faced with clinical judgment in a nursing practicum at the hospital. Methods: A descriptive research design was utilized. Participants were 79 students in the clinical practicum. Participant consent was obtained for ethical protection. Data were collected from August to December 2007 using a semi-structured questionnaire. Content analysis was utilized for data analysis. Results: Two categories and 5 themes were extracted from the data for 'difficult' and 'easy' clinical judgments. For the student category, the two themes were 'knowledge' and 'skill', while the three themes for the clinical education environment category were, 'judgment of clinical symptoms and signs', 'differences between theory and practice' and 'human relationships'. For coping, 2 categories and 5 themes were extracted for the difficult clinical judgment situation, while one category and one theme were found for the easy clinical judgment situation. Conclusion: To develop students' clinical judgment, there is need to develop the method of clinical skills using simulation in clinical teaching. For future research, a study on factors affecting clinical judgment of nursing students in hospitals is needed.

• Journal of Industrial Convergence
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• v.18 no.4
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• pp.77-86
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• 2020

This study is a descriptive research study to grasp the critical thinking tendency, clinical practice stress, core basic nursing confidence, and degree of adaptation to clinical practice in nursing students. From June to July 2019, 207 students in the fourth year of nursing college were surveyed through their own questionnaire. Collected data were analyzed by t-test, ANOVA and multiple regression analysis using SPSS/WIN v24.0. The negative correlation between clinical practice stress and critical thinking tendency(r=-.18, p=.010). The core self-confidence practice self-confidence showed a positive correlation with critical thinking tendency(r=.25, p<.001), and a negative correlation with clinical practice stress(r=-.17, p=.017). Adaptation to clinical practice showed a positive correlation with clinical practice stress(r=.44, p<.001), and the factor influencing clinical practice adaptation was stress(β=.40) (F=18.34, p<.001), and the explanatory power was about 23.1%. As mentioned above, stress brings a positive change to clinical practice, so it is necessary to identify stress factors received from clinical practice of nursing college students and reflect them in curriculum development.

• Journal of Korean Clinical Health Science
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• v.8 no.2
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• pp.1450-1461
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• 2020

Purpose: The purpose of this study was to understand the degree of nursing professional intuition, major satisfaction, clinical practice satisfaction, self-leadership, and career preparation behavior of nursing college students, and to identify factors that influence career preparation behavior. Method: This study was a descriptive research study to analyze the factors affecting career preparation behavior. The data collection period was from August 03 to 30, 2020 for 4 weeks. The survey conducted an online survey of 220 students in grades 3-4 who were enrolled in 6 nursing departments located in P metropolitan city and G province, and have clinical practice experience. The collected data were analyzed using SPSS Win 20.0 program. Results: Career preparation behavior had a significant positive correlation with nursing professional intuition(r=.455, p<.001) and self-leadership(r=.539, p<.001), and major satisfaction(r=-.337, p<.001) and clinical practice satisfaction(r=-.380, p<.001) had a significant negative correlation. Self-leadership(β=.424, p<.001) was the most significant factor influencing the study subjects' career preparation behavior, nursing professional intuition(β=.170, p=.010), clinical practice Satisfaction(β=.127, p=.047), employment information(β=.122, p=.023), major satisfaction(β=.137, p=.042) in the order, these variables were found in the order of The explanatory power of the factors affecting the subject's career preparation behavior was 40.2%. Conclusion: Therefore, in order to help nursing students' career preparation behavior, a strategy to provide a variety of employment information and a strategy for nursing intervention that can improve self-leadership, clinical practice satisfaction, and major satisfaction is required.