• Proceedings of the Korea Contents Association Conference
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• 2011.05a
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• pp.381-382
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• 2011

본 연구는 4주간의 종합선택실습이 간호대학생의 임상수행 능력 변화에 미치는 영향을 파악하기 위한 것으로 4주간의 종합선택실습을 이수한 4학년 간호 대학생 128을 대상으로 하였고 임상실무수행능력 평가도구를 이용하여 실무능력변화를 측정하였다. 연구 결과 종합선택실습 전의 임상실무능력이 70.4점에서 실습 후에는 124.8점으로 증가(p<.001)되었고 직접간호활동과 간접간호활동의 모든 하위 영역에서 실습 후의 임상실무수행능력이 유의하게 증가되었다. 또한 상위 성적 30% 학생의 종합선택실습 후의 임상실무수행능력이 중간 40%의 학생에 비해 더 유의하게 증가한 것으로 나타났다(p=.047).

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.721-728
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• 2023

This study was conducted with the aim of exploring the essence of the achievements experienced by nursing students while enhancing their problem-solving abilities through simulation practical training. The study participants included 13 fourth-year nursing students, and data were collected through individual interviews conducted after the simulation practical training. Data analysis followed the qualitative research method of content analysis, involving coding, categorization, and thematization of the data. The results of this study revealed that nursing students' achievement experiences through simulation practical training included the following processes: "confirming confidence through improvement," "acknowledging change," "experiencing nursing self-efficacy," and "getting closer to the goal of clinical practice." Furthermore, it is suggested that efforts should be made to implement efficient operation and evaluation tools through multifaceted and meticulous design to promote integrated learning through simulation practical training and to confirm the process of internalizing knowledge through reflection by nursing students.

• Korean System Dynamics Review
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• v.15 no.4
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• pp.61-84
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• 2014

This study aims to explore the development and application of a simulated skills package designed to improve nursing students' knowledge integration and their system thinking(ST) skills about congestive heart failure(CHF) and to identify the change in students' ST levels using a ST-based learning approach. A simulated learning support package was developed by nurse educators and ST experts. The developed program was implemented with 35 third-year nursing students from S university in Seoul. The subjects improved their ST skills regarding CHF after intervention. Mean test scores for students completing the program were significantly higher than pre-intervention scores, including measures of direction of causality, polarity of causal relationship, feedback loop, polarity of feedback loop (reinforcing, balancing) and time delay (t=2.26~6.53, p=.030~p<.001). It is suggested that more educational programs be developed on various topics in order for nursing students to improve their ST skills as well as knowledge integration in clinical nursing practicum packages.

• Women's Health Nursing
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• v.29 no.3
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• pp.219-228
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• 2023

Purpose: Preterm birth is increasing, and obstetric nurses should have the competency to provide timely care. Therefore, training is necessary in the maternal nursing practicum. This study aimed to investigate the effects of practice education using a preterm-labor assessment algorithm on preterm labor-related knowledge and clinical practice confidence in senior nursing students. Methods: A pre-post quasi-experimental design with three groups was used for 61 students. The preterm-labor assessment algorithm was modified into three modules from the preterm-labor assessment algorithm by March of Dimes. We evaluated preterm labor-related knowledge, clinical practice confidence, and educational satisfaction. Data were analyzed with the paired t-test and repeated-measures analysis of variance. Results: The practice education using a preterm-labor assessment algorithm significantly improved both preterm labor-related knowledge and clinical practice confidence (paired t=-7.17, p<.001; paired t=-5.51, p<.001, respectively). The effects of the practice education using a preterm-labor assessment algorithm on knowledge lasted until 8 weeks but decreased significantly at 11 and 13 weeks after the program, while the clinical practice confidence significantly decreased at 8 weeks post-program. Conclusion: The practice education using a preterm-labor assessment algorithm was effective in improving preterm labor-related knowledge and clinical practice confidence. The findings suggest that follow-up education should be conducted at 8 weeks, or as soon as possible thereafter, to maintain knowledge and clinical confidence, and the effects should be evaluated.

• The Korean Nurse
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• v.31 no.5
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• pp.65-71
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• 1992

In nursing, a practice discipline, it has been argued whether the mastery of clinical competence depends on types of learning styles, learning experience, and the use of specialized skills. All these problems are not limited to nursing education. Later educators identified the importance of reflective learning which is a vital element in any form of learning and that teachers and students need to consider how they can incorporate some forms of reflection in the courses. The purpose of this study is to review educational articles for understanding better what reflection in learning is, to identify the theme which is of important relevance to professional practice, from the book, Educating the reflective practitioner, and to discuss the theme within nursing education. Reflection in learning was defined by Dewey(1933) as the process which is involved the perception of relationships and connections between the parts of an experience. This experience is passed on when two people becoming involved with each other in a conversation. schon(1987) emphasized that learning conversation, which is a part of the interaction of student and teacher, is an important factor of the process of reflection-om-actopm. In clinical nursing education, good relationships between teacher and student, faculty's role, interpersonal skills are critical in learning conversation. Then Practing nurses who accept the need to choose nursing actionss on the basis of reflection, who accepet the necessity for understanding and being able to communicate the reasons for action are a powerfful force for the development of nursing into an increasingly more effective profession for the benefit of patients.

• Journal of Korean Academy of Nursing Administration
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• v.14 no.3
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• pp.344-351
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• 2008

Purpose: The aim of this study was to testify whether clinical performance examination (CPX) was useful to evaluate comprehensive performance for nursing students just prior to graduation. Method: A cross-sectional descriptive study was designed to examine the usefulness. A total of 61 nursing students whose requirement credits were completed for graduation from a C University in G-city, at December, 5, 2007. Data were analyzed by Pearson's Correlation Coefficient and Spearman's rank Correlation Coefficient. Results: This study showed that both of the finals scores with paper and pens and the clinical practicum scores were not correlated with the CPX scores (r=-.031, p=.811; r=.028, p=.831). Consistency of scores between faculties and standardized patients was moderate (r=.752, p=.000). Conclusion: CPX was considered as a different and innovative evaluation from previous testing systems to test the various aspects of performance including knowledge, skill and attitude. Therefore, CPX under high raters' consistency was useful to test nursing students's final performance. Further study would be needed to develop the standard of CPX system.

• The Journal of Korean Academic Society of Nursing Education
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• v.5 no.1
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• pp.58-71
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• 1999

Nursing process is an essential part for nursing practice. Nursing faculty members must focus on the clinical application for students and try to identify the possible problems that students might face in the fields. The purpose of this study is to examine the actual condition of nursing process education in curricula and to investigate the response of students in clinical experience of nursing process. From 462 students in the 6 associate programs(ADN) and the 6 baccalaureate programs (BSN) data was collected by questionnaire. The results were as followed. 1. Seven programs (58.3%) opened the nursing process in mainly sophomore (BSN) or freshman(ADN). If not opened, the nursing process was taught at the major subjects(espcially fundamental nursing or adult nursing). 2. All Students responded they we supposed to use nursing process in preparing the case report. The majority(94.6%) used NANDA lists for nursing diagnosis and 55.7% of subjects consulted the Korean terms by KNA when translating. The tutors for nursing process in clinical settings were the professor in charge of the subject (68.6) or clinical instructors (48.1%) , assistants(34%). 3. The problems in clinical application that students experienced consisted of 17 items and the mean was 2.27. The biggest problem was 'the lack of the model for RN of applying the nursing process in clinical settings'(2.97). Next the big problem was 'the lack of the competency for implementing the established nursing plans'(2.69). All items were significantly different according to the level of educational programs(ADN or BSN). ADN students had more problems in applying the each step of nursing process and BSN students perceived the NANDA as a guidance of nursing diagnosis and the inconsistency of advices from several instructors or practicum to be mere problematic. 4. The mean of merits after application of nursing process was relatively fair (2.82). The best merit was 'they can identify nursing problems more exactly'(3.07). The second high merit was 'they can study the rational of nursing action' (3.03). BSN than ADN and the subjects of second year than of one year in clinical experience perceived the use of nursing process to be better. Based on this results we need to enforce the application of nursing diagnosis in the class. The use of sample cases can be the efficient method. Students can identify the possible health problems for patient from the cases in imaginary world and discuss them each other. Also we can use the discussion session after practice every other day or as needed. All this is on the good interaction between tutor and student. We must consider to have enough time for student to seize the essence of the nursing process.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.21 no.2
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• pp.162-173
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• 2014

Purpose: This study was done to identify learning experiences and self-confidence and to analyze nursing students' self-confidence according to learning experiences for core nursing skills (CNS). Method: Participants were 502 final year nursing students. Data were collected using a structured questionnaire and analyzed using descriptive statistics and t-test. Results: Over 60% of participants had practiced 15 items of the 24 CNS in the basic nursing lab (BNL). In clinical practice (CP), they had practiced five items but experienced only one item in a simulation lab (SL). Items with the highest confidence level were vital signs (4.69) followed by blood sugar test (4.60), pulse oximeter (4.38), and oral medication (4.12). Items with the lowest confidence level were blood transfusion (2.17) followed by enema (2.64) and indwelling catheterization (2.67). The group with CNS experience in the practice curriculum was generally more confident than the group with no experience. Self-confidences in some skills was significantly different depending on availability of SL, credits for BNL and CP, and presence of preceptors. Conclusion: Results indicate a need to develop practice education strategies such as changing the CP to practice-centered learning with preceptors and including well-designed SL to increase confidence of nursing students.

• Journal of the Korea Society of Computer and Information
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• v.27 no.2
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• pp.91-98
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• 2022

The purpose of this study is to investigate the effect of online basic clinical training on critical thinking disposition, self determination motivation and learning satisfaction for nursing student in the COVID-19 situation. This study is one group pre-test and post-test design. The subjects of this study were collected using an online questionnaire for third-year nursing students located in G city, and 41 students participated in the final. The results of this study showed that critical thinking disposition(p=.013) and self determination motivation(p=.007) increased statistically significantly after the online basic clinical training. This findings indicate that online basic clinical training is effective in improving critical thinking disposition, self determination motivation. As it is difficult to perform direct nursing in the COVID-19 medical field recently, it is expected that the limitations of online clinical practice can be overcome by using various online contents.

• Journal of Korean Academy of Nursing Administration
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• v.21 no.4
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• pp.435-446
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• 2015

Purpose: This study was done to review and summarize trends in research related to image of nursing in Korea and to explore directions for future research. Methods: Thirty-five studies published from 2003 to 2014 were reviewed, and the analysis was performed according to criteria adopted from Kim & Lee (2003). Results: There was a three-fold increase in the number of studies compared to a prior analysis study. Of these studies 50% were carried out with nursing students and 71.4% were survey type research. Elementary school students, patients, and guardians had positive images of nursing compare to middle school students and health related personnel. Experience of hospital admission or patient visit did not influence the nursing image of participants. Satisfaction with nursing as a career and clinical practicum were related to nursing image among nursing students and their satisfaction, and their nursing professional value and self-esteem had a positive correlation with nursing image. Conclusion: The findings of this study suggest that recent trends of nursing research on nursing image indicate a need for further research to eliminate negative stereotypes and build a more professional image for nursing are recommended.