• Journal of the Korea Society of Computer and Information
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• v.23 no.8
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• pp.123-131
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• 2018

The purpose of this study is to investigate the clinical nursing competence and self-efficacy of 4th and 2nd semester nursing college students who completed most of the performance-based nursing education curriculum. It was attempted to develop competency evaluation and competency-based curriculum. The collected data were analyzed using descriptive statistics, t-test, one-way ANOVA, $scheff{\bar{e}}$ test, Pearson's correlation coefficients and Stepwise multiple regression in SPSS WIN 24.0 program. The findings of this study were as follows. 1) The knowledge level of essential basic nursing skills received a score of 88.95. The overall average score of clinical performance was 3.15 out of 5. The mean score of self-efficacy was $4.14{\pm}0.57$ points on 6 points 2) Among the general characteristics of subjects, 'motivation of major selection' and 'satisfaction of practice time' differed in the knowledge of essential basic nursing skills, 'religion' and 'health status' differed in clinical performance ability and 'interpersonal relationship', 'motivation of major selection', 'major satisfaction', 'satisfaction of practice time', 'nursing satisfaction', 'desired working period' and 'average rating' differed in self-efficacy. 3) The self-efficacy showed a significant positive correlation with the clinical nursing competency including the knowledge of essential basic nursing skills and clinical performance ability. The nursing satisfaction, clinical performance ability, the knowledge of essential basic nursing skills, interpersonal relationship and average rating influenced significantly and explained 23.7% of the subjects' self-efficacy.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.683-692
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• 2024

This study aimed to examine the effects of integrated simulation practice education for nursing college students on their communication skills, self-efficacy in learning, clinical reasoning ability, and clinical performance through a pre-post quasi-experimental design with a single group. The participants were 41 fourth-year nursing college students from a university located in G City, and the intervention took place from September to November 2023 over a period of nine weeks. The collected data were analyzed using SPSS 23.0, and the research findings are as follows. First, after simulation practice education, significant effects were observed in self-efficacy in learning (t=-2.21, p=.033), clinical reasoning ability (t=-2.97, p=.005), and clinical performance (t=-2.84, p=.007), but no significant difference was found in communication skills (t=-.224, p=.824). Second, after simulation classes for nursing students, clinical performance showed significant positive correlations with communication skills (r=.650, p<.001), self-efficacy in learning (r=.440, p<.001), and clinical reasoning ability (r=.824, p<.001). Based on these results, integrated simulation practice education for nursing students appears to be an effective educational method for enhancing their self-efficacy in learning, clinical reasoning ability, and clinical performance. To improve nursing students' clinical performance, it is necessary to operate simulation practices with various scenarios.

• The Korean Journal of Health Service Management
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• v.14 no.2
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• pp.41-54
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• 2020

Objectives: The purpose of this study was to identify the influences of nursing professionalism and emotional intelligence on the clinical performance ability of nursing students. Methods: The subjects of this study included 234 nursing students from three universities located in two regions of South Korea. Data were collected from June 15 to 30, 2018 by using self-reported questionnaires. The data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, Pearson's correlation coefficients, and stepwise multiple regression analysis using the IBM SPSS 21.0 program. Results: The factors which influenced the clinical performance ability in nursing students were self-concept of the profession(β=.28, p<.001), roles of nursing service (β=.22, p<.001), use of emotion (β=.22, p<.001), self-emotional appraisal (β=.18, p=.002), regulation of emotion (β=.16, p=.004), and grade (β=.16, p=.002) which explained 51.7% of the variance. Conclusions: These results suggest that to improve clinical performance ability in nursing students, an intervention that enhances their nursing professionalism and emotional intelligence should be considered.

• Korean Journal of Adult Nursing
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• v.25 no.2
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• pp.170-182
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• 2013

Purpose: This study investigated the effectiveness of simulation training with a hybrid model of student nurses' performance ability and reported self confidence. Methods: A nonequivalent control group with pre-posttest was designed. Data collection was done during the first semester in 2012 at a college of nursing in Seoul. Nursing performance ability and reported self confidence related to taking care of patients with urinary problems were evaluated. The treatment group (n=96) received simulation training of a catheterization procedure with a hybrid model involving standardized patients and a mannequin. Nursing students in the comparison group (n=84) did not receive the simulation training but would receive it prior to their next clinical practicum's. Results: The treatment group showed a significantly higher performance ability and reported self confidence than that of the comparison group. The perceived helpfulness and contentment of the simulation training in experimental group was high. Conclusion: The findings of this study demonstrated that simulation with a hybrid model was effective in teaching skills prior to the clinical experience which suggests that skill development is not dependent on the actual clinical situation. Nurse educators should consider simulation training as a tool beyond that of clinical practicum.

• The Korean Journal of Health Service Management
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• v.9 no.3
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• pp.127-143
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• 2015

Objectives : This study is a quasi-experiment with a pre-post design and a nonequivalent control group performed from May 1 to June 2, 2013 to verify the effects of a simulation based education program on nursing students' self-confidence, and clinical performance ability. Methods : The subjects of the study were a total of 60 students in their fourth year of a nursing program at a university located in G city and they were assigned to an experimental group of 30 students and a control group of 30 students by convenience sampling. Results : After being offered education, self-confidence, and clinical performance ability were significantly more improved than before in each group. In the comparison of the two groups, the self-confidence (t=3.00, p=.004) and clinical performance ability(t=3.14, p=.003) of the experiment group were significantly higher than those of the control group. Conclusions : The results indicated that instructional methods using a simulation-based emergency care program should be adopted maximize the effects of advanced cardiopulmonary life support education.

• Korean Journal of Adult Nursing
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• v.26 no.1
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• pp.1-10
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• 2014

Purpose: This study was conducted to test the impact of simulation-based education program for emergency airway management on self-efficacy and clinical performance ability. Methods: A quasi-experimental non-equivalent control group pre-post test design was used. A total of 60 nurses, 30 nurses assigned to the simulation-based education group and 30 nurses to a traditional lecture group. The treatment group received a lecture, small group workshop and team simulation whereas the comparison group received lectures. Results: The participants in the simulation-based education group reported significantly higher self-efficacy of emergency airway management compared to participants in the lecture only group (t=5.985, p<.001). The simulation-based education group showed significantly higher clinical performance ability of emergency airway management compared with the lecture group (t=5.532, p<.001). Conclusion: Simulation-based education was verified to be an effective teaching method to improve the self-efficacy, clinical performance skills of nurses in the learning of emergency airway management.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.333-345
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• 2016

This study was to determine the relationship between nurse DISC personality types, self-efficacy, clinical performance. Data were collected from 302 nurses in 5 hospitals in K city. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient. With regard to self-efficacy and clinical performance, D type showed a higher score than type I type and S type. The lower region of the clinical performance showed the nursing process, nursing skills, higher score than the D Type S Type in professional development. With regard to personality and self-efficacy, and clinical performance, the type D (r=.56, p<.01), I type (r=.66, p<.01), S type (r=.6, p<.01) showed a positive correlation with type C (r=.52, p<.01). As shown by these results, each personality type has a different correlation with self-efficacy and clinical performance ability. This factor should be considered in the assignment of nurses to departments or individual training programs so that they can deliver the most effective job performance.

• Journal of Korean Academy of Dental Administration
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• v.10 no.1
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• pp.76-83
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• 2022

This study was undertaken to confirm the relationship between the manner of focus and job performance of clinical dental hygienists. A survey was conducted, and the results of the survey were analyzed using multiple regression analysis. As a result, in the correlation between job performance ability and focusing manner and appreciation of the experience process, which are sub-factors of job performance ability and focusing manner, r=.161 (p<0.1) and appropriate distance r=.229 (p<0.1) indicated a positive (+) correlation. Multiple regression analysis revealed that the factors that have the greatest influence on job performance are type of workplace (β=-0.381), focusing attitude (β=0.166), marital status (β=-0.156), and age (β=0.152). Therefore, by confirming the relationship between focusing and job performance ability, we intend to provide the basic data necessary to prepare measures to improve dental hospital management and job performance.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.7
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• pp.220-227
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• 2016

This descriptive study was conducted to investigate the relationship between clinical practice stress, satisfaction with clinical practice, and clinical performance ability of nursing college students and the nursing profession. Data were collected from 240 students in the nursing college. Clinical performance ability (F=1.888, p=0.048) and the nursing profession (F=1.976, p=0.046) showed statistically significant differences depending on the satisfaction of majors. The nursing professional institution contained more population groups that were dissatisfied than satisfied with the majors. Additionally, clinical practice stress was reported to affect satisfaction by 41% of the respondents. Overall, stressful clinical practice, clinical practice satisfaction and clinical performance were found to significantly affect the degree of satisfaction by nursing students. Accordingly, the level of stress experienced during clinical training also affects the performance of clinical practice, and can therefore lead to mistakes. Thus, there is a need to develop future interventions that could reduce the stress experienced by clinical practice nursing students.

• Journal of Korean Clinical Health Science
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• v.5 no.4
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• pp.1009-1014
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• 2017

Purpose. This study compared the awareness of the evidence-based practice(EBP) in 100 physical and occupational therapists. Methods. A questionnaire on awareness was conducted to examine the attitude toward EBP, the educational experience of EBP, and the performance ability of EBP. A questionnaire consisted of items on the general characteristics, the attitude toward EBP, the educational experience of EBP, and the performance ability of EBP of the subjects. Data analysis was made by IBM SPSS Statistics Ver. 20. The EBP awareness was examined by the independent t-test. Results. For the attitude toward EBP, there was a statistically significant difference in the item of 'Therapists should judge whether they apply study results to individual patient. For the educational experience of EBP, there was no statistically significant difference in all items. For the performance ability of EBP, there was a statistically significant difference in the item about the ability to understand patient's desire for treatment and treatment preference and the item about the ability to determine appropriate treatment process in cooperation with patients. Conclusions. Both two groups showed very low results in the attitude toward EBP, the educational experience of EBP, and the performance ability of EBP. Therefore, it is necessary to enhance EBP education in undergraduate programs and the clinical field.