• 한국간호교육학회지
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• 제7권2호
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• pp.217-228
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• 2001

This study was designed to compare the effect of internship and preceptorship on satisfaction of clinical practice in nursing students. A total of 46 third grade students were assigned to 2 groups; 23 to inturnship group, 23 to preceptorship group. Satisfaction scores of clinical practice instruction and practice environment in internship group were higher than satisfactory scores of preceptorship group. There were no difference between satisfactory scores of clinical practice contents, clinical practice hour and clinical practice environment in internship and preceptorship. Satisfaction scores on clinical practice weren't significantly correlated with school credits. There were significant correlations among clinical practice contents, practice environment, practice instruction and clinical practice hour. There were significant correlations among clinical practice instruction, practice environment and clinical practice evaluation. Clinical practice instruction was the highest factor predicting satisfaction of clinical practice. In stepwise multiple regression analysis, 100% of the variance in satisfaction of clinical practice was accounted for by clinical practice instruction(59.1%), clinical practice contents(14.9%), clinical practice environment(12.3), clinical practice hour(8.8%), and clinical practice evaluation(5.5%).

• 한국치위생학회지
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• 제15권4호
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• pp.631-639
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• 2015

Objectives: The purpose of the study was to investigate the satisfaction towards clinical training institution according to clinical practice contents in the dental hygiene students. Methods: A self-reported questionnaire was completed by 382 dental hygiene students of five colleges in Busan, Ulsan, and Gyeongsangnam-do from August 20 to September 30, 2013. The data were analyzed using SPSS WIN 20.0 program for t-test, one-way ANOVA, and Pearson's correlation analysis. The questionnaire consisted of the general characteristics of the subjects and the satisfaction towards the clinical training institution. The satisfaction was composed of 44 questions including the general satisfaction, practice contents, practice guide, training time of practice, training environment, practice evaluation, and personal relationship by Likert 5 point scale. Results: The students were most satisfied with the practice contents of the dental university hospitals. The dental hospital and dental clinics were the most satisfied choice in the personal relationships. Public health center dental clinics bestowed the students with the most satisfied practice guidance, time, environment, and evaluation. Practice contents and practice time were the most influential factors to dental hygiene department satisfaction to the students. Conclusions: In order to enhance the clinical practice satisfaction, it is necessary to have the continuous relationship with the clinical training institution. The practice satisfaction is influenced by the contents and environment of the clinical training institution.

• 한국치위생학회지
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• 제17권6호
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• pp.1067-1080
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• 2017

Objectives: This study analyzed the perception towards clinical practice education content held by dental hygiene students in dental institutions and their perceived importance of dental hygienists' clinical duties. Methods: The subjects of this study were 182 dental hygienists who were working at dental institutions in Seoul, Gyeonggi, and Chungcheong areas. A survey was conducted with a self-administered questionnaire. In the questionnaire, the clinical practice contents were classified into observation, preparation, and performance, and the importance of clinical duty was measured with a 3-point scale. For the clinical practice contents and the importance of duty, descriptive statistics and chi-square test were performed, and the study results were analyzed using STATA 11.0. Results: With regard to clinical practice contents, observation was mainly performed in oral & maxillofacilal radiology, preventive dentistry, periodontal medicine and oral medicine. In primary care and infection control, practice and observation were mainly performed. In the department of orthodontics and pediatric dentistry, observation and preparation were mainly conducted, while in oral surgery, conservative dentistry observation, preparation and practice were all conducted. With regard to clinical practice contents according to the dental institution, there were statistically significant differences in the type of dental institution and the duty (p>0.05). In terms of the importance of dental hygienist's duty, infection control, toothbrushing education for each patient, removal of plaque, and patient education after surgery were considered important. Conclusions: For clinical practice of the dental hygiene department, the education contents should be standardized in accordance with the importance of the dental hygienist's duty, a protocol for operation of practice should be developed, and a method of standardization of evaluation should be sought in the future.

• Journal of Korean Biological Nursing Science
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• 제16권1호
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• pp.41-51
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• 2014

Purpose: The purpose of this study was to identify clinical nurses' knowledge of pharmacology, their need on pharmacology education contents, and perceived connectivity between knowledge and clinical practice. Methods: Subjects consisted of 114 clinical nurses. They responded to self-administered questionnaires about knowledge of pharmacology and need in pharmacology, and perceived connectivity between the knowledge and clinical practice. Results: The mean score of knowledge of pharmacology was $5.2{\pm}1.7$. The mean score of need on pharmacology in clinical practice was $7.9{\pm}1.9$, and those of satisfaction, application, and confidence with clinical performance by applying the knowledge to clinical practice were $7.4{\pm}1.9$, $6.8{\pm}2.0$, and $7.5{\pm}2.1$ respectively. Knowledge of pharmacology was positively correlated with perceived connectivity between knowledge and clinical practice. Scores of need of dose calculations was the highest among 14 units of pharmacology education contents in undergraduate courses while that of development of new drugs was the lowest. Scores of need of coagulation modifier drugs and thrombolytic agents were the highest among 16 units of pharmacology education contents by system specific drug while those of dermatologic and ophthalmic drugs were the lowest. Conclusion: The results indicate that knowledge of pharmacology is important in promoting perceived connectivity with clinical practice by applying knowledge to clinical practice.

• 성인간호학회지
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• 제20권5호
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• pp.778-790
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• 2008

Purpose: This study was conducted to develop Web-based multimedia contents for supporting student nurses' clinical practice on critical care, and to evaluate learners' responses. Methods: Based on the steps of Assessment, Design, Development, Implementation, & Evaluation(ADDIE) model, a total of 13 self-directed learning modules including live lectures and real video clips were developed through faculty collaboration of nine nursing colleges in Gwangju and Chonnam province. The finally developed multimedia contents were published on the Web of the learning management system at a local e-learning center. Results: The Web contents were evaluated after self-learning by 81 junior college nursing students who were encouraged to study it at their own pace during their two-week clinical practice at a medical or surgical intensive care unit of a university hospital and two hospitals. The knowledge (t = -27.66, p < .001) and self-evaluated clinical performance level(t = 7.54, p < .001) were significantly increased after learning of the Web contents and clinical practice, and satisfaction level that measured post-test only was 4.0 out of 5 point. Conclusion: The use of Web contents for critical care need to be extended as a complimentary material in a class room lecture or clinical practice of students to increase their self-learning ability and understandings of clinical knowledge and situation.

• International Journal of Contents
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• 제17권3호
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• pp.30-37
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• 2021

This study aimed to determine the effects of simulation learning program using SBAR (Situation, Background, Assessment, Recommendation) techniques on undergraduate nursing students' clinical judgment and communication skills. A quasi-experimental research design (one-group pretest-posttest design) was used in this study. The participants included 88 students from a nursing college. There were statistically significant differences in clinical judgment, communication clarity, and communication confidence between pre-simulation learning using SBAR and post (t=10.32, p<.0001; t=6.05, p=<.0001; t=7.42, p=<.0001). The simulation learning program using SBAR was found to improve nursing students' clinical judgment as well as clarity and confidence in interprofessional communication.

• 한국산학기술학회논문지
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• 제11권8호
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• pp.2899-2905
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• 2010

임상정보모델이 전자건강기록시스템에서 활용되는 임상정보의 의미적 호환성을 보장하기 위해서는 그 목적과 기능이 반영된 개발원칙이 필요하다. 본 연구는 임상정보모델의 개발원칙을 개발하고, 이 원칙을 적용하여 임상정 보모델인 임상콘텐츠모형을 평가하기 위한 목적으로 수행되었다. 개발원칙의 정의를 위한 연구대상은 (1)정의 (2)기능 (3)품질 요건을 고찰하고, (4)선진 모델의 구성 요소와 같은 선행 연구였으며, 연구기간은 '08년 11월부터 '09년 3월까지였다. 본 연구는 3단계로 진행되었으며 개발단계에서는 선행 연구 문헌에서 주제어와 주제어구를 도출하고, 이의 임상적, 기능적 중요도와 빈도를 기준으로 개발원칙을 확정하였다. 적용단계에서 개발원칙을 이용하여 임상콘텐츠모형 30개를 임상정보모델 전문가 3인이 평가하였다. 환류단계에서 평가 대상 중 오류가 발견된 임상콘텐츠모형이 수정되었다. 연구 결과 구조, 과정, 내용의 3개 범주로 구성된 18개의 개발원칙이 도출되었다. 임상콘텐츠모형을 평가한 결과 개발원칙을 준수하지 않은 것은 총 17개였다. 환류 과정에서 개발원칙의 심화교육, 개발원칙을 이용한 정기적질 향상 전략이 수립의 필요성이 제기되었다. 본 개발원칙은 개발자에는 모델 개발 기준으로, 평가자에게는 모델의 질 평가기준으로도 활용될 수 있으며, 궁극적으로는 임상정보모델의 질 향상에 기여할 수 있을 것으로 기대한다.

• 한국정보과학회논문지:소프트웨어및응용
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• 제37권12호
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• pp.871-881
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• 2010

이 기종 시스템 간 의료정보의 의미적 상호운용성 보장을 위해서는 임상정보모델의 개발과 적용이 필요하다. 하지만 국내에서는 현재까지 임상정보모델이 개발되지 않았다. 본 연구의 목적은 의료정보의 의미적 상호운용성 보장을 위한 표준용어기반의 임상정보모델인 임상콘텐츠모텔을 개발하고, 이를 한국보건의료표준용어체계와 맵핑하는 것이다. 선진 임상정보모델과 HL7 참조정보모델과 표준용어시스템 등 의료정보표준을 분석하고, 이를 바탕으로 임상의사와 의무기록사가 임상콘텐츠모델을 개발하였다. 이 모형은 차세대 전자건강기록의 의미적 상호운용성을 보장하는 핵심 인프라로 활용 될 것으로 기대한다.

• 한국간호교육학회지
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• 제8권1호
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• pp.84-94
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• 2002

The purpose of this descriptive study was to identify problems and solving strategies on student evaluation of clinical nursing education. Subjects were 239 nurses in 18 hospitals from February to July, 1999. Content analysis using qualitative research method was used to analyze data taking into account the semi-structured questionnaire. The results of this study were as follows: Four categories about problems and solving strategies on the evaluation of clinical nursing education were identified: 'The environment of the clinical nursing education'; 'contents and items of evaluation tool'; 'criteria of evaluation tool'; and 'problems with evaluators in clinical settings'. The problems of the environment of the clinical nursing education were due to the lack of co-ordination between nursing schools and hospitals. In order to solve these problems, the following strategies were suggested: 'initiate a joint meeting between nursing schools and hospitals'; 'do not change the clinical settings frequently'; 'evaluate students after being familiar with them'; and 'evaluate them immediately after clinical practice was ended'. In the problems of contents and items of the evaluation tool, the contents of the tool were very abstract and general. The strategies for treating these problems were to evaluate student using the concrete evaluation items'; refrain from evaluation of nursing knowledge', develop the evaluation tools that are fit for a specific clinical setting'; develop the evaluation tools in line with students' knowledge level; and 'carry out evaluation using the proper contents of tool. The problems of criteria of the evaluation tools were the results of the lack of the clear criteria. The strategies for treating these problems were 'develop the criteria of the evaluation tool'; simplify the range of the cores or evaluate students using check-list'; to evaluate students in objective manner'. The problem of evaluators in clinical settings was due to the failure by evaluators who were not prepared for the task. The strategies were 'to educate and prepare the evaluators before evaluation'.

• International Journal of Contents
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• 제14권2호
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• pp.35-40
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• 2018

The purpose of this study is to investigate the effects of debriefing using Lasater's Clinical Judgment Rubric to study nursing students' academic self-efficacy, clinical performance, and clinical judgment. The experiment group was subjected to debriefing by applying the Clinical Judgment Rubric, while general debriefing was applied to the control group. The results of the study are as follows: Clinical judgment scores were improved after debriefing for both groups, significantly higher for students in the experimental group compared to the control group. However, there was no significant difference between the two groups in academic self-efficacy or clinical performance. In conclusion, the debriefing based on the Clinical Judgment Rubric used in this study proved to be effective in improving the clinical judgment of nursing students.