• The Journal of Korean Academic Society of Nursing Education
• /
• v.18 no.2
• /
• pp.206-219
• /
• 2012

Purpose: Incorporating simulation modalities into nursing education is known to be effective in enhancing education outcomes. Standardizing the nomenclature of simulation modalities and developing a comprehensive conceptual framework for guiding the development of simulation modules are mandated given the prevalence and disorganization of simulation education. This article, thus, was aimed to summarize literature and propose a conceptual framework for structuralizing simulation education in Korea. Methods: A comprehensive literature review on CINAHL, PubMed, RISS, KISS, DBpia and renowned Korean nursing journals was conducted including articles from 2002 to 2011. Results: The nomenclature of simulation modalities was clarified and summarized. Twenty-eight studies on the effects of simulation education were summarized in a table demonstrating the state of the science in simulation research. In addition, 'a conceptual framework for three-dimensional nursing simulation education' was proposed, described in detail, and diagramed. According to 'the 3D simulation framework', each three axes, i.e., the scope of practice, complexity, and student competency, has three phases in accomplishing a high level of competency. Conclusion: The proposed '3D simulation framework' is hoped to be a theoretical guide in designing a clinical curriculum utilizing simulation and developing detailed simulation modules in clinical practicum courses.

• Journal of Digital Convergence
• /
• v.18 no.11
• /
• pp.273-283
• /
• 2020

This study was attempted to provide basic data for developing future clinical competency enhancement of long-term care hospital nurses. Data were collected from 166 long-term care hospital nurses in G-do. Analysis was done using t-test, ANOVA, Pearson correlation coefficient, and Multiple regression with IBM SPSS WIN/21.0. The subjects' clinical competency was positively correlated to death awareness (r=.28, p<.001). The most influential factor on the subjects' clinical competency was death awereness (β=.235, p=.002), followed by marital status 'married' (β=-.214, p=.004), and have choice in days off 'agree' (β=.235, p=.002). The explanatory power was 16.2% (F=10.528, p<.001). Therefore, educational programs raising awareness of death, consideration of fellow nurses to have days off when desired, and encouraging married nurses to work are needed to enhance the clinical competency of long-term care hospital nurses. Utilizing the results of this study as basic data for clinical competency enhancement and in working schedule adjustment of long-term care hospital nurses is expected.

• Journal of Korean Academy of Nursing
• /
• v.39 no.2
• /
• pp.249-258
• /
• 2009

Purpose: The purpose of this study was to develop a multimedia learning program for patients with diabetes mellitus (DM) diet education using standardized patients and to examine the effects of the program on educational skills, communication skills, DM diet knowledge and learning satisfaction. Methods: The study employed a randomized control posttest non-synchronized design. The participants were 108 third year nursing students (52 experimental group, 56 control group) at K university in Seoul, Korea. The experimental group had regular lectures and the multimedia learning program for DM diet education using standardized patients while the control group had regular lectures only. The DM educational skills were measured by trained research assistants. Results: The students who received the multimedia learning program scored higher for DM diet educational skills, communication skills and DM diet knowledge compared to the control group. Learning satisfaction of the experimental group was higher than the control group, but statistically insignificant. Conclusion: Clinical competency was improved for students receiving the multimedia learning program for DM diet education using standardized patients, but there was no statistically significant effect on learning satisfaction. In the nursing education system there is a need to develop and apply more multimedia materials for education and to use standardized patients effectively.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.18 no.1
• /
• pp.25-33
• /
• 2012

Purpose: In order to know where to begin, where to focus and how to tailor training and support, nurse educators usually start their work with an assessment of student needs. The purpose of this study was to investigate the needs of nursing students for clinical nursing education. Methods: The participants were 344 nursing students who had experienced clinical practice for one or more years. The instrument was established by a literature review and verified by 9 experts. Data was analyzed using the SPSS program and content analysis. Results: Clinical nursing educational needs of the nursing students were as follows. In preparation for clinical practice, the need for the 'open-lab of fundamental nursing practice' was the highest. In the needs to the clinical nurse educator, nursing students strongly demanded that the clinical teachers show cooperation and respect for students. In the nursing activities, nursing students demanded nursing activities, which included doing measurements, managing infection and nursing responsibilities. Conclusion: To achieve the goals of education, it is important to understand the opinions of students. Therefore, these results will contribute to improving clinical nursing education to achieve nursing competency as a professional nurse.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.2
• /
• pp.261-269
• /
• 2018

This study was conducted to identify the effects of repeated cardiopulmonary resuscitation (CPR) training using smart learning on nursing students' knowledge, self-efficacy, and clinical competency. A quasi-experimental nonequivalent control group, pretest-posttest design was used. The subjects of the study were 102 nursing college students who had received CPR training for 6 months. The CPR training was divided into smart learning, lecture education, and practical education. Data were collected from November to December, 2016 and analyzed by descriptive statistics, ${\chi}^2$-test, t-test and one way ANOVA using the SPSS/WIN 21.0 program. The scores of cardiopulmonary resuscitation knowledge were higher in the lecture education group than the practical education group and the smart learning group. Scheffe's post hoc test revealed a statistically significant difference among groups (F=8.23, p=<.001). The self-efficacy of the practical education group was higher than that of the lecture education group and smart learning group, but this difference was not significant (F=2.46, p=.091). The clinical competency of the practical education group and smart learning group were higher than that of the lecture education group. Scheffe's post hoc test revealed that the value of clinical competency differed significantly among groups (F=59.90, p=<.001). Overall, the results showed that effective education differs based on nursing students' knowledge, self-efficacy, ad clinical competency. Combination training would be required for more effective repeated cardiopulmonary resuscitation training.

• Journal of Korean Academy of Nursing
• /
• v.51 no.4
• /
• pp.465-477
• /
• 2021

Purpose: This study aimed to evaluate the effects of head monted display based home-visits virtual reality simulation (HVRS) program developed for undergraduate nursing students. Methods: A nonequivalent control group with a non-synchronized design was utilized and 84 participants (experimental group, 44; control group, 40) were recruited from August 31, 2020 to November 8, 2020 in Gwangju metropolitan city. The HVRS program consisted of scenarios of three nursing cases, hypertension, diabetes mellitus, and stroke. Data were analyzed SPSS version 25.0 for Windows. Results: At the completion of HVRS, significant differences were found between groups in knowledge of home-visits (t = 4.73, p < .001), self-confidence (t = 6.63, p < .001), self-efficacy (t = 3.13, p = .002), and clinical competency (t = 4.13, p < .001). No significant difference was shown between groups in nursing knowledge about strokes, a subcategory of knowledge pertaining to home visits. Conclusion: The HVRS program developed for undergraduate nursing students is effective in improving knowledge of home-visits, self-confidence, self-efficacy, and clinical competency for nursing students.

• Journal of Korean Academy of Nursing
• /
• v.54 no.3
• /
• pp.459-474
• /
• 2024

Purpose: The purpose of this study was to conduct a concept analysis of social intelligence in nurses so that applying social intelligence to the nursing field. Methods: In this study, we followed the hybrid model procedure, involving the following steps: First, in the theoretical stage, the attributes and definitions of the concept of social intelligence were determined through literature review. Second, the concepts' reality was confirmed during fieldwork. In the final analysis stage, the results confirmed in the theoretical and fieldwork stages were compared and analyzed to confirm the properties and definition of the concept. Results: Nurses' social intelligence consists of three dimensions: social cognitive nursing competency, human-centered social evolution, and skills for solving complex nursing situations. Nurses' social intelligence is a professional nursing competency that flexibly coordinates complex nursing situations, developed through accumulating experiences of continuous reflection and relationship expansion based on receptive listening and social sensitivity in clinical interpersonal relationships. Conclusion: Nurses' social intelligence is widely used in clinical practice and is shown to have a significant direct and indirect impact on clinical nursing. To effectively apply social intelligence in the clinical context, individual and organizational efforts are required to share and transfer knowledge and capacity-building methods through collective intelligence and education.

• Journal of Korean Academy of Nursing
• /
• v.48 no.3
• /
• pp.362-374
• /
• 2018

Purpose: This study aimed to develop a triage competency scale (TCS) for emergency nurses, and to evaluate its validity and reliability. Methods: Preliminary items were derived based on the attributes and indicators elicited from a concept analysis study on triage competency. Ten experts assessed whether the preliminary items belonged to the construct factor and determined the appropriateness of each item. A revised questionnaire was administered to 250 nurses in 18 emergency departments to evaluate the reliability and validity of the scale. Data analysis comprised item analysis, confirmatory factor analysis, contrasted group validity, and criterion-related validity, including criterion-related validity of the problem solving method using video scenarios. Results: The item analysis and confirmatory factor analysis yielded 5 factors with 30 items; the fit index of the derived model was good (${\chi}^2/df=2.46$, Root Mean squared Residual=.04, Root Mean Squared Error of Approximation=.08). Additionally, contrasted group validity was assessed. Participants were classified as novice, advanced beginner, competent, and proficient, and significant differences were observed in the mean score for each group (F=6.02, p=.001). With reference to criterion-related validity, there was a positive correlation between scores on the TCS and the Clinical Decision Making in Nursing Scale (r=.48, p<.001). Further, the total score on the problem solving method using video scenarios was positively correlated with the TCS score (r=.13, p=.04). The Cronbach's ${\alpha}$ of the final model was .91. Conclusion: Our TCS is useful for the objective assessment of triage competency among emergency nurses and the evaluation of triage education programs.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.20 no.3
• /
• pp.424-434
• /
• 2014

Purpose: The aim of this study was to propose a teaching model to improve the cultural competence care of undergraduate Korean nursing students. Methods: A literature review was performed from 2000 through 2014 using internet to identify studies that presented nursing curricula and teaching-learning strategies in Korea. We analyzed retrieved Korean seven articles using Campinha-Bacote's ASKED model in combination with reflective experiences of authors observing classrooms in the U.S. Results: Six syllabuses presented information about cultural diversity nursing concepts in Korea. A traditional lecture focused on presenting contents about cultural knowledge by an instructor in the classroom was identified as a commonly used teaching strategy. We found that cultural competency related to cultural desire, awareness, and encounter was lacking. Thus, we developed teaching model based on the Korean nursing education contexts and combined with Campinha-Bacote model to improve cultural competency in nursing. Conclusions: The proposed teaching model shows promise as a strategy for improving the knowledge, attitudes, and skills related to cultural competent for undergraduate nursing students in Korea. However, evidences that this model improves nursing students' clinical practices reflecting cultural competent care are still lacking. Future research focusing on determining teaching methods and contents in clinical practices will be most effective.

• Journal of Korean Clinical Health Science
• /
• v.3 no.4
• /
• pp.495-503
• /
• 2015

Purpose. The purpose of this study was descriptive research to evaluate the clinical competency and nursing professionalism values before and after nursing clinical practice in nursing students. Methods. The data collected from 100 nursing students by the study period was from December 10, 2013 ~ November 12, 2014 to measure the performance and clinical care professional intuition. The collected data were analyzed by paired t-test, ANOVA, correlation. Results. Clinical practice before performance was $3.48({\pm}.38)$, after practice $3.79({\pm}.40)$ was a professional nursing practice before intuition $3.90({\pm}.41)$, after the practice was $3.74({\pm}.40)$, clinical performance and the nursing profession is positive found to be correlated. Conclusions. This study suggests that development of research programs to improve care professional intuition in nursing college is necessary as results.