• 한국컴퓨터정보학회논문지
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• 제24권4호
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• pp.145-151
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• 2019

The purpose of this study was to find out whether there was a meaningful change in the learning perception and interpersonal relations of nursing students after completing clinical practice. Participants were 32 nursing students in the third grade. The research data were collected by questionnaire consisting of interpersonal relations and learning perception. The analysis of data was analyzed by SPSS 21 Version. General characteristics were analyzed by descriptive statistics, correlation between variables was analyzed by Pearson's relation, and differences of variables before and after clinical practice were analyzed by paired t-test. The results of the study are as follows. In clinical practice, interpersonal abilities showed a significant correlation with learning outcomes (R =.351, p =.049). The interpersonal abilities of nursing students improved significantly(t =2.264, p =.13) after completion of clinical practice. Nursing college students recognized that their interpersonal abilities had improved after completion of clinical practice, and the improvement of interpersonal abilities was statistically supported. Considering that the interpersonal relationship was an important factor in the clinical practice related stress of the nursing college students, it was meaningful that the interpersonal ability improved after the clinical practice. The positive correlation between interpersonal abilities and learning perceptions in clinical practice of nursing college students suggests future directions for future research. The results of this study will provide basic data on education that will enhance the satisfaction of students' clinical practice and improve their learning outcomes.

• 가정∙방문간호학회지
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• 제21권2호
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• pp.147-155
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• 2014

Purpose: Clinical decision-making carried out by nurses is a complex process that influences the quality of care provided and various patient outcomes. This study examined the relationship between critical thinking disposition and clinical decision-making abilities in home health advanced practice nurses. Method: The study had a non-experimental correlational design. Data were collected from 100 home health advanced practice nurses in 20 hospitals. Results: The mean critical thinking disposition score was $3.69{\pm}.39$ out of 5 and the mean score for clinical decision-making abilities was $3.48{\pm}.22$ out of 5. In this correlation analysis, a significant positive correlation (r=.58, p<.001) was found between critical thinking disposition and clinical decision-making abilities of home health advanced practice nurses. Conclusion: In order to improve the clinical decision-making ability of home health advanced practice nurses, we need to improve their critical thinking disposition. In order to make this change, appropriate training program are needed to increase the critical thinking disposition and clinical decision-making abilities of home health advanced practice nurses.

• 중환자간호학회지
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• 제15권2호
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• pp.27-38
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• 2022

Purpose : The purpose of this study was to identify the mediating effect of role clarity in the relationship between clinical decision-making abilities and job stress among advanced practice nurses at tertiary hospitals. Methods : The participants were 137 advanced practice nurses. The assessment tools were clinical decision-making in nursing scale, role ambiguity scale, and Korean occupational stress scale (KOSS-26). Data were analyzed with the SPSS/24.0 program and mediation analysis was performed according to the Baron and Kenny methods. Results : There were significant relationships between clinical decision-making abilities and job stress (r=-.33, p<.001), and role clarity and job stress (r=-.29, p=.001). Role clarity showed partial mediating effects in the relationship between clinical decision-making abilities and job stress (Z=2.02, p=.043). Conclusion : Therefore, to reduce advanced practice nurses' job stress, it is necessary to develop a program and strategies to increase their clinical decision-making abilities.

• 간호행정학회지
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• 제19권5호
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• pp.613-621
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• 2013

Purpose: To identify the extents of nursing professionalism, clinical decision making abilities and job performance of advanced practice nurses and investigate the relationship among the variables Methods: Participants, selected by a convenience sampling method, were 135 advanced practice nurses working in 4 tertiary care general hospitals in 'B' Metropolitan City and in 1 tertiary care general hospital in 'J' city. Data collection was done from January 15 to February 28, 2013 using self-reporting questionnaires. Results: The average score for nursing professionalism of study participants was $81.19{\pm}7.56$. for clinical decision making abilities, $140.42{\pm}9.62$ and for job performance, $102.54{\pm}10.30$. These averages are relatively high. The relationship between the extent of nursing professionalism and the extent of clinical decision making abilities showed an intermediate level positive correlation (r=.45, p<.001). The relationship between the extent of nursing professionalism and the extent of job performance was also an intermediate level positive correlation (r=.42, p<.001). The extent of clinical decision making abilities and the extent of job performance was an intermediate level positive correlation (r=.41, p<.001). Conclusion: Developing a program, which can improve nursing professionalism and clinical decision making abilities of nurse, is required to enhance their job performance.

• 동서간호학연구지
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• 제23권2호
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• pp.124-133
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• 2017

Purpose: The purpose of this study was to identify factors that affect nursing students' clinical practice ability. Methods: The data were collected from 303 nursing students who had more than 500 hours of experience in clinical practicum at 4 universities in Seoul and the metropolitan area. The instruments consisted of 27 items of critical thinking, 19 items of professionalism, 40 items of self reported leadership, 20 items of communication evaluation tool, and 61 items of nursing practice performance evaluation. Results: For the clinical practicum, most difficult for nursing students were cardiopulmonary resuscitation, fecal enema, stoma care, and blood transfusion. Clinical practice abilities were positively correlated with nursing professionalism(r=.26, p<.001), leadership (r=.16, p=.007) and critical thinking(r=.12, p=.031). Professionalism(${\beta}=.32$, p=.001) was the most significant factor influencing the clinical practice ability of nursing students. Critical thinking was the second largest factor but not significant(${\beta}=.16$, p=.058). Conclusion: The findings suggest that the nursing curriculum should include nursing knowledge and nursing skills as well as various case-based or field-based decision making training programs to cultivate professionalism, critical thinking and other abilities for clinical practice.

• 한국응용과학기술학회지
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• 제40권6호
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• pp.1413-1424
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• 2023

Virtual reality (VR) simulation in nursing education, especially in the teaching of VR simulations just prior to clinical practice, has the potential to enhance the effectiveness of clinical practice and better prepare nursing students for patient care. The aim of this study was to evaluate the effect of a preclinical VR simulation education program on the development of critical thinking, self-efficacy, problem-solving ability, and perceived clinical competency among undergraduate nursing students. The study was conducted between May and June 2021 using a pretest-posttest design with a control group. A total of 42 nursing students were recruited through convenience sampling from two separate classes. The intervention group participated in VR simulation education, while the control group engaged in lecture-based education, before beginning clinical practice. Assessments were conducted before preclinical education and after completing clinical practice using structured questionnaires. The data was analyzed using chi-square tests, independent t-tests, and ANCOVA. The findings indicated that the intervention group had a significantly higher score in perceived clinical competency compared to the control group (F = 5.25, p = 0.029) after controlling for pretest scores. However, there were no statistically significant differences in critical thinking, self-efficacy, or problem-solving abilities between the two groups. These findings suggest that preclinical VR simulation education is partially effective in preparing nursing students for their clinical practice, underscoring the need for a balanced educational approach that integrates VR with clinical practice to develop a full spectrum of nursing skills and knowledge.

• 한국간호교육학회지
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• 제25권3호
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• pp.289-299
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• 2019

Purpose: This study aimed to examine the effects of simulation-based education on nursing knowledge, anxiety, and clinical performance ability in nursing students before their first clinical practice. Methods: Third-year university students who had not yet entered their first clinical practice were recruited to participate in the study. Nineteen students formed the experimental group and participated in simulation-based education for 7 sessions. The 19 students in the control group were provided with clinical practice orientation in the form of traditional lectures. Outcome measures assessed nursing knowledge, clinical practice anxiety, and clinical performance ability. Data were collected before and immediately after the simulation-based education and after six weeks of clinical practice. Results: Nursing knowledge and clinical anxiety were not statistically significant between the groups. However, there was a significant improvement in the clinical performance abilities of the experimental group. Among the subcategories, the ability to apply the nursing process and the ability to educate and cooperate were shown to maintain significant differences from the control group by the end of the six weeks of clinical practice. Conclusion: The simulation prior to nursing students' first clinical practice could be useful to improve clinical performance ability. Nursing educators should consider building programs to reduce anxiety and improve performance ability through simulations.

• International Journal of Advanced Culture Technology
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• 제10권3호
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• pp.210-219
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• 2022

Psychiatric nursing is a specialty where nursing students experience many difficulties in applying what they have learned in theory to clinical practice. Therefore, a situation-oriented case-based strategy is required to help them overcome the limitations of psychiatric nursing clinical practice and reduce their burden. This study aimed to measure the effectiveness of a psychiatric nursing clinical practice program using situation-oriented case-based learning. Participants comprised 63 nursing students in psychiatric nursing classes. The students were asked to create a scenario of interaction between a nurse and patient based on a case study. Empathy, therapeutic communication ability, and attitudes toward mental illnesses were measured. We analyzed the effectiveness of the program by comparing changes in the nursing students' empathy, therapeutic communication ability, and attitude toward mental illness after the program. The participants showed significant increases in empathy and therapeutic communication abilities. However, there were no significant changes in attitudes toward mental illnesses. Based on the results of this study, it is expected that situation-based learning will be effective for students who have difficulties in certain aspects, such as COVID-19, or where there are limited clinical practice opportunities, such as psychiatric nursing.

• 한국융합학회논문지
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• 제10권9호
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• pp.351-361
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• 2019

3개 대학 간호학과 4학년 간호관리 임상실습을 경험한 학생 289명을 대상으로 간호관리학 실습교육내용에 대한 중요도 인식 및 실제 실습경험에 대하여 비교 조사하였다. 연구결과 평가 항목에서 책임감, 대인관계, 신뢰, 의사소통, 도덕성 순으로 중요하게 인식하였다. 간호관리 실습교육내용의 중요도에서는 간호단위관리를 4.37(최대 5점)로 가장 중요하게 인식하였다. 실제로 임상에서 직접 경험할 수 있었던 항목은 간호단위관리(22.0%), 간호관리의 이해(20.7%), 인적자원관리(19.8%)가 빈도순으로 가장 높았으며 실제 경험을 전혀 못 한 항목으로는 마케팅(52.4%), 재무관리(44.0%)였다. 학생들이 인식한 실습내용의 중요도와 실제 실습경험을 한 항목 간에는 여전히 불일치가 나타나 표준화된 간호관리학 임상실습 프로토콜의 완성과 관리실습 전담 프리셉터 제도의 시행을 제언하고자 한다.

• 기본간호학회지
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• 제23권3호
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• pp.283-291
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• 2016

Purpose: This study was done to evaluate the persistency of effects of an integrated nursing simulation program on interest in learning, recognition of importance of communication, communication skills, and problem-solving abilities. Method: Forty-seven nursing students were recruited for this quasi-experimental design research. The experimental group (n=23) performed the simulation program for two weeks, and the control group (n=24) performed traditional clinical nursing practice for two weeks. Data were collected at baseline, immediately after the intervention, at 4 weeks, and finally at 8 weeks. Results: With respect to all variables, no significant differences were found between the experimental group and the control group. Interest in learning showed a significant increase in the control group (F=3.59, p=.018) at 4 weeks, and there was a significant increase in problem-solving abilities in the experimental group (F=4.98, p=.004) immediately after the intervention. Conclusion: Findings from this study suggest that the integrated nursing simulation program is as effective as the traditional clinical nursing practice, and the integrated nursing simulation program could be used as an alternative.