• Journal of muscle and joint health
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• v.26 no.1
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• pp.15-26
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• 2019

Purpose: The purpose of this study was to develop a Dongsasub training applying aroma necklace for nursing students in clinical practicum, and to evaluate the training programs' effects on perceived stress, self-esteem, depression, and clinical competence of the participants. Methods: This study used a cluster-randomized controlled trial design. Participants were 56 nursing students taking clinical practicum courses (26 in the experimental group and 30 in the control group). The training program consisted of four sessions of Dongsasub training and wearing a necklace where a mixture of aroma oils attached. Participants in experimental group were given a necklace with essential oil mixture of lavender, bergamot, and geranium with the ratio of 1:1:1 for 2 weeks. The control group received no intervention. Outcome variables included perceived stress, self-esteem, depression, and clinical competence. Data were analyzed with Fisher's exact test, Chi-square, Independent t-test using the SPSS/WIN 21.0. Results: Independent t-test revealed that perceived stress (t=3.15, p=.003), depression (t=4.62, p<.001) were significantly lower in the experimental group than the control group; self-esteem (t=-3.03, p=.004), clinical competence (t=-2.15, p=.036) scored significantly greater than the control group. Conclusion: The results indicate that the Dongsasub training with application of the aroma necklace can be used as an effective nursing intervention for lowering perceived stress, depression and improving self-esteem, clinical competence of nursing students.

• Journal of the Korea Convergence Society
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• v.10 no.10
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• pp.357-369
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• 2019

This study was to examine the effects of simulation used additionally in clinical practicum and evaluate its applicability in an undergraduate nursing curriculum. A longitudinal survey was used to measure the changes on the scores of clinical competency, clinical confidence, critical thinking and problem solving ability of students(N=77) who had experienced simulation in the clinical practicum curricula throughout their junior and senior years. Variables were measured 4 times, at the beginning and the end of each year, and data were analyzed using repeated measures of ANOVAs. Clinical competency score in senior year improved significantly(t=-13.75, p<.001) whereas no significant changes in junior year. Clinical confidence and critical thinking disposition over 2 years showed significant increases(F=177.86, p<.001; F=247.79, p<.001, respectively). Problem solving ability increased throughout the junior and senior years, however, it did not make a significant difference at any point of measures.

• Journal of Korean society of Dental Hygiene
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• v.23 no.6
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• pp.501-509
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• 2023

Objectives: This study aimed to analyze the relation between factors related to the clinical performance competency of dental hygiene students and their clinical learning environment. Methods: The study conducted a survey of dental hygiene students from October 18 to 30, 2023. The data were analyzed using one way analysis of variance, t-test, and stepwise multiple regression. Results: The total practicum lasted ≤10 weeks, 11-15 weeks, and ≥16 weeks for 41.7%, 33.5%, and 24.8% of the students, respectively. Half of them had experience at only one clinical institution. Clinical learning environment had an average score of 3.46 points, whereas the average clinical performance competency of the participants was 3.60 points. The major influencing factors on clinical performance competency were identified as preceptor' s guidance (β=0.277), work participation opportunities (β=0.213), and perceived importance of clinical practice (β=0.136). Conclusions: Efforts are required to provide students with prior education on the importance of clinical practice, improve the clinical learning environment with a focus on preceptor's guidance and work participation opportunities. And standardize various elements to resolve differences in the practice of clinical institutions across regions.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.543-550
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• 2024

This study aimed to identify factors influencing clinical practice abilities in nursing students after implementing simulation education. The study subjects and data collection were conducted from September 1st to October 30th, 2022, targeting 106 fourth-year nursing students. The research design employed descriptive correlational analysis. The research tools included critical thinking, self-efficacy, practical competence, and practicum satisfaction, with statistical analysis performed using SPSS version 27.0. The results revealed Practical competence showed a significant correlation with practicum satisfaction, and it demonstrated a positive correlation with critical thinking and self-efficacy. Factors influencing practical competence were practicum satisfaction (β=.85 p<.001) and self-efficacy (β=.25, p<.05), with an explanatory power of 57.0% (F=13.25, p<.001).

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.4
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• pp.402-411
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• 2021

Purpose: This study explored nursing students' experiences of attending clinical practicum courses in 2020 during the COVID-19 pandemic era, focusing on their confidence in clinical competency and job readiness. Methods: The data for this study were collected using online questionnaires that were uploaded to a free online survey website and distributed via a link to the survey to 334 nursing students attending four-year nursing colleges at four national universities. Data analysis was done with descriptive statistics, independent t-tests, and ANOVA. Results: The participants were mostly female (83.2%) college seniors (78.1%). About 60% of the participants practiced between 40% to 100% of their clinical practicum hours in alternative ways. Almost a third of the participants reported that they were not ready for a job (30.2%). However, participants' confidence in clinical competency and job readiness was not related to the rate of alternative practice, but rather to both achievement of educational outcomes and satisfaction in the nursing practicum. Conclusion: Due to COVID-19, it is evident that effective and efficient materials and ways of delivering clinical courses are constantly to be sought and developed. In particular, recently graduated nurses who experienced abrupt and considerable alterations in their clinical practicum courses due to COVID-19 are in need of attention while they strive to make clinical adaptations.

• Perspectives in Nursing Science
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• v.9 no.2
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• pp.127-135
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• 2012

Purpose: The purpose of this study was to investigate the academic achievements, satisfaction and educational demands of nursing students at a college of nursing. Methods: The study subjects consisted of 134 senior nursing students who completed their clinical practicums. The students were asked to complete the evaluation survey for the curriculum. The evaluation survey for the curriculum consisted of three parts: 1) academic achievements of educational objectives, care of subjects, and skills; 2) satisfaction with the curriculum, clinical practice environment, and educational environment; 3) demands on the curriculum and clinical practicum. Results: The mean scores on the achievement levels of educational objectives, care of subjects and skills of the students were $3.68{\pm}0.53$, $3.69{\pm}0.59$, and $3.77{\pm}0.56$, respectively. The low rated domains were 'understanding and delivering culturally competent nursing' and 'competence in fundamental nursing skills' in their levels of achievements. Overall, students were satisfied with the nursing curriculum and educational environment. However, their satisfaction scores for the hours and arrangements of the clinical practicum, and the ratios and arrangements of lectures and clinical practicum were relatively low. Conclusion: The findings of this study are important to redesign nursing curriculum in order to prepare graduates for rapidly changing health care environments. We need to try various strategies to improve the clinical competencies of students by designing a curriculum based on social change and student needs.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.2
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• pp.268-275
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• 2012

Purpose: The purpose of this study was to implement and evaluate the learning contracts based self-directed learning in a final clinical placement for senior nursing students. Methods: This study was a case study and 82 senior nursing students at a university participated in a learning contract based practice placement. Data were collected from written learning contracts and questionnaires after a clinical practice. Results: The students' learning needs were knowledge, clinical skills, and attitudes frequently encountered in a ward in which clinical skills were most common. The students' formulated learning contracts were varied but most of them were basic and simple. A self-directed clinical course was beneficial and a satisfactory experience to senior students. There was an increase in the students' motivation in learning, confidence in own capability, and satisfaction with the use of the learning contract. Conclusion: Self-directed clinical practicum would result in a degree of attitude change in the students. This study suggests that learning contract based self-directed clinical practice is effective to improve learning satisfaction, confidence in own capability, and competency.

• Journal of East-West Nursing Research
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• v.23 no.2
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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.

• Journal of Convergence for Information Technology
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• v.11 no.10
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• pp.60-67
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• 2021

The purpose of this study is to investigate the effect of online psychiatric nursing practicum including virtual simulation on goal commitment, self-efficacy, critical thinking disposition, and problem solving ability of nursing students in the COVID-19 situation with difficult clinical practice. The subjects of this study were collected using an online questionnaire for third-year nursing students located in A city, and 31 students participated in the final. The results of this study showed that goal commitment and critical thinking disposition were improved in the post-test compared to the pre-test, but were not statistically significant. Self-efficacy (t=4.222, p<.001) and problem solving ability (t=6.807, p<.001) were signifincantly improved after than before online practicum. This findings indicate that online psychiatric nursing practicum including virtual simulation is effective in improving self-efficacy and problem solving ability. As it is difficult to perform nursing practice directly in the clinical field due to the recent COVID-19, it is expected that the limitations of online practicum can be overcome by utilizing various online contents including virtual simulations in online psychiatric nursing practicum.

• Journal of the Korean Applied Science and Technology
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• v.35 no.3
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• pp.836-847
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• 2018

This study aimed to determine the effects of simulation-based education in diabetic patient care to nursing students on their level of diabetic knowledge, clinical nursing competence, practicum satisfaction and communicative competence. The pre-post test were conducted to compare the differences in diabetic knowledge, clinical nursing competence, practicum satisfaction and communicative competence. The research data for the subject of study was collected from October 21 to November 1, 2013 in 3rd grade 75 nursing students. The student who had received the simulation-based education, did show significant increase in diabetic knowledge(t=-9.684, p<.001), clinical nursing competence(t=-4.173, p<.001), and communicative competence(t=-7.685, p<.001) than before. But, there was no significant different in the practicum satisfaction(t=-1.144, p=.256). Based on the above results, simulation-based education can enhance the nursing knowledge, clinical performance and communication ability of the subjects and can be applied to various education courses.