• The Journal of Korean Academic Society of Nursing Education
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• v.6 no.2
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• pp.199-217
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• 2000

This descriptive longitudinal study was done to identify the ethical value of nursing students and to compare the differences of results with one year interval. The data were collected twice in 1999 and in 2000, from the 82 first year and 64 second year nursing students who have been attending at C college in Chonnam province. The analysis of data was done by frequency, mean, paired t-test, t-test, and ANOVA. The results of data were summarized as follows: 1. The total ethical value score of the first year students was 3.48 (maximum : 5) and, one year later, the score was lowered to 3.26. Especially, the degree of their ethical value was significantly decreased in the sub-areas of human-life and nurse-nursing task. 2. The total ethical value score of the second year students was 3.24 and, one year later, the score was increased to 3.39. The degree of their ethical value was significantly increased in the subarea of nurse- client relationship. 3. In the subarea of human-life, the mean score of ethical value was 3.25 and, one year later, the score was 2.95. The degree of ethical value was significantly lowered among the first year students with an utilitarian position. 4. In the subarea of nurse-client relationship, the mean score of ethical value was 3.39 and, one year later, the score was 3.67. The degree of ethical value was significantly increased among the second year students with a deontological position. 5. In the subarea of nurse-nursing task relationship, the mean score of ethical value was 3.38 and, one year later, the mean score was 3.08. The degree of ethical value was significantly decreased among the first year students. 6. In the subarea of nurse-collaboration relationship, the mean score of ethical value was 3.96 and, one year later, the mean score was 4.08 in second year students. There was no statistically significant difference. 7. The ethical values of nursing students were significantly different depending on their religion, length of study, attitude toward nursing and the experience of dying during their clinical practice.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.19 no.2
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• pp.261-268
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• 2012

Purpose: The purpose of the study was to identify the mediating effects of self-efficacy between academic stress and college adjustment in first year nursing students. Method: Data were collected from 396 first year nursing students from 3 junior colleges and analyzed using descriptive statistics, Pearson correlations and structural equation model (SEM) with PASW 18.0 and AMOS 18.0 programs. Results: There was a negative relationship between academic stress and college adjustment but a positive relationship between self-efficacy and college adjustment. There was a partial mediating effect of self-efficacy between academic stress and college adjustment. Conclusion: The results indicate a need to develop programs that effectively promote the self-efficacy of first year nursing students to decrease academic stress and maximize college adjustment. Further studies are needed in which other factors that could affect college adjustment are examined.

• The Journal of Korean Academic Society of Nursing Education
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• v.16 no.2
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• pp.186-193
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• 2010

Purpose: The purpose of this study was to identify the changes of self-esteem and leadership scores in nursing students during two years. Method: The subjects were 233 nursing students in their first year in 2007, and 257 in their third year in 2009. Data were collected 2 times for the same subjects, in 2007 and 2009 respectively, with the same structured questionnaires. Result: Satisfaction for major and interpersonal relationships of nursing students was significantly increased in the third year over the first year. Self-esteem and leadership scores were significantly increased in the third year over the first year (t=5.48, p<.001, t=5.63, p<.001). Self-esteem and leadership scores increased significantly according to satisfaction degree, interpersonal relationship and year. Self-esteem was positively related to leadership (r=.50, p<.001). Conclusion: The result of this study may show the increase in self-esteem and leadership of nursing students relevant with their year of nursing. This finding suggests the importance of satisfaction and interpersonal relationships to increase self-esteem and leadership.

• Journal of Korean Academy of Nursing Administration
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• v.18 no.3
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• pp.301-309
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• 2012

Purpose: This study was done to investigate changes in image of nursing in first year students of nursing after courses on history & philosophy of nursing. Methods: Participants were 100 first year students at a nursing college located in K city. The students were asked to submit a written answer to an open-ended question. Data were collected in March, 2011, before the students started nursing courses, and again in June, 2011, after they had finished one semester of nursing courses. Data were analyzed using Van Kaam's phenomenological method. Results: Before the nursing courses, students regarded nursing as caring for patients comfortably with warmth and kindness, helping patients with self-sacrificing spirit and service, and being tough and overwhelming to do. After finishing one semester of nursing courses, they regarded nursing as a profession that requires motherly care, love and devotion, and as meaningful and beautiful to do. Conclusions: After finishing one semester of nursing courses, the images of nursing held by the students changed from a traditional perspective emphasizing the emotional and negative aspects to one focusing more on the professional and positive aspects. It is essential to establish healthy and positive images of nursing among students through the nursing curriculum.

• 모자간호학회지
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• v.1
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• pp.5-15
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• 1991

Caring, according to Leininger, is the essence of nursing : it is the central and unifying domain of science and practice of nursing. The problem addressed by the this study was to explore nursing students' perceptions of caring. The purpose was to provide theoretical understanaling at how students conceptualize caring througout the three years of their educational preparation. The subjects for this study were 343 nursing students of one three - year Christian college of nursing in a major regional city in Korea. The data were collected from May 6 to 25, 1991, through an open - ended questionnaire. The data analysis used was descriptive method. Validity was strengthened by confirmations with by a doctoral candidate and three other nursing professors. From the data, 557 descriptive statements were organized into 70 taring behavior patterns and 16 categories of taring. The 16 categories were helping, comfort, love, concern, support, being present, protection, health maintenance, fulfillment. warmth, Instruction, empathy, trust, sharing, restoration and nurturance. The five categories primarily reported by first year students were, In order, helping, comfort:. restoration, protection, and love, by second year students, helping, comfort, love, being present, and support : and by third year students, helping, comfort, love, concern, and support. Instruction, empathy, trust, sharing and nurturance were least reported by the students. Instuction, trust and nurturance were not expressed by first year students. The Korean nursing student's concepts, of caring appeared to be similiar to Leininger's caring constructs but warmth and fulfillment were specified by these students. Theoretical understanding of concepts central to nursing contributes to the development at the discipline.

• Journal of Korean Academy of Nursing Administration
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• v.12 no.3
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• pp.365-372
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• 2006

Purpose: OSCE, Objective Structured Clinical Examination, is a good way to evaluate clinical skills of nursing students. To do this, we need modules, evaluators, persons to run the examination, as well as models and standardized patients if necessary. Author coached nursing students to develop modules and ran the examination by themselves. Method: 24 third-year and 4 first-year students volunteered; third-year students developed 5 modules, and organized and ran the examination. First-year students played patient role. 60 2nd-year students participated as examinees. Modules were duplicated to finish examination in a given time. The relationship between OSCE score, conventional clinical evaluation score and credit of students was compared. Effect of module duplication on score was tested. And responses of examinees were collected. Results: There was no correlation between OSCE and conventional clinical evaluation score (r=0.07), and credit (r=0.27), And there was no difference of OSCE score between duplicated modules $(53.77{\pm}7.61$ vs $55.33\pm7.74).$ Response of examinees to OSCE was favorable. Examinee did not expressed resistance for the evaluation by OSCE developed and ran by students. Conclusion: Nursing students successfully developed and ran OSCE, which was accepted favorably by examinees. Student-developed OSCE may play a role in evaluation of clinical performance.

• Journal of Korean Academy of Nursing
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• v.30 no.6
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• pp.1521-1530
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• 2000

This descriptive study identifies nursing students' methods of studying related to the learning stages, based on a sample of 251 nursing students in a Korean university. The main findings of the study are as follows. The major learning styles of nursing students were accomodation (68.6%), divergen (53.6%), and convergence (38.8%) for the first, second, third, and fourth year group. For all students, the majority (71.3%) showed accomodation or the divergence. The learning styles for grade level were significantly different, (x2=110.021, df=9, p=0.001). The stage of concrete experience was the majority for all of the first year group (51.8%), the second year group (57.1%), and the third year group (61.3%). But, active experimentation (41.9%) was the majority for the fourth year group. Also there were significant differences between the stages of learning by age (x22= 64.391, df=9, p=0.001). The most significant result of the study was the establishment of different modes of learning stages by year, thus supporting the experiential learning theory. The greatest change of style from the first year group to the second year group was reflective observation (7.3%longrightarrow12.9%). That from the second year group to the third year group was the abstractive conceptualization (14.3%longrightarrow21.3%); and that from the third year group to the fourth year group was active experimentation (12.0%longrightarrow41.9%). This reflects the same cycle as indicated by the experimental learning theory of Kolb. According to the study, nursing students' learning stages tended to be more unbalanced as year increases. Therefore this calls for a careful review of the current nursing curriculum.

• Journal of Korean Academy of Rural Health Nursing
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• v.5 no.1
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• pp.33-39
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• 2010

Purpose: This study was done to identify change in self-concept of smoking experience in middle school students. Method: The study was a longitudinal survey design and used only the responses on self-concept and smoking state from the data of the Korea Youth Panel Survey (KYPS). The sample for this study consisted of 3,449 middle school students and the data were collected over a two-year period (2003-2004). Results: Self-esteem scores for the first and second year were significantly higher and self-stigma and aggression scores were significantly lower in the non-smoking maintenance group. There was a significant increase in self-esteem scores for students in second year who quit smoking compared to those in first year. There was a significant decrease in scores for attachment to surrounding people and emotional sense of control in second year students compared to those first year for students in the non-smoking maintenance group and the group that quit smoking. Self-intimacy scores were significantly lower in the smoking maintenance group. There was a significant increase in sex-role identity scores in second year students compared to those in first year for students in the group who newly started smoking. Conclusion: Findings from this study can contribute to designing appropriate smoking prevention strategies to improve self-constructs related smoking experiences in adolescents.

• Journal of Industrial Convergence
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• v.17 no.3
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• pp.31-38
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• 2019

This study examined the influence of nurse image, job value on the nursing professionalism of first year nursing students. Data were collected from May 7 to May 14, 2018 for 306 first year nursing students. The collected data were analyzed using SPSS 22.0. The average degree of nursing image at 4.12, job value score of 3.12, and nursing professionalism score of 3.98. Nursing professionalism was positively correlated with the nursing image(r=.823, p<.001) and job value(r=.492, p<.001). The significant variables explaining nursing image(${\beta}=.760$, p=.000) and job value(${\beta}=.134$, p=.000) These factors explained 69% of nursing professionalism. It is necessary to provide education that consider the nursing image, job value of nursing students to help them establish an acceptable view of nursing professionalism.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.4
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• pp.452-462
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• 2014

Purpose: This study explores the experience of university life in an unfamiliar department by first-year graduate students. Method: Data were collected from participants through focus group interviews between July and August 2013 using phenomenological research methods. Colsizzi's method was used for analysis after the institutional review board of the university approved the study and informed consent was obtained from the participants. All interviews were recorded on an MP3 recorder and transcribed. Results: The analysis revealed 51 meanings that were categorized by 15 key words into 6 themes: "sense of isolation," "feeling of solidarity," "limitations," "benefits," "overcoming" and "renewing." Conclusion: First-year graduate students experience both positive and negative feelings toward "university life"; however, they eventually overcome their difficulties and adapt to the conditions of their field of study and new department.