• Journal of Convergence for Information Technology
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• v.11 no.2
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• pp.57-63
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• 2021

This study examined the effects of scenario-based education for patients with difficulty urination on nelaton knowledge, nelaton confidence, and nelaton catheterization skill ability of nursing college students. The data for this study were collected from May to June 2019, and were conducted for the third grade nursing students located in J city. A non-equivalent control group pretest-posttest design was used in 75 junior nursing college students subjects who were assigned to the experimental group 37 and the control group 38. The collected data was analyzed through the ��2-test, independent t-test and paired-test. There were significant differences in nelaton confidence(t=4.60, p<.001), nelaton catheterization skill ability(t=3.46, p=.001). But scenario-based education was found to be insignificant in the nelaton knowledge of nursing students. Difficulty urination scenario-based education can be used as an effective educational intervention to improve nelaton confidence and nelaton catheterization skill ability. However, in nelaton knowledge, it is necessary to verify the effectiveness of education through additional research.

• The Journal of the Korea Contents Association
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• v.18 no.1
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• pp.241-249
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• 2018

Purpose: This study aim to test the effect of peer-tutoring program on the level of performance, confidence, learning satisfaction of nursing students in practicing core basic nursing skills. Methods: The subjects were 148 nursing students in C university from March to June 2016. The experimental group(n=75) taken in peer tutoring program and control group(n=73) learned the lecturer-guided practice. Results: In foley and nelaton catheterization, the score of performance, confidence and learning satisfaction of experiment group are higher than control group statistically. In PO medication, learning satisfaction of experiment group is higher than control group but performance and confidence are not different statistically. Conclusion: Using peer-tutoring program be effective for nursing students in improving the competency of core basic nursing skills partially and recommend to utilize for core nursing skills training.

• Journal of the Korea Convergence Society
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• v.8 no.5
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• pp.223-231
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• 2017

This convergence study was done to identify the effectiveness of core nursing skills improvement program on nursing skills competence in nursing students. The design of research was one group pretest-posttest and the participants were 158 nursing students. The core nursing skills improvement program was composed of 7 fundamental nursing skills(vital sign, intramuscular injection, oral medication, subcutaneous injection, enema, oxygen therapy and nelaton). The data were collected using self-report questionnaires from January 19 to 23, 2015 and analyzed using paired t-test. The mean score of nursing skills competence in posttest was significantly higher than those in pretest (t=-4.71 ~ -8.00, p<.001). The score for self-confidence(t=-11.61, p<.001) and that for problem solving skills(t=-2.04, p=.043) increased significantly after core nursing skills improvement program. The results indicate that core nursing skills improvement program was effective in improving nursing skills competence.