• 한국간호교육학회지
• /
• 제25권3호
• /
• pp.344-356
• /
• 2019

Purpose: This study aimed to develop and evaluate the effects of an empathy education program for undergraduate nursing students. Methods: The study employed a non-equivalent control group pretest-posttest design. A total of 46 nursing students were voluntarily recruited by convenience sampling from senior nursing students from the nursing department of K college in I city, Korea. Participants were divided into two groups, an experimental group of 23 and a control group of 23. The experimental intervention (empathy education program) was conducted from April 19 to May 6, 2016 and consisted of 150-minute sessions, twice a week, for 3 weeks for a total of 15 hours. Results: Participants demonstrated improvements in perspective taking in cognitive empathy, improved empathic concern in emotional empathy, and improved communicative empathy. Analysis of reflective writings identified four theme clusters regarding communicative empathy: improvement of empathic expression, experiencing comfort and healing, improvement of interpersonal relationships, and experience of conflict resolution. Improved interpersonal ability and caring were also identified. Conclusion: The empathy education program improved cognitive, emotional and communicative empathy, and interpersonal skills and care, which are all necessary qualities for nurses.

• 한국간호교육학회지
• /
• 제28권2호
• /
• pp.147-155
• /
• 2022

Purpose: The goal of this study was to see how flipped learning affected nursing students in South Korea who were enrolled in a quit smoking intervention education program. The flipped learning-based quit smoking intervention education program was developed to help nursing students implement the intervention. Methods: This quasi-experimental study was conducted using a pretest-posttest design. A total of 52 nursing students, divided into experimental and control groups of 26 each, participated between November and December 2021. The experimental group was instructed in the flipped learning-based quit smoking intervention education program over six sessions. In accordance with flipped learning, each session was composed of pre-class, in-class, and post-class sections. Results: Compared to the control group, the experimental group showed improved beliefs about the health benefits of quitting smoking, as well as positive attitudes and self-efficacy from the quit smoking intervention. The experimental group experienced the greatest increase in student-centered activities and student participation through flipped learning. Conclusion: These results indicate that the flipped learning method was effective in quit smoking intervention education for nursing students. Therefore, it is worthwhile to consider that a quit smoking intervention education program based on flipped learning be included in the regular nursing curriculum.

• 성인간호학회지
• /
• 제19권4호
• /
• pp.527-534
• /
• 2007

Purpose: The purpose of this study was to identify the effect of a simulated disability program on attitude and stereotyping by nursing students toward people with disabilities. Methods: A total of 107 undergraduate nursing students attended and completed pre-and post-questionnaires on attitude and stereotyping. The experimental group participated in a simulation exercise program which was composed of wheel-chair mobility and vision modification in Nam-won Rehabilitation Center. The data were analyzed by the SPSS 12.0 program including frequency, percentage, ${\chi}^2$ test and t-test. Results: There was no significant difference in attitude toward people with disabilities between the two groups (t=-.743, p=.459). But there was a significant difference in stereotyping between the experimental and the control group(t=-4.097, p=.000). Conclusion: As the result of this study, we can conclude that the program was effective to improve stereotyping toward people with disabilities.

• 한국간호교육학회지
• /
• 제12권2호
• /
• pp.187-195
• /
• 2006

Purpose: The purpose of this study is a) to develop a self-awareness program using various action methods and b) to experiment the effects of that on self-concept, the self-perception and the self-esteem in nursing students. Method: The subjects of this study were 37 nursing students. Using one-group pretest-posttest quasi-experimental research design, we conducted the experiments of a self-awareness program during the period of six weeks from March through May of 2004. Results: The scores of the posttest on self-concept, self-perception and self-esteem in nursing students were significantly higher than those scores of the pro-test. Conclusion: The results of our experimentation showed that a self-awareness program using various action methods was very effective to enhance self-concept, self-perception and self-esteem in nursing students. In particular, different action methods of psychodrama were shown to be a useful tool in exploring the areas of blind self and unknown self.

• International Journal of Contents
• /
• 제15권3호
• /
• pp.39-46
• /
• 2019

This study aimed to develop a peer-assisted learning (PAL) program for use in a core nursing skills education course and to investigate the effects of the education program on three key outcomes. A comparative study was conducted through the division of students of a core nursing skills education program into a treatment group and control group. After the programs, self-efficacy, confidence and satisfaction were compared between the groups. The comparison of these three factors indicated that the related scores were significantly higher in the treatment group receiving the education program with the PAL method than those of the control group receiving traditional education. We concluded that self-efficacy gave the nursing students the confidence that they could successfully perform their tasks and motivation to learn. Education programs using the PAL method are suggested as an effective method for the acquisition of skills among nursing students.

• 한국간호교육학회지
• /
• 제27권4호
• /
• pp.369-380
• /
• 2021

Purpose: The objectives of this research are to verify the development and effectiveness of a nursing student emotional competency promotion program that is important in professional nursing strategies for strengthening the psychological well-being of patients. Methods: This research was done by developing an emotional competency promotion program for nursing students according to the analysis, design, development, implementation, evaluation (ADDIE) model. Apply the program to students and evaluate their effects on their self-awareness, self-management, social awareness, relationship management and self-efficacy using a nonequivalent control group pretest-posttest design. The subjects of this research were 48 nursing students enrolled in the department of nursing of D College; 24 students were placed in the experimental group and 24 students were in the control group. The experimental group participated in the developed program from December 18, 2017 to January 12, 2018, for a total of 8 sessions. Each session was 120 minutes long. For data collection, a pretest, posttest 1 and 2 were performed using an independent t-test and repeated measure ANOVA using SPSS/WIN 22.0. Results: The experimental group who participated in the emotional competency promotion program showed higher self awareness (F=5.65, p=.005), self management (F=11.12, p<.001), social awareness (F=5.02, p=.009), relationship management (F=11.22, p<.001) and self-efficacy (F=14.24, p<.001) than the control group. These results were supported by a statistically meaningful difference in the time period and the interaction between the time period and the two groups. Conclusion: The study's findings indicate that the emotional competency promotion program developed through this study is effective at increasing the self-awareness, self-management, social awareness, relationship management and self-efficacy of nursing students.

• 근관절건강학회지
• /
• 제30권1호
• /
• pp.1-14
• /
• 2023

Purpose: This study aimed to develop Humanitude care educational program and validate its effects with a sample of third-year nursing students, thereby providing fundamental data for the application of the program to the education of gerontological nursing. Methods: Humanitude care comprised four strategies and five steps for the elderly. In this study, the Humanitude care educational program for nursing students was developed according to ADDIE process. And then, a non-randomized control group pretest-posttest design was adopted to identify the effects of the Humanitude care educational program. The intervention group with 22 third-year nursing students completed the Humanitude care educational program and then participated in clinical practice for 3 weeks. The 25 third-year nursing students in the comparison group participated in clinical practice without taking educational intervention. Differences between the intervention group and control group on Humanitude care knowledge, attitude toward the elderly, patient-centered communication, and care efficacy were analyzed with t-tests. Results: After completing the Humanitude care education, the intervention group showed significantly high scores in Humanitude care knowledge (t=8.82, p<.001), patient-centered communication (t=2.54, p=.015), and care efficacy (t=2.14, p=.040) than the control group. However, after finishing clinical practice, there were no significant differences in all variables between the intervention and control groups. Conclusion: Humanitude care educational program can be adopted as an effective intervention in Humanitude care knowledge, patient-centered communication, and care efficacy of nursing students. However, to continue the educational effect, instructors should facilitate nursing students applying Humanicide care in clinical practice. Ultimately, it can propose a novel educational direction that can be applied to human-centered care in gerontological nursing practice.

• 대한간호학회지
• /
• 제53권5호
• /
• pp.500-513
• /
• 2023

Purpose: Women are more vulnerable to post-traumatic stress (PTS) than men, causing several health problems. Nurses should understand and work with women who have experienced trauma and provide interventions to promote their physical, social, and mental health. Methods: This quasi-experimental pilot study used a one-group pre-test/post-test design. Data were collected from 14 women recruited between December 2019 and May 2020 from a self-sufficiency support center in South Korea for sexually-exploited women who had experienced trauma. The program consisted of six one-on-one intervention sessions per week for six weeks. Each session averaged 60~120 minutes. Participants were assessed at pre-test, post-test, and one-month follow-up. Changes in outcome variables over time were analyzed using the Wilcoxon signed-rank and Friedman tests. Results: The caring program for health promotion was divided into six sessions: understanding the self, sharing traumatic events and negative emotions, reframing the meaning of traumatic events, identifying thoughts and physical and emotional responses, developing health promotion activities, and maintaining a positive attitude during the process of change. As a result of the caring program, PTS (F = 36.33, p < .001), depression (F = 24.45, p < .001), health-promoting behaviors (F = 7.06, p = .004), and self-esteem (F = 19.74, p < .001) among the participants differed significantly at pre-test, post-test, and follow-up. Conclusion: This study provides foundational information for the implementation of a theory-driven program by nurses in clinical and community settings to provide comprehensive care for women who have experienced trauma.

• 대한간호학회지
• /
• 제41권4호
• /
• pp.433-443
• /
• 2011

Purpose: Clinical training for nursing students is limited to rudimentary skills to avoid potential risks. Simulation-Based Training (SBT) can overcome the shortcomings of clinical training. We evaluated the educational effect of SBT for obstetrical nursing students using high-fidelity simulation courses. Methods: We developed a simulation program for obstetrical nursing students to practice nursing skills that are necessary to provide quality care. The program consisted of four sessions. 1st: An orientation and a preliminary test. 2nd: Learning core skills required in obstetrical nursing. 3rd: Testing each student with scenario. 4th: Providing a debriefing session. At the beginning of the program, students were surveyed about their self-confidence in obstetrical nursing care, and at the end of the program, they were surveyed about the adequacy of SBT as well as self-confidence. Results: Students' self-confidence showed a significant difference before and after simulation. Mean adequacy of SBT was $7.15{\pm}1.35$ (out of 10). Most students became more interested in Women's Health Nursing after SBT. Conclusion: The results from evaluating the effects of simulation-based obstetrical nursing training show that SBT provides invaluable clinical experience for obstetrical nursing students by overcoming the lack of actual clinical involvement in clinical training programs.

• 간호행정학회지
• /
• 제10권4호
• /
• pp.417-425
• /
• 2004

This descriptive survey design study was aimed to investigate nursing students' perspectives of nursing care. One hundred seventeen junior or senior students in BSN program and 131 junior or senior students in RN-BSN program at K University were compared and contrasted in terms of their perspectives on nursing care. Using the instrument developed by Cho Kyoul-Ja and Song Mi-Ryung(1997), the data were collected from April 1st to April 30th in 2003. The findings of the research are as follows. 1. The average perspective score of the RN-BSN students was higher than that of the BSN students. 2. The RN-BSN students reported higher scores than those of the BSN students in perspectives on personal qualification and meanings, and perspectives on scope and function of their nursing care. However, there was no significant difference between the groups in overall nature and domains of nursing care. 3. In terms of the participants' demographic backgrounds such as, grades in the program, religion, history of hospitalization, there was no significant difference between the BSN and RN-BSN groups. 4. No significant difference was found within the RN-BSN group in terms of their nursing perspectives associated with the years of clinical experience. In conclusion, the score of nursing perspectives in RN-BSN student group was higher than that of the BSN students. No other differences were found in this study. The higher nursing perspective score in RN-BSN group is attributed to their clinical experience. Thus, it is suggested that philosophy and value of nursing should be taught early in nursing program in order for nursing students to obtain proper points of views on nursing care. In addition, nursing philosophy, holistic view, and humanistic values should be stressed in continuing education for clinical nurses in order for them to maintain dignitary perspectives in nursing care.