• 대한간호학회지
• /
• 제32권6호
• /
• pp.784-791
• /
• 2002

The anxiety and stress of nursing students on performance intramuscular injection diminished nursing skill performance. The purpose of this study was to identify the effects of the guided imagery program on anxiety, stress and nursing skill performance of nursing students. Method: The study design was time series with a nonequivalent control group pretest- posttest study. The Data were collected from the 30th of Oct. to the 6th of Nov. 2001. The objects of this study were 36 sophomores of university(18 for the experimental group, 18 for the control group). The Instruments used in this study were State Trait Anxiety Inventory developed by Spielberger (1972), Visual Analogue Scale for Stress and Nursing skill performance developed by the researcher. The guided imagery was provided through audiotapes to the subjects for 8 minutes. The pretest was given before the therapy to measure variables for both groups and the posttests were performed after intervention. The data were analyzed by the SAS program using t-test and paired t-test. Result: The results of this study are as follows. The level of anxiety of students who received the guided imagery were significantly lower than that of control group. the level of stress had a deeling tendency and the nursing skill performance level was significantly higher than that of control group. Conclusion: The guided imagery suggested as an effective nursing intervention did reduce the anxiety and promoted nursing skill performance of nursing students.

• 기본간호학회지
• /
• 제15권1호
• /
• pp.14-21
• /
• 2008

Purpose: Objective Structured Clinical Examination(OSCE) has been used for clinical skill evaluation. This study was done investigate whether there are positive impact educational effects if nursing students are invited to develop OSCE modules. Method: The participants were 63 second-year students in one nursing college. Students were divided into 3 groups; the OSCE module development group(Exp1), traditional study group(Exp2), and control group(Cnt). Students were allocated according to clinical skill test scores to make the 3 groups equal. Exp1 developed OSCE modules, and Exp2 studied using traditional methods. Clinical skill tests and surveys were done to measure self-directed readiness, problem-solving ability, and self-efficacy before and after experimental treatments. Results: Clinical skill test scores increased significantly in all three groups, but Exp1 and Exp2 showed a higher clinical skill test score increment than Cnt. Self-directed readiness scores increased significantly in Exp1, but not in Exp2 and Cnt. Problem-solving ability scores increased significantly in Exp1 compared to Cont. Conclusion: Development of OSCE modules has positive educational effects for participating students in terms of clinical skill tests, self-directed readiness, and problem-solving ability.

• 동의신경정신과학회지
• /
• 제19권2호
• /
• pp.195-207
• /
• 2008

Objective: The purpose of this study was to compare satisfaction of practice and clinical skill in different participation learning and observation learning, and to offer the basic data to promote quality of nursing education. Method: The study used a quasi-experimental, nonequivalent control group post-test design. The subjects were 62 nursing students of K college in Jeonbuk, and the period of data gathering was limited from 19 Nov. 2006 to 30 Nov. 2006. Experience group was taught by hand-on education and control group was taught by conventional education. The instrument tools included self-efficacy, satisfaction of practice and clinical skill. The collected data were analyzed by SPSS-PC programme. Result: The results of this study were as follows: There was statistically a significance difference between the two group about satisfaction of practice(t=2.011 p=.043), and clinical skill(t=11.997, p=.000). Self-efficacy showed a significantly positive correlation with satisfaction of practice(r=.476, p=.000) and clinical skill(r=.178, p=.014). Also, satisfaction of practice showed a significantly positive correlation with clinical skill(r=.l82, p=.000). Conclusion: In conclusion, this study suggests that hand-on education is an effective learning method to nursing students. By utilizing hand-on education, makes nursing students plan self-directed nursing performance and improve their clinical skills.

• 기본간호학회지
• /
• 제25권1호
• /
• pp.58-67
• /
• 2018

Purpose: Fatigue and clinical practice stress can negatively influence nursing students. This study was done to examine of communication skill as mediating effect variable in the relationship between fatigue and stress during clinical practice. Methods: A cross-sectional study design was employed. Research participants were 124 nursing students from G city and J province. Data were collected from December 1, 2016 to January 30, 2017 using self-report questionnaires. Data were analyzed using Baron and Kenny method. Results: Fatigue had a significant negative correlation with communication skill (r=-.28, p=.001). Fatigue had a significant positive correlation with clinical practice stress (r=.39, p<.001). In addition, communication skill had a mediating effect in the relationship between fatigue and clinical practice stress. Conclusion: The findings of this study indicate that communication skill plays an important role in reducing clinical practice stress in nursing students. Therefore, in the field of nursing education, a program to improve the communication ability of nursing students should be developed and applied.

• 한국간호교육학회지
• /
• 제15권2호
• /
• pp.175-182
• /
• 2009

Purpose: Objective Structured Clinical Examination (OSCE) 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 patient care if necessary. The main purpose of this study was to compare the effects of the OSCE method on nursing skills performance of students enrolled in a core skill lab of nursing courses. Method: Eight items were developed for the examination. Five minutes was allowed for each item. Two married women and third-year students played patient's roles. The participants were 2nd-year nursing students and the OSCE program was performed on December, 2008. Data analysis was done using SPSS WIN 12.0. Result: The evaluation score for BP check skill was 1.68 and hand washing skill was 1.87 by evaluators. Response of examinees to OSCE was favorable. Examinees did not express resistance for evaluation by OSCE run by SPs and students. Conclusion: The OSCE method is an effective tool for evaluating clinical nursing skills performance in student nurses. It is necessary to explore more efficient ways to develop OSCE cases in wider areas of nursing education. It is also recommended to replicate similar studies in nursing education.

• 한국간호교육학회지
• /
• 제26권1호
• /
• pp.16-24
• /
• 2020

Purpose: This study examined the effects of guided imagery on stress, state anxiety, test anxiety and core basic nursing skill performance score of undergraduate nursing student. Methods: An equivalent control group pretest-posttest design was utilized. A total of 45 senior nursing students were randomly assigned to either an intervention group to receive guided imagery, or a control group (experimental group=23 students, control group=22 students). The guided imagery was provided via audio files to the intervention group for eight minutes, once a day for five days. The pretest was given before the intervention to measure variables for both groups, and the posttest was performed immediately afterward and three days after the intervention. Results: Significant differences were found between the two groups in stress ((F=4.94, p=.012), state anxiety (F=5.99, p=.005), and basic core nursing skill performance scores (Z=-2.45, p=.015). Conclusion: Guided imagery for nursing students has been identified as effective for stress, state anxiety, and basic core nursing skill performance scores. Guided imagery can be used as an effective intervention before performance tests. These study results can provide useful data for nursing education.

• 한국산학기술학회논문지
• /
• 제16권11호
• /
• pp.7698-7707
• /
• 2015

본 연구는 간호대학생의 자아존중감, 공감능력 및 의사소통능력 간의 관계를 파악하고 임상수행능력에 영향을 미치는 요인을 파악하고자 시도되었다. D시에 있는 4년제 2개의 간호대학에 다니는 간호학과 3, 4학년을 대상으로 하여 2014면 9월부터 한 달간 조사하여 212부의 설문지가 분석에 사용되었으며, 기술통계, 상관분석 및 다중회귀분석을 통해 분석하였다. 그 결과, 임상수행능력은 자아존중감, 공감능력, 의사소통능력과 유의한 상관관계를 나타내었다(p<.01). 간호대학생의 임상수행능력에 영향을 미치는 요인은 의사소통능력과 자아존중감으로 나타났으며(F=37.010, p<.001) 이들의 설명력은 26.2%였다. 간호대학생의 의사소통능력이 좋을수록(${\beta}$=.384, p<.001), 자아존중감이 높을수록(${\beta}$=.283, p<.001) 임상수행능력이 높은 것으로 나타났다. 따라서 간호대학생의 임상수행능력을 향상시키기 위해서는 의사소통능력과 자아존중감을 향상시킬 수 있는 지원과 프로그램의 개발이 이루어져야 한다.

• 기본간호학회지
• /
• 제13권3호
• /
• pp.343-350
• /
• 2006

Purpose: This study was done to identify the relationship between self-efficacy and clinical skill competence of nursing students. Method: The participants in the study were 375 student nurses enrolled in 3rd & 4th year of a BSN program in Seoul and Gyeongi province, Korea. Data were collected from December 12, 2004 to November 30, 2005 using a structured questionnaire. Data were analyzed using SPSS 11.0 Win program. Results: The average score for self-efficacy was $3.21{\pm}0.60$, and for clinical skill competence $2.80{\pm}0.42$. The self-efficacy score showed a significant difference according to student's year in college (t=2.494, p=0.013), and GPA score (t=4.299, p=0.000). The clinical skill competence score showed a significant difference according to year in college (t=5.351, p=0.000), GPA score (t=2.997, p=0.003) and satisfaction with course (F=5.214, p=0.006). There was a significant positive correlation between self-efficacy and clinical skill competence (r=0.224, p=0.000). Conclusion: These findings show that there is a need to develop strategies to improve self-efficacy for student nurses in Korea. And also, it is recommended that programs to improve clinical skill competence need to be included in nursing curricula.

• 성인간호학회지
• /
• 제18권1호
• /
• pp.31-40
• /
• 2006

Purpose: The descriptive-correlational study was undertaken in order to investigate the relationships between critical thinking disposition and critical thinking skill in clinical nurses. Methods: A convenience sample of 50 registered nurses was obtained from E University Hospital. The instruments used in this study were general characteristics, California Critical Thinking Disposition Inventory (CCTDI) and California Critical Thinking Skill Test(CCTST) developed by Facione & Facione (1994). The data were analyzed by descriptive statistics, t-test, ANOVA, Duncan test and Pearson's Correlation Coefficient with SPSS 12.0 Program. Results: 1) There was a statistically significant difference in critical thinking disposition according to age (F=3.23, p=.03) and educational background (F=39.07, p=.00). 2) There was a statistically significant difference in critical thinking skill according to age (F=3.40, p=.02), educational background(F=32.51, p=.00), and period of professional nursing experience(F=3.56, p=.02). Conclusion: A significant positive correlation between critical thinking disposition and critical thinking skill was found(r=.68, p=.00). Critical thinking disposition and critical thinking skill according to age and educational background had statistically significant differences. Therefore, it is needed to emphasize the necessity of continuous education and training of nurses which prepare their critical thinking ability.

• 한국산학기술학회논문지
• /
• 제14권6호
• /
• pp.2749-2759
• /
• 2013

본 연구는 간호대학생의 감성지능과 의사소통능력, 임상수행능력, 임상실습스트레스와의 관계를 파악하기위해 시도되었다. 간호대학 2학년에 재학중인 184명을 대상으로 설문지를 이용하여 2012년 1월 5일부터 2012년 2월 29일까지 자료를 수집하였다. SPSS WIN18을 이용하여 빈도, t-test, ANOVA, 피어슨 상관계수, 다중회귀분석으로 분석하였다. 연구결과 간호대학생의 감성지능과 의사소통능력, 임상수행능력, 임상실습스트레스는 유의한 상관관계를 보여 감성지능이 높을수록 의사소통능력 및 임상수행능력이 높고 임상실습스트레스는 낮은 것으로 나타났다. 따라서 간호대학생의 의사소통능력 및 임상수행능력을 향상시키고 임상실습스트레스를 감소시키기 위해서는 감성지능을 증진시킬 수 있는 프로그램 개발 및 검증을 제언한다.