• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.1
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• pp.34-42
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• 2012

Purpose: The purpose of this study was to investigate factors which influence the process of problem solving in nursing students during clinical practice. Method: Data were collected by questionnaires from 511 nursing students in from April 10 to June 10, 2011. Data were analyzed by Pearson's correlation coefficients and multiple regression procedures. Result: The values regarding self-leadership (mean 3.62), self-directed learning readiness (mean 3.53) and problem solving process (mean 3.37) were higher than the median. There were significant correlations between all the predictive variables and the process of problem solving. The greatest factors influencing the process of problem solving in nursing students were self-leadership and self-directed learning readiness (54.3%). Conclusion: By using the results of this study as a foundation, nursing education curriculum should be comprised of self-leadership and self-directed learning readiness for improvement of nursing students' problem solving process.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.1
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• pp.118-130
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• 2017

Purpose: The purpose of this study was to identify the relationship between the satisfaction with clinical practice and clinical performance ability by types of self-directed learning ability of nursing students. Methods: This was a triangular study that was conducted to understand clinical performance ability. The subjects were 260 junior and senior students from a university in P city. The data were collected from April 22 to December 30, 2015. Data were collected by Q-card, Q-block an assessment tool, a structured self-reporting survey and a questionnaire. Results: We classified the self-directed learning abilities into four types: Type 1: a self-reflective person; Type 2: a person who prepares for the future; Type 3: a person with a sense of responsibility and obligation; and Type 4: an enthusiastic learner. We found that clinical performance ability was higher for Type 4 than Type 3. We found that clinical performance satisfaction with clinical practice was also higher for the Type 4 individual than a Type 3 person. Conclusion: To improve students' clinical performance ability, we need plans and support to lead students toward becoming an 'enthusiastic learner' type of person with self-directed learning ability. It is necessary to increase students' satisfaction with clinical practice.

• Journal of Digital Convergence
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• v.14 no.3
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• pp.309-318
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• 2016

This study aims to investigate the effects of self-efficacy and self-directed learning readiness to self-leadership of nursing students. The data of self-efficacy, self-directed learning readiness and self-leadership was collected for the nursing students of K university in K city from Sep. 2015 to Nov. 2015. The results show that self-efficacy is different according to subjects' age, and self-directed learning readiness is different according to the grade. The correlations among self-efficacy, self-directed learning readiness and self-leadership are significant, and the self-directed learning readiness is a significant predictor of self-leadership. It is expected that the nursing students will be able to act as a leader in clinical practice and health care by promoting self-directed learning readiness from the university education, and it is required to develop and operate the self-directed learning readiness program including the opinions of learners.

• The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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• v.32 no.3
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• pp.186-201
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• 2019

Objectives : The aim of this study is to develop clinical practice program using reflective journals in the department of Korean medicine ophthalomology & otolaryngology & dermatology. Methods : It was applied to clinical practice and considered the adequacy of the clinical practice program using reflective journal for students who complete the clinical practice. Result : Students are given high marks for self-directed learning and Korean medicine ophththalomology & otolaryngology & dermatology professional learning.

• Journal of Convergence for Information Technology
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• v.10 no.6
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• pp.49-58
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• 2020

This study was conducted to identify the changes in academic self-efficacy and self-directed learning ability after applying flipped learning using media convergence to the basic nursing practice courses. It is offering flipped learning to 22 students from the experimental group and 26 students from the control group. Data were collected from August 27 to December 3, 2019. The difference in academic self-efficacy before and after the flipped learning was no significant difference between the two groups. However, the difference in self-directed learning ability was 11.32 points in the experimental group and 0.23 points in the control group (t=2.32, p=.027). According to the results of this study, flipped learning using media convergence was found to be an effective teaching method to improve self-directed learning ability of students. Therefore, it is necessary to study the expanded application of flipped learning using media convergence to various nursing subjects.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.563-585
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• 2010

The major goals of this study are to find the factors that enhance self-directed math learning in college math classes and to provide the students with the opportunities to check and develop their self-directed math learning attitude. For these research goals, we prepared the questionnaires that asked about their learning motivations, basic learning ability, self-discipline strategies, and self-directed learning strategies. Another purpose of the questionnaires was to give them the chances to check and improve their attitude toward those learning strategies, motivation and ability. From the research results, we find that the important factors for self-directed learning are internal & external motivations, concentration ability, and the goal-setting and plan-making abilities. In addition, concentration ability, good habit, stress-control, recognition of math value, and self-directing ability are found to be necessary for the desirable learning environment. On the other hand, we find that the ability to perform note-taking, class preparation and review, time-control, and test-control is required for the selection and practice of self-fitting learning strategies. Finally, we provided our own self-directed math learning model. Our model, containing the necessary factors for self-directed math learning, is the revised and modified one of Knowles(1975)'s 5 stage self-directed learning model that comprises diagnosis of learning desire, setting learning goals, grasping human&material resources, selection and practice of proper learning strategies, and evaluation of learning results.

• Journal of the Korean Society of School Health
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• v.35 no.3
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• pp.113-122
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• 2022

Purpose: The purpose of this study was to identify the effects of applying jigsaw cooperative learning to basic nursing practicums on self-directed learning ability, self-efficacy, and learning outcomes. Methods: This study was based on a non-equivalent control group design, and the subjects were nursing students. The study allocated 30 people in the experimental group and 30 people in the control group, and jigsaw cooperative learning was applied to the experimental group for 2 hours every week for a total of 8 weeks. The traditional educational method was applied to the control group. The collected data were analyzed using SPSS v26.0. Results: The experimental group to which jigsaw cooperative learning was applied showed statistically significant differences in self-directed learning ability (F=4.49, p=.038), self-efficacy (F=6.15, p=.016), and learning outcomes (F=19.48, p<.001) compared to the control group. Conclusion: By applying jigsaw cooperative learning to basic nursing practicums, this study confirmed its effect not only on the effective domain such as self-directed learning ability and self-efficacy, but also on learning outcomes in the practical domain. We propose future studies apply jigsaw cooperative learning to various practice classes to achieve learning outcomes that focus on cultivating students' practical capabilities.

• Journal of Industrial Convergence
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• v.21 no.5
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• pp.59-66
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• 2023

This study was conducted to understand the effect of team-based clinical practice education using conceptual maps on the learning attitude, self-directed learning, and critical thinking of nursing students. The subjects of this study were 80 nursing college students taking clinical practice courses. Data analysis was performed with descriptive statistics and paired t-test using SPSS 22.0 program. As a result of the study, it was found that the learning attitude (p< .000), self-directed learning (p< .000), and critical thinking (p< .000) scores were statistically significantly improved before and after education. Based on the results of this study, it is recommended to develop and apply a systematic team-based clinical practice program using concept maps to nursing students, and this result can be used as a variety of teaching-learning methods that reflect the characteristics of the subject.

• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.504-514
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• 2013

Purpose: This study was to identify the educational effects of self directed learning applying basic nursing practice contents of e-learning on nursing students' knowledge, self-confidence, and learning satisfaction. Method: This study applied a quasi-experimental pre-test and post-test control group design with 63 freshman nursing students (31 experimental group, 32 control group) of G. university in Incheon, Korea as subjects. The e-learning content was about the application of topical medications, central line care, and blood transfusion. All were available at the web site in school. Self-directed e-learning was more than 120 min.(3 times a week, 2 weeks)during Sep-Nov in 2011. In both groups, there were no significant difference in general characteristics, self-directed learning readiness, knowledge, and self-confidence for the pre-homogeneity. Results: The experimental group showed a higher level of improvement in knowledge and learning satisfaction but not significantly. However, the self-confidence was significantly improved in the experimental group. Conclusion: When self-directed learning using e-learning contents added to the conventional practical class, it may be beneficial for the nursing students to learn skills effectively.

• Journal of Digital Convergence
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• v.15 no.10
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• pp.293-306
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• 2017

This study conducted non-equality control post-design similar experimental study in order to investigate the effect of self-directed practice through self-reflection by using videos on the basic nursing performance ability, confidence in performance, learning self-efficacy, and practice satisfaction. The experimental group was 57 students and the control group was 56 students in the Department of Nursing in G region. The data was collected from April 1, 2017 to June 14, 2017. For analyzing data, the SPSS 22.0 program was used and the homogeneity test was analyzed with ${\chi}^2$ test, t-test, and Fisher's exact test. Also, independent-test was used. According to the result, all of the experimental groups including the basic nursing performance ability, confidence in performance, learning self-efficacy(t=15.304, p<.001), and practice satisfaction(t=15.304, p<.001) were improved and showed significant differences compared to the control group. As a result, it is predicted that the practice method has a positive effect on participating in self-study and it contributes to active participation by increasing learning motivation of learners. Thus, it is suggested to be applied to various practical training to improve basic nursing skills.