• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.1
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• pp.94-112
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• 2001

The main purpose of this study was to investigate the effectiveness of a standardized patients managed instruction program for a fundamentals of nursing. The standardized patients managed instruction was evaluated by using a quasi-experimental, nonequivalent control group posttest design with two separate classes of sophomore students attending fundamentals of nursing classes at one baccaleureate nursing school in Korea. Control group was taught by traditional lecture/model instruction and experimental group was taught by standardized patient managed instruction. Data were collected from December, 1999 to July, 2000 using checklist developed by researcher on following areas; clinical nursing performance, communication skills, and learning motivation. There were 36 students in the experimental group and 40 students in the control group. Data analysis was done using SPSS WINDOW. The results were summarized as follows ; 1. Clinical nursing performances were evaluated by change position, back care and hot bag apply. The total score was statistically significant higher in the experimental group than the control group(t=3.325, p=.000). Thus hypothesis 1 was supported. 2. Communication skill was evaluated by professional attitude and ability to explain to patients. There was a statistically significant difference between the experimental group and the control group (t=4.232, p=.000). Thus hypothesis 2 was supported. 3. Learning motivation was evaluated by self-reported questionnaires. There was statistically a significant difference between the experimental group and the control group(t=3.024, p=.004). Thus hypothesis 3 was supported. In conclusion, this study suggests that standardized patients managed instruction is an effective learning method to nursing students. By utilizing a standardized patient managed instruction, learning can proceed in a more relaxed environment and reduce the risks to patients because student inexperience are avoided. It is recommended to develop more standardized patients cases for wider areas of nursing educational and evaluate the program with more students using logitudinal method.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.9 no.1
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• pp.66-75
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• 2002

The main purpose of this study was to develop and evaluate the effectiveness of the standardized patient method in teaching catherization skills, communication skills and students' learning motivation in undergraduate nursing students. The study employed a quasi-experimental method using a non-equivalent control group post-test design. Data were collected over 2 years from August 2000 to September 2001 with 75 sophomore student nurses in one baccaleureate program. The results are summarized as follows ; The scores in catheterization skills and communication skills were statistically significantly higher in the experimental group than the control group. Learning motivation score were also statistically significantly higher in the experimental group than the control group. In conclusion, this study suggests that a standardized patients managed instruction which emphasize authenticity and contex-tualization is very effective in teaching nursing students, the mastery and application of nursing skills, and the utilizing therapeutic communication skills. It is recommended that more standardized patients cases be developed for wider areas of nursing education and this study be replicated with more students using a longitudinal design.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.1
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• pp.14-24
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• 2011

Purpose: The purpose of this study was to investigate the learning effect of a standardized patient managed instruction program for a clinical maternity nursing course. Methods: The SP managed instruction was made for clinical cases in intrapartum and postpartum nursing care. The SP managed instruction was evaluated by using a quasi-experimental, nonequivalent control group post-test design with separate classes of students attending clinical maternity nursing classes at a nursing school in Incheon. Control groups were taught by traditional lecture/model method and experimental groups were taught by SP managed instruction. Data was collected from September 2009 to February 2010. Results: 1. There was no significant difference between the experimental group and control group in identifying relevant data (z=-1.418, p=.156) and necessary nursing skills performance (z=-.643, p=.520) for intrapartum nursing care. In addition, there was no significant difference between the two groups in identifying relevant data (z=-.264, p=.782) and necessary nursing skill (z=-.342, p=.732) for postpartum nursing care. 2. In clinical nursing skill performances the total score was statistically significantly higher in the experimental group than the control group (intrapartum care z=-4.181, p=.000, postpartum care z=-4.279, p=.000). 3. There was a statistically significant difference between the two groups (intrapartum care z=-3.731, p=.000, postpartum care z=-4.066, p=.000). Conclusion: In conclusion, the SP methodis effective in teaching clinical maternity nursing for student nurses and it is necessary to develop SP instruction courses for many areas in the clinical nursing education field.