• Title/Summary/Keyword: Student nurse. Clinical practice experience

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Development of Objectives in Nursing Clinical Education based on the Nursing Core Competencies (핵심간호능력 중심 간호학실습교육목표 개발)

  • Kim, Mi-Won
    • Journal of Korean Academy of Nursing
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    • v.36 no.2
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    • pp.389-402
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    • 2006
  • Purpose: The purpose of this study was to set up a Nursing Core Competencies required for staff nurses and to set up Objectives for Nursing Clinical Education based on the Nursing Core Competencies. The objectives in this study are to be achieved ultimately through clinical practice because it is a common avenue of work and the basic objective regardless of the education system and curriculum. Method: A nursing Core Competencies were established by literature review and verified by 15 experts. Nursing Clinical Education Objectives were established by literature review and analysis, and a survey for validity using a five point Likert scale was given to 257 nursing professors, 503 head-nurses, 509 staff nurses who had less than 3 years clinical experience in 34 general hospitals and 738 senior student nurses from 81 nursing colleges. Result: Nine nursing core competencies were set up. In addition 39 Objectives for each of the nursing clinical core competencies were set up. Conclusion: In conclusion, this study will contribute to professional nursing education to provide comprehensive nursing care by applying knowledge to nursing practice to achieve the Nursing Pore Competency as a professional nurse.

Nursing Students' Experiences with Patient Deaths during Clinical Practice (간호학생의 임상실습 중 환자의 죽음 경험)

  • Kang, Hyun-Ju;Choe, Hye Jeong
    • The Journal of Korean Academic Society of Nursing Education
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    • v.26 no.1
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    • pp.56-66
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    • 2020
  • Purpose: The purpose of this study was to explore nursing students' experiences with patient deaths during clinical practice. Methods: The participants were ten nursing students who had experienced patient deaths during clinical nursing practice at a university hospital in Korea. Individual in-depth interviews were conducted, and the data were analyzed using the content analysis method suggested by Graneheim and Lundman (2004). Results: The participants' experience was structured into six categories: experiencing various emotions in facing patient deaths, viewing oneself as a nursing student at the scene of a patient's death, thinking about death again, finding a pathway of understanding and support for patient death experiences, impressions and regret felt while actually observing terminal care, and picturing oneself as a future nurse dealing with a patient's death. Conclusion: Based on this study, stress management and self-reflection programs are suggested for nursing students who have experienced patient deaths. Practical nursing education for patient death and end of life care is also needed.

An Inquiry into Subjectivity of Fundamental Nursing Practice Attitude (간호대학생들의 기본간호실습태도에 대한 주관성 연구)

  • 한경순;박은희;조주연
    • Journal of Korean Academy of Nursing
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    • v.30 no.3
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    • pp.682-693
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    • 2000
  • The study was designed to identify the attitude of nursing students to fundamental nursing practice through Q-methodology. A Q sample was developed through a review of the literature and interviews. Forty statements made up the finalized Q-sample. The P sample consisted of 25 nursing students in S College. Q statements were written on separate cards and were given to the 25 subjects to sort according to degree of agreement or disagreement. The Q-sort by each subject was coded and analyzed with QUANL PC Program. The analysis discovered three major attitudes, namely "type 1: passive demand", "type 2: active self-confidence", "type 3: practical application". The correlation was .213 between type 1 and 2, .409 between type 1 and 3, .379 between t ype 2 and 3. The results revealed three different types of fundamental nursing practice attitude; 1) Passive demand type: they were not satisfied with fundamental nursing practice time, the number of persons, practice machines. They presented anxiety and worry through fundamental nursing practice. Therefore, they will presenta passive attitude of clinical practice experience. 2) Active self-confidence type: they experienced pride as a nursing student and fascination as a nurse was an acquired recognition. 3) Practical application type: they practiced that fundamental nursing skill was applied their family and oneself. Therefore they had tension through initial fundamental nursing practice but they gained self-confidence and interest through practical study. In conclusion, the researchers suggest that the education program would be more effective if it was planned considering to each types of attitude of nursing students for fundamental nursing practicer fundamental nursing practice

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Analysis of Nursing Care Activities of Nursing Students in Clinical Experience (간호학생의 임상실습 간호활동시간 분석)

  • Lee Chung-Hee;Sung Young-Hee;Jung Yoen-Yi;Kim Jung-Suk
    • The Journal of Korean Academic Society of Nursing Education
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    • v.4 no.2
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    • pp.249-263
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    • 1998
  • The competence of newly graduated nurses is based on various clinical expriences gained when they were students. Therefore, instructors of nursing students, professors in nursing schools or directors in hospitals must play a critical role in assisting them to obtain various knowledge and experienced nursing skills. The purpose of this study was to investigate nursing care activities and nursing care hours practiced by nursing students in a general hospital. The subject students were total 214 nursing students, 2nd graders(sophomores) and 3rd graders(juniors) from 5 Junior Nursing Colleges in Seoul and they practiced at S general hospital to gain clinical experience. The data were collected for 4 days. The tools for this study were the direct nursing care activity list consisted of 15 nursing areas and the indirect nursing care activity list consisted of 9 nursing areas. The subject students were supposed to record their own score. The results of this study are ; 1. The nursing care hours per nursing student 1) The average total nursing care hours a day per each nursing student are 362.65 mins(6.04hr), the direct nursing care hours per each nursing stuent are 202.09 mins(direct nursing care rate 56.0%) and it is higher than the indirect nursing care hours, 159.75mins(indirect nursing care rate 44.0%). The direct nursing care rate of each student by a team approach in the evening shift(56.3%) is higher than that in the day shift(55.8%). 2) The hours of checking vital signs are the longest(47.35mins) among the direct nursing care activites and next is in order of counseling 8l emotional support, nurse rounds, and accompaning a patient during examination. The hours of reporting are the longest(32.39mins) among the indirect nursing care activites, and next is the activities related to education such as reviewing chart, looking up references, etc. 3) The freqency of checking vital signs practiced by nursing student is the highest(the average of 55.7 times) among the direct nursing care activities and next is in order of nurse rounds, assistance of feeding, and counseling & emotional support. The required time for nursing students to accompany their patient during examination is the longest(20.7mins) and next are in order of restriction on patient' activity, orientated by a head nurse, skin care, sitz bath, bathing & hair shampoo, and assisting with patients' exercise. 2. The nursing care hours per grader 1) The average hours of total nursing care per a nursing student are 369.2mins(6.2hrs) to 2nd graders, 355.9mins(5.9 hrs) to third graders. The direct nursing care rate per each nursing student to 3rd graders(59.3%) was higher than that to End graders(52.8%). 2) For 2nd graders, the highly marked nursing activities are teaching associated with direct nursing care activities such as drawing up papers, looking up references, reviewing charts, and being orientated by staff nurses. For 3rd graders, measurments, observations, and nurse rounds in indirect nursing care activities are taken highly 3) The most frequent practice of the nursing care activites is checking vital signs : 65 times to 3rd graders and 46.5 times to 2nd graders. Our suggestions based on the results of this study are : 1. It is recommanded to repeat the same designed study in a variety of clinical fields for further study. 2. It is recommanded to collect data not by self-record method but by observated method. 3. It is needed for nursing instructors in Nursing Schools and in hospitals to develop the guidelines and check-list of clinical practice courses.

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The Experiences of Nursing Student's Introductory Clinical Practice (간호대학생의 임상입문실습 경험)

  • Kim, Hyun-Ju;Song, Hoo-Seung
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.21 no.2
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    • pp.74-84
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    • 2020
  • This study was conducted to discover the meaning and the essential structure of the experiences of nursing students' introductory clinical practice. The participants were eight nursing students who had carried out the introductory clinical practice at a hospital. The data was collected from July 15 2019 to July 31, 2019 through focus group discussions and in-depth individual interviews using non-structured questionnaires. The data was analyzed by Colaizzi's phenomenological analysis methodology. The introductory clinical practice experienced by nursing students was categorized as followed: 'Feel worried and concern about expectations at the same time', 'Hospital experience as reality', 'Becoming accustomed to complexed emotion's, 'The first step of becoming a nurse', and 'Preparation for the future'. The five categories were expanded in the same context according to time. The essential structure of the clinical introductory practice experiences of the nursing students revealed by the study is that they begin to practice feeling worried and concerned about expectations, and concern about experience and adaption to various situations, emotions and preparation for the future. Based on the results obtained from this study, it is necessary to develop a realistic and effective education program before starting clinical practice.

Development of a Family Pattern Appraisal to Guide a Rogerian Nursing Practice (Rogers 이론에 근거한 가족양상 사정지침개발)

  • 이광옥;한영란;김희정
    • Journal of Korean Academy of Nursing
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    • v.25 no.4
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    • pp.751-773
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    • 1995
  • We, clinical nurse specialists practising and guiding student practice in a Community health nursing clinic, wanted to develop a family pattern appraisal consistent with Rogers' conceptual system, the nursing model guiding our practice. We use Rogers' model because it is harmonious with the traditional Korean view of the one human, natural and cosmic world. The purpose of our research was to contribute to science - based nursing practice, not only, one helpful model, but also a model of how to use, in guiding practice, a conceptual system which reflects nurse practitioners' philosophy of nursing, is intellectually satisfying, and enriches meaning in daily nursing life. The research objectives were to review the literature on Rogers' model and analyse it according to Kim's five - level analytical framework, to explore Rogers' definition of family, to review appraisals based on Rogers' model, and to develop a family appraisal which is culturally appropriate for use in our community. This work including the use of the appraisal and its refinement with families in our practice which was done during 1994 and 1995, in Seoul, in the Capital of the Republic of Korea. At the highest level of analysis, Rogers conceptual system emphasizes acausality and multidimentional meaning ; the world view is characterized by process, movement and wholeness. The epistemology Is one of holism and the knowledge base includes all forms of experience, from sensory to mystical, objective, and subjective. At the metaparadigm level, nursing focuses on the unitary human being and the environment. At the level of nursing philosophy, the model identifies human being, nursing, nurse, and illness and health. At the paradigm level the model assumes the irriducibility of the human to parts, noncausality and continual change. Rogers' practice methodology consists of pattern manifestation appraisal and deliberative mutual patterning. Under-standing patterns and patterning of people is the key to helping them achieve their potential. At the theory level, the basic assumptions, key concepts, and homeodynamic principles were identified. Rogers states the family energy field is an undividable, four-dimensional negentropic energy field which is in a larger envircinmental field show-ing such characteristics as cannot be predicted by knowledge of individual family members. Based on the word of Rogers scholars, we chose Rogers' correlates of patterning to understand the family unit as a whole-frequency, rhythms, motion, time perception, sleeping-waking beyond waking, pragmatic -imaginative-visionary to develop the appraisal. We, also used some of Barrel's (1988) criteria including interpersonal network and professional health care access and use, and Cordon's (1982) criteria including self perception - self concept modified to fit the family. Our family Pattern appraisal included 1. Influencirg data, 2. Professional health care access and use, 3. Family self perception-self concept, 4. Family interpersonal network, 5. Sleep-wake-be-yond waking, 6. Pragmatic-imaginary-visionary, 7. Family frequency and rhythm, 8. Family motion, 9. Family time perception. The appraisal was used with four families and modified to eliminate overlap and to make it possible for the family member to express themselves more easily. We plan to gain more experience with the appraisal toward further development of the tool.

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Change in the Nursing Professionalism, Role Conflict and Job Satisfaction of the Nursing Students before and after their first Clinical Experience (첫 임상실습이 간호대학생의 전문직관, 역할갈등, 직무만족에 미치는 영향)

  • Park, Eun-Hee;Hang, Ran-Hee
    • Journal of Digital Convergence
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    • v.15 no.1
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    • pp.593-601
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    • 2017
  • This study was attempted to provide nurse students with basic materials to improve their clinical practices, and to investigate changes in their views on Nursing Professionalism, Job satisfaction, and role conflicts. After experiencing clinical practices, their nursing professionalism(t=-2.184, p=.031) and job satisfaction (t=-2.068, p>.001) increased but role conflict (t=-3.729, p>.001) increased as well. They were satisfied with their jobs, building up nursing professionalism through clinical practices. However, they had also acquired time on thinking about their future jobs more deeply than before practices and realizing their roles in real sense. In particular, they felt stress in some of subcategories, personal inner conflicts (t=-3.729, p>.001), role obscurity (t=-5.720, p>.001) so it is necessary to review standards on their job and task in nurse education and clinical practices.

Content analysis on online non-face-to-face adult nursing practice experienced by graduating nursing students in the ontact era (온택트 시대의 졸업학년 간호대학생이 경험한 온라인 비대면 성인간호학실습에 대한 내용분석)

  • Lim, So-Hee
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.22 no.4
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    • pp.195-205
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    • 2021
  • As Coronavirus disease 2019 (COVID-19) became a pandemic, most nursing departments in Korea implemented online non-face-to-face practices rather than the existing practice method. This study was a qualitative study that analyzed the reflection diaries written by participants to understand what they experienced in the online non-face-to-face adult nursing practice process. The online non-face-to-face adult nursing practice was 90 hours for two credits and nine hours per day for a total of 10 days. This online practice consisted of computer-based simulation practice, computer-based nursing skills practice, video and educational material production, real-time online quiz, online lecture video, and discussion. As a result of analyzing the reflection diary, six categories, 13 subcategories, and 33 codes were derived. The six categories were 'Experience of various situations', 'Experience of new study', 'Fulfillment for the clinical practice', 'Building relations with professors', 'Fear of being a pre-nurse', and 'Ambivalence for the non-face-to-face practice'. These results are significant in that in the post-corona era, adult nursing practice was conducted as a non-face-to-face practice rather than a clinical practice institution, and various educational methods were operated. This study is expected to provide important basic data for the development and operation of non-face-to-face adult nursing practice.

Verification of the Effects of Student-led Simulation with Team and Problem-Based Learning Class Training during COVID-19 (COVID-19시기의 예비간호사 training을 위한 학생주도 팀기반 문제중심학습 시뮬레이션 수업 효과검증)

  • Hana Kim;Mi-Ock Shim;Jisan Lee
    • Journal of the Korea Society for Simulation
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    • v.32 no.4
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    • pp.27-39
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    • 2023
  • This study aimed to develop SSTPBL (Student-led Simulation with Team and Problem-Based Learning), whichcombines TBL and PBL with a student-led method to strengthen knowledge application, nursing diagnosis ability, and collaboration ability among the core competencies of nurses. Then, SSTPBL was applied to nursing students, and the results were assessed. The data was collected from September 15, 2022, to December 21, 2022, with structured questionnaires and focus group interviews with 51 fourth-year nursing students at a university in A City. The collected data were analyzed using SPSS version 25.0 and topic analysis. As a results, it was effective in simulation experience satisfaction(t = 3.51, p < .01), vSim experience satisfaction(t = 3.50, p < .01), preparation as a prospective nurse(t = 3.73, p < .01), learning self-efficacy(t = 3.87, p < .01), collaborative self-efficacy (t = 4.30, p < .01), problem-solving ability(t = 5.26, p < .01), educational satisfaction(t = 3.54, p < .01), digital health equity(t = 2.18, p < .05). Through the qualitative data's topic analysis, six main topics were derived. The main topics were 'similar to clinical practice', 'difficulty in immersion', 'learning through others', 'learning through self-reflection', 'improving confidence through new experiences' and 'new teaching methods'. Based on the results of this study, it is expected that SSTPBL can be used in various ways as a new training method for prospective nurses in the face of growing clinical practice restrictions after the pandemic.

Nursing Ethics Values of Nursing Students (간호대학생의 간호윤리 가치관)

  • Kim, Mi-Hwa
    • The Journal of the Convergence on Culture Technology
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    • v.5 no.1
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    • pp.59-66
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    • 2019
  • This study was to investigate the effect of deontology and utilitarianism on the ethical values of nursing students and to provide basic data. Data collection was conducted from May 14 to June 1, 2018 in 180 students of a university nursing student in Daegu who explained their research and agreed to the study. The collected data were analyzed using the SPSS 21.0 program. In order to confirm the difference between the subjects' demographic characteristics and nursing-related characteristics, the independent t-test and ANOVA were used, and the post-test was conducted using the $Sch{\acute{e}}ffe$ post-test. The ethical values of the nursing students were $97.51{\pm}8.96$ out of 150, indicating that they were inclined toward the position of deontology. The first grade students were more dominant, and the higher the grade, the more inclined toward utilitarianism. It is necessary to develop education to establish ethical values so that ethical decision making can be done through philosophical thinking when various nursing dilemma situations in the clinical field are based on the results.