• Journal of Convergence for Information Technology
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• v.8 no.6
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• pp.85-91
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• 2018

The purpose of this study to investigate the effects of self-efficacy and clinical practice satisfaction among nursing students and to provide counseling and guidance for nursing. There are 121 nursing students 4th grade students who accomplished all clinical practices cited one specific location. Collected data were analyzed using Pearson's correlation and Multiple regression. The results shown by the study were shown to be positively correlated. The results of the study were clinical practice satisfaction 13.3%(${\beta}=.248$) and self-efficacy 38.6%(${\beta}=.570$), respectively. A total of 44% were the factors affecting the career attitude maturity. Therefore, it is necessary to develop a curriculum to enhance the self-efficacy of nursing students and to improve the satisfaction of clinical practice.

• Journal of Chest Surgery
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• v.23 no.5
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• pp.894-898
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• 1990

Ranicef\ulcorner[Cefpimizole sodium] is a new semisynthetic cephalosporin C derivative, was administered to 30 patients with empyema thoracis to evaluate its efficacy from Nov. 1989 to May 1990 at Department of Thoracic & Cardiovascular Surgery, Dongsan Medical Center, Keimyung University. The results were as follows. 1. The clinical efficacy of therapy was excellent in 15 cases, effective in 11 cases and failure in 4 cases. The effectiveness rate was 86.7%, respectively. 2. Among 30 cases organisms were cultured in 19 cases and 24 clinical strains were isolated. \ulcorner-hemolytic streptococcus[5], S. epidermidis[4], Pseudomonas aeruginosa[3], E. coli[3 of 5 cases], S. aureus[3 of 4 cases] and Klebsiella pneumoniae[1 of 2 cases] were effective to Ranicef\ulcorner 3. Abnormal clinical values, a decrease in platelet was observed in 3 cases and slight increases of s-GOT/GPT in 2 cases. But they were not so severe that they improved without. There were two cases of mild gastrointestinal symptom.

• Korean Journal of Clinical Pharmacy
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• v.28 no.3
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• pp.238-242
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• 2018

Background: The appropriate use of drugs is very important for a healthy life, as appropriate medication must be taken correctly for successful treatment of a disease. The purpose of this study was to investigate the self-efficacy between health status and drug abuse behavior. Methods: The subjects of this study were selected from 15 workshops located in Seoul, Incheon, Daejeon, and Chungnam, and, convenience sampling was conducted for each employee between September, 2017 and October 2017. A total of 204 questionnaires were analyzed. The questions evaluated health status, self-efficacy, drug abuse behavior, and general characteristics. Results: First, there was no difference in health status according to the general characteristics of the subjects. The self-efficacy varied according to gender, educational background, and monthly income, but not by marital status and residence area. In addition, drug abuse behaviors differed according to gender, residence area, and monthly income, but not by marital status and education level. Second, drug abuse behavior negatively correlated with health status and self-efficacy. Third, regression analysis showed that the self-efficacy between the health status and drug abuse behavior had a partially mediating effect. Conclusion: In patients with poor health status, it is necessary to increase their self-efficacy to reduce reduce drug abuse. Therefore, regular education programs targeting efficacy and drug knowledge are required in the community.

• Journal of Korean Clinical Health Science
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• v.9 no.2
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• pp.1511-1519
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• 2021

Purpose: This study is a research study to investigate the effects of multicultural experience, perception, and multicultural efficacy on nursing students' multicultural acceptance. Method: The relationship between variables was analyzed using SPSS/WIN 25 program by Pearson's correlation coefficient, and the effect of multicultural experience and perception and multicultural efficacy on multicultural acceptance was analyzed by multiple regression analysis. Results: TVariables affecting multicultural acceptance were multicultural awareness (β=0.30, p<001) and multicultural efficacy (β=0.49, p<.001), and multicultural efficacy had a significant effect on multicultural acceptance. In the results of the regression model, among the variables of multicultural awareness and multicultural efficacy, the multicultural efficacy variable had a greater effect on multicultural acceptance, and both variables had a positive effect on multicultural acceptance. The explanatory power of the regression model for multicultural acceptance was 57.5% (F=59.33, p<.001). Conclusion: Factors affecting multicultural acceptance of nursing students are multicultural awareness and efficacy. Support should be provided to provide opportunities to broaden acceptance.

• Korean Journal of Adult Nursing
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• v.21 no.5
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• pp.468-476
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• 2009

Purpose: This study was to develop the clinical competency evaluation, and to examine the effects of the developed evaluation by comparing it with existing evaluation on clinical competency, communication skill, and self-efficacy of nursing students. Methods: Design was a randomized control group post-test design. The subjects were 102 senior nursing students(Experimental group: 48, Control group: 54) at K university in seoul, Korea. The experimental group took the clinical competency evaluation using standardized patients and the control group took the existing evaluation using a doll. The clinical competency and communication skills were measured by evaluators, and self-efficacy was self reported by the nursing students. Results: The experimental group had higher scores in clinical competency, communication skills, and self-efficacy than those in the control group. Conclusion: Through these results, practice education of nursing education programs need to activate the clinical competency evaluation using standardized patients.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.2
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• pp.235-245
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• 2011

Purpose: The purpose of this study was to identify effectiveness of fundamental nursing practices in clinical settings. Method: This study adopted the triangulation method. Using one group pre-post test design, this study identified differences in self efficacy between pre and post clinical practice. The study was also designed to describe the nursing student's experience of clinical practice by using content analysis Results: 1) All students experienced bedmaking, BST check, V/C check, positioning, transferring, assisting with moving and positioning, and ROM. Sixty percent of students experienced giving oral care, and forty percent experienced shampooing patient's hair. 2) While the mean score of self efficacy was 3.88 in the pre-test, it decreased to 3.76 in the post-test. They were statistically different from each other. 3) Seven categories were elicited from the result of content analysis on the nursing student's experience, which were 'ignorant stranger', 'facing the gap between theory and practice', 'resolving the uncertainty of clinical setting', 'getting used to fundamental nursing practice', 'motivated by a desire to study and self-development', 'understanding the nursing profession's job', and 'being helpful for the future career'. Conclusion: Fundamental nursing practice in clinical settings is a useful strategy that improves fundamental nursing skills and motivates student's self-development.

• Journal of Convergence for Information Technology
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• v.10 no.10
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• pp.100-108
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• 2020

The purpose of this study is to identify the differences in self-efficacy, clinical performance ability, and critical thinking disposition after applying education integrated educational virtual reality simulation to training and outside school clinical practice to nursing college students and to provide them as basic data for effective practical education. This study was conducted from June 8 to July 3, 2020, and enrolled in the 3rd year of university in G city, and 30 subjects who did not receive virtual reality simulation training or outside school clinical training at all. Data were analyzed by Paired t-test. As a result of the study, the result of pretest and posttest to each group showed statistically significant improvements in self-efficacy, clinical performance ability, and critical thinking disposition. As a results of the study, education integrating virtual reality simulation training and clinical practice for nursing students to improves clinical performance ability, improves critical thinking, and self-efficacy, so it is thought that various virtual reality simulation training must be suitable for clinical situations before practice is necessary.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.8
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• pp.231-239
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• 2019

The purpose of this study was to investigate the relationship between the satisfaction with clinical practice, the emotional intelligence, the caring efficacy and the resilience of nursing students, and also to identify the factors affecting their satisfaction with clinical practice. The subjects of this study were 253 third and fourth year nursing students who had experience with clinical practice at 5 colleges in D and K cities and G do. The data was collected by using self-reported questionnaires from October 1 to November 23, 2018. The data was then analyzed using an independent t-test, one-way ANOVA, Pearson's correlation and stepwise multiple regression analysis with the PASW/WIN 20.0 program. Satisfaction with clinical practice was significantly different according to satisfaction with nursing as a major. Satisfaction with clinical practice had significant correlations with emotional intelligence, caring efficacy and resilience. The factors affecting the satisfaction with clinical practice were caring efficacy, resilience and emotional intelligence, and the explanatory power of these models was 43.4%. Therefore, these results imply the need to develop education programs to improve caring efficacy, resilience and emotional intelligence, because all of these factors will contribute to the nursing students' satisfaction of clinical practice.

• Journal of Practical Engineering Education
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• v.15 no.1
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• pp.81-88
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• 2023

This study is a descriptive research study to confirmed the effects of academic self-efficacy and clinical practice satisfaction on nursing professionalism of adult learner nursing students. Data were collected from October 1, 2022 to January 31, 2023, targeting 120 adult learners and nursing students attending 5 universities located in C province. Descriptive statistics, correlation analysis, and multiple regression analysis were performed using the SPSS 26.0 program. Results of this study Satisfaction with clinical practice and academic self-efficacy (r=.773, p<.01), Satisfaction with clinical practice and nursing professionalism (r=7.87, p<.01), Academic self-efficacy and nursing professionalism (r=8.34, p<.01), there was a positive correlation with each other. As a result of regression analysis, college life satisfaction, practical peer relationship, major satisfaction, clinical practice satisfaction, and academic self-efficacy were confirmed as factors influencing nursing professionalism (F=57.86, p<.001). The explanatory power was 75.5%. In order to improve the nursing professionalism of adult learner nursing students, an institutional educational strategy will be needed to develop interventions that can increase academic self-efficacy and clinical practice satisfaction.

• Women's Health Nursing
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• v.24 no.2
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• pp.150-162
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• 2018

Purpose: To identify the effects of delivery-nursing simulation education using team-based learning on the delivery nursing knowledge, self-efficacy, and clinical competence of nursing students. Methods: The study used a nonequivalent, control group, quasi-experimental design. The team-based learning was applied to the experimental group, while the individual learning was applied to the control group. Data were collected from October 12 to December 7, 2016, and analyzed using the SPSS/WIN 22.0 program. Results: Comparison between the experimental and control group showed no significant difference in delivery-nursing knowledge (t=-0.33, p=.741) or self-efficacy (t=-0.65, p=.515). However, a significant difference (t=-2.09, p=.048) in the nursing-skills aspect of clinical competence was found between the experimental and control groups after the practical simulation education. Conclusion: Delivery-nursing simulation education using team-based learning was more effective in improving the nursing-skills aspect of nursing competence than was delivery-nursing simulation education based on individual learning.