• Women's Health Nursing
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• v.30 no.2
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• pp.107-116
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• 2024

Purpose: This study was conducted to develop a cultural competence scale for nurses regarding the lesbian, gay, bisexual, and transgender (LGBT) community and to test its validity and reliability. Methods: The study adhered to the 8-step process outlined by DeVellis, with an initial set of 25 items derived through a literature review and individual interviews. Following an expert validity assessment, 24 items were validated. Subsequently, a preliminary survey was conducted among 23 nurses with experience caring for LGBT patients. Data were then collected from a final sample of 322 nurses using the 24 items. Item analysis, item-total score correlation, examination of construct and convergent validity, and reliability testing were performed. Results: The item-level content validity index exceeded .80, and the explanatory power of the construct validity was 63.63%. The factor loadings varied between 0.57 and 0.80. The scale comprised five factors: cultural skills, with seven items; cultural awareness, with five items; cultural encounters, with three items; cultural pursuit, with three items; and cultural knowledge, with three items; totaling 21 items. Convergent validity demonstrated a high correlation, affirming the scale's validity. Internal consistency analysis yielded an overall reliability coefficient of 0.97, signifying very high reliability. Each item is scored from 1 to 6 (total score range, 21-126), with higher scores reflecting greater cultural competence in LGBT care. Conclusion: This scale facilitates the measurement of LGBT cultural competence among nurses. Therefore, its use should provide foundational data to support LGBT-focused nursing education programs.

• The Journal of Korean Academic Society of Nursing Education
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• v.15 no.2
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• pp.159-165
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• 2009

Purpose: The purpose of this study was to identify clinical competence and to analyze influencing factors on clinical competence for second year college nursing students. Methods: The data were collected from 183 students by means of self reported questionnaires with clinical competence, satisfaction of clinical practice experience, critical thinking disposition, and self-directed learning, on June 18th 2007 and June 25th 2008. Results: The influencing factors on clinical competence of nursing students were satisfaction of clinical practice experience and critical thinking disposition. The more adaptable a student's major was, the higher the clinical competence and satisfaction of clinical practice experience. The score of self-directed learning was the highest in the well adapted group of a major. For clinical competence categories, the level of basic nursing was the highest followed by psychosocial nursing, patient education, nursing process, monitoring and patient physical assessment. The level of direct nursing care was the lowest among nursing students. Conclusion: In conclusion, results of this study suggest that constructing a cooperative system between colleges and educational hospitals, intensifying preceptors' and professors' clinical instruction, and developing a multimedia learning module and practice using simulators or standardized patient care is necessary to promote clinical competence of nursing students.

• Journal of the Korea Society of Computer and Information
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• v.26 no.7
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• pp.65-73
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• 2021

The purpose of this study is to cornpare the differences in clinical competence, knowledge of patient safety management and confidence of patient safety management according to the clinical practice experience of nursing students, Of the 73 nursing students who experienced clinical practice and 35 nursing students who did not experience, a total of 108 students in the third grade were analyzed, In the results of this study, clinical competence(t=.88, p=.377) knowledge of patient safety management(t=-.29, p=.773), and confidence of patient safety management(t=1.11, p=.267) the difference between was not statistically significant in the two groups. In the two groups, the score of the sub-area according to each variable is the lowest. First, the sub-area of the nursing process a lowest score in clinical competence, and the second, the sub-area of measuring knowledge about concept of near miss was the Knowledge of patient safety management. The score was the lowest in, and thirdly, the sub-area of writing an incident report when an error occurred had the lowest score in confidence of patient safety management. Therefore, in order to improve the quality of clinical competence of nursing students, it is necessary to develop a strategic educational guideline to improve the clinical practice education environment, to improve patient safety management capabilities and to cultivate correct attitudes toward patient safety management.

• The Korean Journal of Emergency Medical Services
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• v.5 no.1
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• pp.53-61
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• 2001

The purpose of the study is to evaluate the effectiveness and competence level of trainees of Cardiopulmonary Resuscitation training targeted for policeman. Data were collected from 113 policemen by questionnaire on Feb, 2001. The data were analyzed by percentage, mean, paired t-test using SPSS program. The results of this study were as follows : 1. 17 questions score increase, and 1 question score decreased. 2 questions didn't change their score. 2. In post test, knowledge level of trainees increased compared to that of pretest(t=-13.055, p= .000). 3. Competence level also increased(t=-13.055, p= .000).

• Journal of dental hygiene science
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• v.19 no.4
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• pp.271-278
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• 2019

Background: This study aimed to examine the factors that influence clinical performance of dental hygiene students to provide useful data for developing strategies to improve clinical competence. Methods: The effects of variables on clinical competence by quantile level were analyzed using quantile regression analysis in 247 dental hygiene students. Quantile regression and multiple regression analyses were conducted using the Stata 11.0 program to analyze predictors of clinical competence. Results: The clinical competence score of dental hygiene students was 42.69±5.90, the satisfaction of clinical practice was 49.90±7.44, the clinical practice stress was 50.62±7.37, and the professional self-concept was 31.68±4.41. Empathy was the highest at 50.87±4.93. Multiple regression analysis showed that school year, stress from clinical training, satisfaction with clinical training, professional self-concept, and empathy had significant impact on clinical competence. Quantile regression analysis showed that the effects varied depending on the clinical competence level. School year and professional self-concept had a significant positive effect, regardless of the clinical competence level, while empathy had a significant positive effect at the top 10% (Q90) of the clinical competence level. Satisfaction with clinical practice affected clinical competence at Q25, Q50, and Q90. Stress from clinical practice had significant effects at Q25, Q50, and Q90 (p<0.05). Conclusion: According to the study results, different factors affected clinical competence according to the quantile of clinical competence. This study provides valuable implications for designing clinical competence enhancement programs and strategies. In addition, objective indicators for considering factors that may affect the clinical competence, such as academic competence and satisfaction of practice hospitals, are expected to require detailed analysis and measures.

• Child Health Nursing Research
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• v.9 no.1
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• pp.85-95
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• 2003

Purpose: The purpose of this study was to compare psychosocial adjustment in children aged 4-11 years with cancer between on and off treatment. Method: The data was collected from parents of children with cancer through interviews with structured questionnaire at the pediatric outpatient department and inpatient ward of one university hospital located in Seoul. The instrument were the Child Behavior Check List(CBCL) developed by Achenbach(1991) and revised to standardize for Korean children by Oh et al(1997). Result: Total behavior problem score for children on treatment was greater than the score off treatment but there was no significant difference. Children on treatment reported higher levels of depression/anxiety, withdrawal, internalizing scores than children off treatment. Social competence score of children off treatment was greater than the score on treatment and the difference of school performance score of children between on and off treatment was not significant. The scores on the withdrawal, somatic complaints, social immaturity, internalizing scales in the cancer group including both on and off treatment was greater than normative findings in the general population. The scores on the school competence of children off treatment were lower than the norms for healthy children. Conclusion: Findings from this study support the importance of nursing interventions to facilitate the adjustment of children with cancer both on and off therapy.

• Child Health Nursing Research
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• v.22 no.2
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• pp.97-106
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• 2016

Purpose: The purpose of this study was to identify the relationship between mother child-rearing attitude, language control styles and preschool child's social competence, and also, to provide a basis for development of a program to promote preschool child's social competence. Methods: The present study was a descriptive research. Participants in this study were a convenience sample of 300 preschool children and their mothers. For the final analysis 264 questionnaires were used after eliminating questionnaires with incomplete responses. Data were analyzed using the SPSS 18.0 program. Results: The mean score for mother's child-rearing attitude was $3.31{\pm}0.25$ out of 5 points, for hierarchical language control styles ($2.76{\pm}0.62$), commanding ($1.95{\pm}0.58$), and humanistic ($2.48{\pm}0.62$) out of 5 points, and for child's social competence, $3.50{\pm}0.34$ out of 5 points. Negative correlations were found between commanding language control styles and child's social competence (r=-.34, p<.001), and between commanding language control style and mother's child-rearing attitude (r=-.50, p<.001). Conclusion: The results demonstrate the importance of the quality of mother's child-rearing attitude and language control styles for child's social competence. It is suggested that promotion programs to enhance preschool child's social competence should be developed in conjunction with the parenting related environment.

• Journal of Educational Research in Mathematics
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• v.22 no.2
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• pp.277-292
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• 2012

Teacher's competence in student assessment can be developed by the successive experiences that they choose assessment methods, develop assessment instrument, administer the assessment, score and grade students' responses, analyze, interpret, use, and communicate assessment results, and reflect the whole assessment processes. In this study I educated pre-service teachers in order for them to improve their assessment competence. Mathematics pre-service teachers practiced and reflected the assessment processes. In the aspects of reflections, I analyzed their journals about the knowledge of assessment, the dual situation as a student and a teacher, and their assessment practices. These areas are proved to interact each other, contribute pre-service teachers' assessment competence and construct the elements of assessment competence. And I identified the development of pre-service teachers' assessment competence quantitatively by the teacher's assessment competence test.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.21 no.3
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• pp.292-301
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• 2014

Purpose: The purpose of this study was to contribute to the development of efficient methods of nursing practice education by evaluating effects of core fundamental nursing skills education on self-efficacy, clinical competence and practice satisfaction in nursing students. Method: The research design was a one group pretest-posttest design and it was done to assess changes in self-efficacy and clinical competence from pre to the post-test which was given after the core fundamental nursing skills education was completed. Data were collected from September 5 to December 20, 2013 from 156 nursing students who were taking the 12-hours core fundamental nursing skills education at one university in Gyeonggi-do. This practicum was composed of 6 core fundamental nursing skills. Results: Self-efficacy and clinical competence scores improved. There was no significant difference in self-efficacy but there was a significant difference of clinical competence. In the subscales of clinical competence, the domain of nursing skill was scored the highest. The score for practice satisfaction was also high. Conclusion: The results indicate that the core fundamental nursing skills education is effective in improving clinical competence and practice satisfaction in nursing students. But new strategies are needed to improve self-efficacy.

• Journal of Korean Public Health Nursing
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• v.29 no.3
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• pp.452-462
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• 2015

Purpose: The purpose of this study was to examine the influence of attribution disposition and self-efficacy on clinical practice competence of nursing students. Methods: A descriptive survey design was used. Participants were 214 nursing students who were collected using a structured questionnaire. Data were analyzed by frequencies, t-tests, ANOVA, Pearson correlation coefficients and multiple stepwise regression via spss win 21.0. Results: The total mean score for attribution disposition was $3.73{\pm}0.46$, self-efficacy was $3.20{\pm}0.42$, and clinical competence was $3.44{\pm}0.47$. Clinical competence is significantly and positively correlated with attribution disposition (r=.179, p=009) and self-efficacy (r=.379, p<.001). In a multivariate approach, predictors included explained 33.5% of variance in clinical competence. Significant predictors of clinical competence were attribution disposition (${\beta}=.245$, p<.001), self-efficacy (${\beta}=.380$, p<.001), and satisfaction with the nursing (${\beta}=.246$, p<.001). Conclusion: Development of an effective intervention program is needed to improve nursing students clinical practice competence, attribution disposition and attribution disposition of nursing students.