• Journal of Korean Academy of Nursing Administration
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• v.19 no.4
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• pp.536-543
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• 2013

Purpose: The purpose of this study was to identify the mediating effect of professionalism in the relationship between clinical competence and field adaptation in newly graduated nurses. Methods: The participants in this study were 213 nurses from four tertiary hospitals who had less than 12 months of nursing experience. Data were collected during January and February, 2013. A structured questionnaire was used for data collection and data were analyzed using descriptive statistics, Pearson correlation coefficients, and path analysis with the SPSS/WIN 21.0 and AMOS 21.0 programs. Results: The mean score for clinical competence was $2.85{\pm}0.25$, for professionalism, $3.10{\pm}0.30$, and for field adaptation, $2.79{\pm}0.37$. There was a significant positive relationship between clinical competence and field adaptation. Also, professionalism was positively correlated with field adaptation. Professionalism showed mediating effects between clinical competence and field adaptation. Improvement of clinical competence increased professionalism and the increased professionalism raised the field adaptation. Conclusion: Based on these findings, orientation programs including strategies to increase professionalism, should be established to promote effective field adaptation in newly graduated nurses. These orientation programs can strengthen professionalism, the mediator between clinical competence and field adaptation in newly graduated nurses.

• Journal of Korean Clinical Nursing Research
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• v.17 no.1
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• pp.16-26
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• 2011

Purpose: The purpose of this study is to investigate nurses readiness to self-directed learning and its correlations with nursing practice competence in a tertiary hospital in Seoul, Korea. Methods: A cross sectional survey design was utilized to assess nurses readiness to self-directed learning and job performance. The data used in this study were obtained from 286 nurses who have been working on general ward for over 1 year. Data were analyzed by ANOVA, t-test, Pearson's correlation analysis, and multiple regression using SAS 9.1 program. Results: The mean score of the readiness to self-directed learning is 3.56 and that of nursing practice competence is 2.71. The readiness to self-directed learning was statistically different according to level of education, and clinical work experience. Nursing practice competence was also significantly different according to level of education, clinical work experience, marital status, age, and working division. The readiness to self-directed learning and nursing practice competence seem to have significant positive correlation to each other (r=.555, p<.001). The readiness to self-directed learning explains 32.0% of nursing practice competence (F=20.20, p<.001). Conclusion: These findings indicate that program development for enhancing the readiness to self-directed learning is needed to improve nursing practice competence. We also need continuous efforts to improve nurses initiatives and creativity.

• Journal of the Korean Home Economics Association
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• v.40 no.9
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• pp.35-46
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• 2002

This study was to investigate whether there are any differences in social competence by the frequency of young children's video and computer game use. Social development was categorized as peer popularity and social competence. The subjects were 215 children(118 boys, 97 girls) aged 4-6 years(M= 63.6 months, SD=6.8) from 3 kindergartens in Chung-Cheong Nam Do. The frequency of children's video and computer game use was reported by their parents. Peer popularity was rated by their classmates and social competence by their teachers with Kohn Social Competence Scale(KSCS). No significant relationship was found between game use and peer popularity. The children who played video and computer games once or twice a week got the highest score on the‘social interest and participation’But social cooperation dimension was not related with the frequency of video and computer game use but with the sex of children.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.7
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• pp.3349-3357
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• 2013

The purpose of this study was to verify the effectiveness of an integrated nursing curriculum based on simulation with problem-based learning (PBL) by comparing the clinical competence and the self-confidence of newly graduated nurses. A non-equivalent control group post-test design was employed to compare the clinical competence and the self-confidence in the clinical performance examination using standardized patients between 39 newly graduated nurses with the traditional nursing curriculum and 35 with the integrated nursing curriculum. Data analysis involved Fisher's exact test, t-test, Pearson's correlation coefficient, and ANCOVA with the SPSS 19.0 program. The total clinical competence mean score graded by the standardized patients was not different between the two groups. However, the total clinical competence mean score graded by faculty was significantly higher in the integrated curriculum group than the traditional curriculum group. The mean self-confidence score was significantly higher in the integrated curriculum group than the traditional curriculum group. Active teaching-learning strategies including simulation or PBL in the nursing curriculum could benefit for nursing students by inducing favorable clinical competence and self-confidence. Longitudinal follow-up studies based on observation are needed to explore the patient outcomes in addition to the learner outcomes in clinical settings.

• Journal of East-West Nursing Research
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• v.22 no.1
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• pp.60-67
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• 2016

Purpose: This study was conducted to develop and apply simulation-based nursing education program for post-myomectomy care in nursing students. Methods: One group pre-post design was utilized. One hundred and thirty two participants consisting of 66 nursing students 132 participants consisting of 66 nursing students team were recruited. The data were collected from March 2 to June 12, 2015. Eight hours of simulation-based education program for post-myomectomy care was operated. Forty five items of Clinical Competence Assessment Scale was developed and content validity was tested using the content validity index. Results: The total score of Clinical Competence Assessment Scale was 90 and mean score of it was 82 (SD 4.2). The item showing the lowest mean score was 'education for Foley catheter management'. Mean score of performance was 92.7%, education 90.2% and assessment 89.9% respectively. Conclusion: The findings suggest that it would be useful to use the simulation-based education program for post-myomectomy care for evaluating clinical performance in nursing students.

• Journal of the Korea Convergence Society
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• v.8 no.5
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• pp.223-231
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• 2017

This convergence study was done to identify the effectiveness of core nursing skills improvement program on nursing skills competence in nursing students. The design of research was one group pretest-posttest and the participants were 158 nursing students. The core nursing skills improvement program was composed of 7 fundamental nursing skills(vital sign, intramuscular injection, oral medication, subcutaneous injection, enema, oxygen therapy and nelaton). The data were collected using self-report questionnaires from January 19 to 23, 2015 and analyzed using paired t-test. The mean score of nursing skills competence in posttest was significantly higher than those in pretest (t=-4.71 ~ -8.00, p<.001). The score for self-confidence(t=-11.61, p<.001) and that for problem solving skills(t=-2.04, p=.043) increased significantly after core nursing skills improvement program. The results indicate that core nursing skills improvement program was effective in improving nursing skills competence.

• Archives of Plastic Surgery
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• v.32 no.6
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• pp.675-682
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• 2005

This is the evaluation report of clinical competence of undergraduate medical students in Plastic Surgery field using OSCE(Objective Structured Clinical Examination) executed in three years. OSCE comprises of assessment of subject, choice of clinical stations sampling, identification of components of clinical competence to be evaluated, the level of performance required, development of specification table, editing of OSCE presentation page and assessment of practicability and results exploitation. About fifty students were examined annually. Seven station stimuli with simulated patient participation were carried out. The mean OSCE score was $82.3{\pm}6.19$. The reliability of the total station was 0.72. The examination shows a positive response to the OSCE. Our experience shows OSCE's feasibility for Plastic Surgery during the initial course of education. Referring to our experiences, the Korean Society of Plastic and Reconstructive Surgeons (KPRS) applied the OSCE test for Korean Plastic Surgery Board Certification

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.4
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• pp.463-470
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• 2014

Purpose: This study investigates the influence of education satisfaction, communication competence, and group cohesion on organizational socialization in nursing students. Method: The subjects were 175 third year nursing students. Data were collected from June 3 to 14, 2013 through a self-reporting questionnaire. Data analysis was performed by multiple regression using the SPSSWIN 21.0 program. Results: The organizational socialization score of nursing students averaged 3.79 points (5 Likert scale). Practice education satisfaction, communication competence and group cohesion of nursing students influenced organizational socialization ($R^2$ 52.5%, F=49.051, p<.001). Conclusion: For nursing students, practice education satisfaction, communication competence and group cohesion are significant variables for organizational socialization. Thus, in order to enhance the organizational socialization of nursing students, there is a need to develop a differentiated practicum curriculum that considers nursing student demands in collaboration with nursing faculty and administrators on the basis of education programs, including concepts of communication competence and group cohesion.

• The Journal of the Korea Contents Association
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• v.13 no.12
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• pp.299-308
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• 2013

Purpose The aim of this study was to identify the differences and relations among the communication competence, job stress and job satisfaction of clinical nurses. Method The participants included 209 nurses who worked at general hospitals in metropolitan Seoul and Gyenggi province. The instruments used for this study were the revised version of the Global Interpersonal Communication Competence Scale(GICC), the Job Stress Scale, and the Job Satisfaction Scale. Data were analyzed using frequencies, t-test, ANOVA, Spearman rank-order correlation coefficient with the SPSS 16.0 program. Result The results of this study were as follows: The mean score for communication competence was 3.30(${\pm}0.43$). For job stress and job satisfaction's mean score were 2.90(${\pm}0.33$) and 3.01(${\pm}0.30$). Significant negative correlation were found between the communication competence and job stress of clinical nurse(r=-.247, p<.001). Significant positive correlation between the communication competence and Job Satisfaction of clinical nurse(r=.248, p<.001) was also found. Conclusion The findings of this study support the importance of the communication competence of clinical nurses for efficient human resource management. Studies for developing programs to facilitate communication competence of clinical nurses are highly recommended.

• Journal of East-West Nursing Research
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• v.27 no.2
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• pp.114-123
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• 2021

Purpose: This study investigated the influence of nurses' organizational communication and self-leadership on patient safety competence in comprehensive nursing care units of small and medium-sized hospitals. Methods: A descriptive design was used and self-reported questionnaires were used to collect data from 165 nurses in Seoul from February to March, 2020. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple linear regression with SPSS/WIN 22.0 program. Results: A mean score of organizational communication was 3.20±0.49, self-leadership 3.58±0.50, and patient safety competency 4.01±0.49 out of 5. A significant positive correlation was found between patient safety competence, organizational communication and self-leadership. Self-leadership and combined ward explained 32% of the variance of patient safety competence (Adjusted R²=.32, p<.001). Conclusion: Patient safety competence in comprehensive nursing care units are associated with self-leadership and organizational communication. Systemic education to improve patient safety competence in small and medium sized hospitals should be implemented to promote organizational communication as well as self-leadership.