• Journal of the Korean Society for Library and Information Science
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• v.10
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• pp.3-37
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• 1983

1. Library practice education in Korea is in the form of field experience, that is, Practicum, which is one type of field experience. 2. The practicum is a short-term work experience guided by the academic institutions. (2 to 6 weeks of full time employment in a library, or one to two semesters of approximately 10 to 12 hours weekly) 3. Field work is largely accepted as a required subject. 4. Field work is usually carried out during the first semester of senior year. (or of sophomore year in junior college) 5. Libraries in other universities (or in other institutions) can beused for a student's field work. But the current tendency is to use his or her own university's library. 6. Most universities give one credit for 2 weeks' field work. 7. The method of evaluation is strict: A or 'excellent' (above 90), B or 'good' (above 80), C or 'fair' (above 70), D or 'bad' (above 60). 8. The expense of field work is usually included in the tuition fees. However, some think that an additional fees should be collected in the case of special practice. 9. Respondents to my survey say that the field experience is necessary so that professional librarians can connect theory and practice. 10. They also indicate that there are some problems in library practice education: administrative difficulties in the department chairman's office, the burden on professors in the library being used, and the limited number of libraries in which the field work is practicable. 11. The Department of Library Science is responsible primarily for providing faculty supervision over the students, and secondarily for the preparation of evaluation cards and field work reports. 12. Most of the faculty respondents use evaluation cards for the field work, some of which serve as grade sheets, some as field work diaries, and some as field work reports.

• Journal of Convergence for Information Technology
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• v.11 no.10
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• pp.60-67
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• 2021

The purpose of this study is to investigate the effect of online psychiatric nursing practicum including virtual simulation on goal commitment, self-efficacy, critical thinking disposition, and problem solving ability of nursing students in the COVID-19 situation with difficult clinical practice. The subjects of this study were collected using an online questionnaire for third-year nursing students located in A city, and 31 students participated in the final. The results of this study showed that goal commitment and critical thinking disposition were improved in the post-test compared to the pre-test, but were not statistically significant. Self-efficacy (t=4.222, p<.001) and problem solving ability (t=6.807, p<.001) were signifincantly improved after than before online practicum. This findings indicate that online psychiatric nursing practicum including virtual simulation is effective in improving self-efficacy and problem solving ability. As it is difficult to perform nursing practice directly in the clinical field due to the recent COVID-19, it is expected that the limitations of online practicum can be overcome by utilizing various online contents including virtual simulations in online psychiatric nursing practicum.

• Journal of Korean Biological Nursing Science
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• v.17 no.3
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• pp.253-261
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• 2015

Purpose: The purpose of this study was to identify the effects of the patient controlled analgesics (PCA) education program (including practicum) on post-op pain suffered by patients who have undergone gynecologic laparoscopic surgery. Methods: The research was designed for a nonequivalent control group before and after the test design. The subjects of this study were 54 in all and were divided into an experimental group and a control group. The program consisted of a brochure for PCA use and a practicum with an actual PCA instrument. Data were collected with questionnaires and observations and were analyzed on the basis of frequency, percentage, mean, standard deviation, ${\chi}^2$ and t-test. Results: Complaints regarding pain by the experimental group were significantly less than those of the control group in both post-op 24-hour and post-op 48-hour reporting. The experimental group pressed the PCA button much less frequently than the control group in post-op 24 hours. However, there were no significant differences in side effects between the two groups. Conclusion: Based on the results of this study, this PCA education program can be useful in the clinical nursing field and helpful for patients who use PCA.

• The Journal of the Korea Contents Association
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• v.14 no.2
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• pp.396-408
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• 2014

The purpose of this study is to examine the effect of the psychiatric nursing simulation practicum, which was developed for the therapeutic relationship forming and communication, psychiatric nursing assessment training utilizing simulated patients, on self-directed learning, learning self-efficacy and learning satisfaction. As a one group pre-test and post-test design, this test conducted 8 hours of intervention on 119 senior nursing students as study subjects. As a result, self-directed learning and learning self-efficacy were seen to be significantly improved after the program compared to before the program, and these variables displayed a moderate-level static correlation with learning satisfaction. These results can be deemed representative of the fact that, concerning psychiatric nursing practicum, a simulation teaching using simulated patients is effective. The results of this study are expected to contribute to improving field-centered psychiatric nursing practicum and the quality of psychiatric clinical work.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.1
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• pp.113-129
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• 2012

This study focuses on two analysis: direct cognition of effectiveness of internship practicum, difference of career attitude maturity. The purpose of this experimental case study is to find out the practical problems of Internship education as a field-study of LIS by applying Job-Shadowing Internship methods. The results reveal that 71% of interns responded the positive effects of Job-Shadowing, but the effects to the career attitude maturity was not statistically significant. The implications of the case study are as follows; (1) systematic pre-instruction and orientation from the department are the critical factor of internship, (2) practicum guidelines(PEP), which is provided by the person in charge of tasks in internship institutions is the another important factor, and finally, (3) tools for measuring the effectiveness of internship is required for LIS practicum major course development.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.2
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• pp.458-469
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• 2016

The special education setting in nursing practicum is required for male nursing students to become professional registered nurses. Therefore, this study identifies how male nursing students find and recognize the meaning of the practicum in a delivery room. Eight male nursing students were selected randomly in junior and senior grade. They had finished delivery room practicum within a month and were interviewed from Jul. 20th, 2012 to Dec. 28th, 2012 until the narrative data were fully saturated. The phenomenological method of Colaizzi was used. Thirty themes, nine theme clusters, and three categories were identified. The three categories were frightened in the 'female privacy first' environment, sexual inequality for male students, and only one observation chance of the delivery process. From this study, male students did their best against the gender role and female-only field. A strategy to improve the image of professional nursing is required to enlighten the social conventions regarding the gender role. In addition, multilateral efforts are expected to eliminate the gender discrimination in the nursing education system to establish the correct role of professional registered nurses.

• Journal of Korean Public Health Nursing
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• v.32 no.2
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• pp.221-234
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• 2018

Purpose: This mixed method study was conducted to analyze the changes in nursing students' practice environment due to comprehensive nursing care services. Methods: For the quantitative study, a checklist and practicum evaluation surveys completed by 85 students were analyzed using SPSS utilizing a Mann-Whitney U test. For the qualitative study, 13 students with experience of practice in comprehensive nursing care service units participated in focus group interviews. The data were analyzed using a content analysis method. Results: From the qualitative findings, four themes and eight sub-themes were identified. The four themes were , , , and . The quantitative findings found that students could observe and perform fewer nursing tasks and the students' satisfaction with practice was lower in the comprehensive nursing care service unit. Conclusion: This study was meaningful in that it analyzed the experiences of nursing students in comprehensive nursing care services.

• Journal of East-West Nursing Research
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• v.23 no.2
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• pp.124-133
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• 2017

Purpose: The purpose of this study was to identify factors that affect nursing students' clinical practice ability. Methods: The data were collected from 303 nursing students who had more than 500 hours of experience in clinical practicum at 4 universities in Seoul and the metropolitan area. The instruments consisted of 27 items of critical thinking, 19 items of professionalism, 40 items of self reported leadership, 20 items of communication evaluation tool, and 61 items of nursing practice performance evaluation. Results: For the clinical practicum, most difficult for nursing students were cardiopulmonary resuscitation, fecal enema, stoma care, and blood transfusion. Clinical practice abilities were positively correlated with nursing professionalism(r=.26, p<.001), leadership (r=.16, p=.007) and critical thinking(r=.12, p=.031). Professionalism(${\beta}=.32$, p=.001) was the most significant factor influencing the clinical practice ability of nursing students. Critical thinking was the second largest factor but not significant(${\beta}=.16$, p=.058). Conclusion: The findings suggest that the nursing curriculum should include nursing knowledge and nursing skills as well as various case-based or field-based decision making training programs to cultivate professionalism, critical thinking and other abilities for clinical practice.

• Korean Journal of Social Welfare
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• v.56 no.3
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• pp.327-355
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• 2004

The field instruction is essential to professional social work education. It is important to identify what factors make students' performance improve. 207 social work students who completed the field practicum in their undergraduate course were studied to determine factors associated with performance. The mean score of supervision was 2.6 and of practice performance was 56.7. Especially the score of theory integrated supervision was lowest among 5 supervision factors. Intervention skills and case-management skills were lower than 3 other performance factors. The significant correlation found to exist between supervision and performance. The higher the students' perception of supervision, the higher the students rating of their performance. Contributing most to students' performance was students' perceptions of the extent of supervision, especially theory integrated supervision and agency-based supervision, the extent of discussion about learning contracts, the amount of supervision. And the personal factors like students' gender and supervisors' career duration as a supervisor were found to be another predictors. That is, female students could improve their performance more than male students and more experienced supervisors could not improve students' performance. The findings highlight the importance of supervision and learning contract. Structuring field learning experiences would be needed. The supportive and educative consults for the supervisors, especially for the experienced supervisors, and ongoing efforts to evaluate the field instruction were suggested.

• PNF and Movement
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• v.12 no.2
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• pp.81-88
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• 2014

Purpose: The purpose of this study is to examine the needs of prior field learning and the academic achievement of field experience learning in a college. Methods: This study was performed from May 1 to October 30, and students were given questionnaire. The research questionnaire as follows: (1) to investigate the academic achievement after field experience learning, (2) to verify the needs of field experience learning. A statistical analysis was performed using SPSS 17.0 for window version. Results: The results was as follows : First, satisfaction of field learning had scored good(47.2%) in lesson goal, good(51.8%) in acquisition of knowledge and techniques, good(51.0%) in preparation of study and good(45.9%) in association. Second, curriculum of field learning had scored normal(35.5%) in prior education, good(47.4%) in composition, good(50.8%) in guidance and good(47.2%) in contents. Third, curriculum of field learning had scored good(44.6%) in duration, good(46.1%) in numbers, good(51.3%) in convenience and normal(38.1%) in means of transportation. Forth, needs of field learning had scored good(46.6%) in field learning of practicum, good(48.2%) in field learning of theory subject, 3-4 times(42.0%) in frequency of field learning and 2hours(57.3%) in a field learning hour. Conclusion: These findings suggest that college student's thinking of field experience learning is positive. Field experience learning provided that college students have directly an opportunity of gaining valuable experience to feel the field.