• The Korean Journal of Emergency Medical Services
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• v.20 no.3
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• pp.69-83
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• 2016

Purpose: The purpose of this study was to explore the factors influencing evidence-based fall prevention nursing performance of hospital nurses. Methods: A self-reported questionnaire was completed by 344 nurses from three general hospitals from January 20 to March 10, 2013. The study instruments included general characteristics of the subjects, and awareness and performance of fall prevention. Data were analyzed by t test, ANOVA, Pearson's correlation, and multiple regression using SPSS v. 20.0. Results: There were statistically significant differences in awareness and performance according to age, marital status, clinical experiences, workplace, experience of fall prevention education, knowledge of fall prevention, compliance with fall prevention, attention level toward prevention, recognition level of potential falls, nurse responsibility for falls, importance of fall prevention, efforts level for fall prevention, and awareness score of falls prevention. There was a positive correlation among awareness and performance of fall prevention. Based on the multiple regression analysis, compliance with fall prevention, efforts level for fall prevention, and awareness score of falls prevention were significant predictors for performance of fall prevention. The explanation power of the model was 64.1%. Conclusion: The findings revealed the need to develop an effective nursing intervention to improve hospital nurses' performance for fall prevention.

• Korean Journal of Adult Nursing
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• v.17 no.5
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• pp.793-801
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• 2005

Purpose: This study was to identify the relationship between family support, self-efficacy and self-care performance in patients with chronic illness. Methods: The subjects were 100 in-and out-patients who were diagnosed with chronic illness at university hospital in Cheonan. The data analyzed using descriptive statistics, Pearson correlation coefficient and stepwise multiple regression with SPSS WIN 12.0. Results: The level of family support, self-efficacy and self-care performance were high. The family support in patients with chronic illness indicated a significant positive correlation to self-care performance but no significant correlation to self-efficacy. The self-efficacy in patients with chronic illness indicated a significant positive correlation to self-care performance. Family support and self-efficacy account for 24.4% of variance of the self-care performance. The most significant predictor which influenced self-care performance in patients with chronic illness was family support. Conclusion: The results of this study showed that family support and self-efficacy are very important variables in explaining the self-care performance. Therefore, these variables should be considered in nursing intervention development and education.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.25 no.2
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• pp.146-154
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• 2018

Purpose: In this study, effects of positive, negative, and mixed verbal feedback were examined for accuracy of self-assessment, emotional responses, self-efficacy, and perceived quality of feedback in skill performance assessment. Methods: Participants were a convenience sample of 104 second-year nursing students who had completed their fundamentals of nursing class. Participants were assigned randomly to a positive, a negative or a mixed feedback group. All participants completed the performance measure and then received the assigned the type of feedback from an evaluator. After delivery of feedback, they assessed their own performance using the same sheet as the evaluator and completed the survey for emotional response, self-efficacy for learning, and quality of feedback. Results: There were no significant differences in accuracy of self-assessment and perceived quality of feedback among the three groups ($x^2=4.74$, p=.094; $x^2=3.30$, p=.192, respectively). The negative feedback group had significantly lower self-efficacy and positive emotions and more negative emotions than the other two groups (F=9.43, p=.009; $x^2=16.29$, p<.001; $x^2=5.69$, p=.005, respectively). Conclusion: Negative feedback can affect emotions and motivations for learning in nursing students and may interfere with the effectiveness of feedback, so instructors should pay more attention when providing negative feedback. Mixed feedback with an effect similar to positive feedback could be an alternative.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.301-309
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• 2020

The purpose of this study was identify factors influencing dementia nursing performance among long-term hospitals nurses. Participants were 161 long-term hospitals nurses. Data were collected with structured qustionnaires from November 4 from December 13, 2019. Data were analyzed SPSS/WIN 21 program for descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and stepwise multiple regression. The significant factors of the dementia nursing performance among long-term hospitals nurses were dementia attitude (β=.280, p=.001), nursing professionalism(β=.237, p=.006), burden form BPSD(β=-.174, p=.012), and dementia education experience(β=.166, p=.014). Therefore, in order to improve dementia nursing performance among long-term care hospital nurses, it is necessary to develop program and apply dementia education to establish a positive dementia attitude and nursing professionalism, and to reduce the burden of dementia behavioral and psychological symptoms.

• Journal of Digital Convergence
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• v.18 no.12
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• pp.335-341
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• 2020

This study aims to identify the importance and degree of performance of COVID19 infection control educational program for 4th grade nursing college students, and to prepare the basic data for developing COVID19 infection control nursing education program based on this study. Data were collected from January 6 to January 30, 2020 by using structured questionnaire from 72 senior nursing students at "A" City Nursing College. The overall average of importance of COVID19 infection control nursing was 4.4 out of 5, and the overall average of performance was 2.4 out of 5. The greatest difference in importance and performance were the sectors of personal protection(equipment dressing & undessing) and collecting safe sample. By analyzing the needs for COVID19 infection control nursing of nursing college students It is used as the basic data for the development of simulation education programs by improving performance of both personal protection and collecting safety samples.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.1
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• pp.27-36
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• 2017

Purpose: The purpose of the non-equivalent control group pretest-posttest study was to test the effects of self-directed nursing practice using peer-tutoring, on the level of confidence, performance and learning satisfaction of nursing students in practicing core nursing skills. Methods: The data were collected from 80 junior nursing students at a nursing college in Daejeon before and after 3 weeks of intervention on practicing six core nursing skills, according to the highest order of priority. The subjects were divided into the peer-tutoring practice group (PTPG, n=40) and the lecturer-guided practice group (LGPG, n=40). The data were analyzed using mean, frequency, and t-test. Results: The PTPG scored statistically higher than the LGPG on the performance of 'indwelling urinary catheterization' and 'wearing protection equipment while entering quarantine room & disposing waste'. The PTPG scored statistically higher than the LGPG on the confidence of 'indwelling urinary catheterization' and 'inserting intravenous catheterization'. The PTPG scored statistically higher on learning satisfaction than LGPG. Conclusion: The results showed that self-directed nursing practice using peer-tutoring could be effective for nursing students in improving proficiency in core nursing skills and might be applied to core nursing skills training.

• Journal of Korean Academy of Nursing
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• v.39 no.6
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• pp.878-887
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• 2009

Purpose: The study was done to identify turnover intention in new nurses according to characteristics of the nurses and other factors affecting turnover and to provide data to set up a strategy to reduce the turnover. Methods: Data were collected from 1,077 new nurses who had less than 12 months employment experience and worked in one of 188 hospitals. Eight research instruments were used. Data analysis was done using SPSS WIN 15.0 program. Results: Several factors influence new nurse turnover intention. The average score for turnover intention was 2.12. The scores for subscales were self efficacy, 3.76, nursing performance, 3.90, job satisfaction, 2.09, organization commitment, 1.28, stress, 1.32, burnout, 2.82 and nursing organizational culture, 3.29. Turnover intention was related to self efficacy, nursing performance, job satisfaction, organization commitment, stress, burnout, nursing organizational culture, duration of in-class training, duration of on the job training, number of hospital beds, length of employment and duration of employment in current workplace. The predicting factors for turnover intention were burnout, stress, duration of employment in the current workplace, self efficacy and nursing performance. Those factors explained 51.6% of turnover intention. Conclusion: New nurse turnover intention can be reduced by mitigating the factors affecting this intention.

• International Journal of Contents
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• v.8 no.2
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• pp.36-42
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• 2012

This study was conducted to develop Web-based multimedia content that assists undergraduate students in a clinical practicum on adult nursing. The study examined whether students in the intervention group could obtain clinical knowledge and perform more effectively when encouraged to learn Web content as compared with students in the conventional group. Web-based multimedia content consisting of 13 learning modules was developed based on real patients' scenarios through collaboration among college professors. A total of 120 nursing students (74 for the intervention and 46 for the conventional groups) from two universities in G-city, who engaged in a 3-week long clinical practicum in the digestive and respiratory units of a university hospital, participated in the study. Students' knowledge, self-directed learning, and clinical performance ability were measured using self-administered questionnaires. Data for pre- and posttests were collected over a 2-month period, between May and June of 2009. Clinical knowledge and self-reported clinical performance scores were significantly higher in students using the Web-enhanced clinical practicum than in those in the conventional group. However, there was no significant difference in self-directed learning ability between the 2 groups. These results demonstrate that Web-based multimedia content can be an effective educational tool for enhancing students' clinical knowledge and performance.

• Korean Journal of Adult Nursing
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• v.25 no.5
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• pp.574-584
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• 2013

Purpose: The purpose of this study was to evaluate the effects of a simulation based clinical reasoning practice program on clinical competence in nursing students. The program was based on the theoretical frameworks of simulation models and experiential learning theory. Methods: The program consisted of eight scenarios which includes three main symptoms (abdominal pain, changes in mental status, dyspnea), for improvement of clinical competencies in nursing students. A nonequivalent control group pretest-posttest design was used for evaluation of the effects of the program. Fifty-two junior nursing students in Y University participated in the experimental group (n=25) or control group (n=27). Critical thinking was measured using a self-administered questionnaire. Clinical judgment and clinical performance were measured by a rater using the Rubric. Descriptive analysis, t-test, Mann-Whitney U, Wilcoxon signed rank test was used for data analyses. Results: Clinical judgment and clinical performance increased in the experimental group, but there were no significant differences in critical thinking. Conclusion: Results indicate that the program developed in this study is a useful strategy to enhance clinical judgment and clinical performance in nursing students. However, the program did not significantly enhance critical thinking disposition, and further study is needed to measure integrated clinical competence including critical thinking skills.

• Perspectives in Nursing Science
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• v.9 no.2
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• pp.136-145
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• 2012

Purpose: The purpose of this study was to verify the educational effectiveness of the Objective structured clinical examination (OSCE) module development activities on nursing students in the areas of performance skill, knowledge, self-directed learning readiness, and problem solving ability for medication skill. Methods: This study was a nonequivalent control group non-synchronized post-test design. The subjects (N=47), who agreed to participate in this study, were assigned to either the experimental (n=24) or control group (n=23). The experimental group was trained with OSCE module development activities for four days. The control group was trained with a traditional demonstration and practice class for the same amount of time as the experimental group. Medication performance skill and knowledge tests and surveys were done to measure self-directed learning readiness, and learning satisfaction after the experimental treatments. Results: The experimental group which participated in the OSCE module development activities showed significantly higher performance skill, self-directed learning readiness, and problem solving ability for skin test and insulin medication than that of the control group of traditional education. Conclusion: It is recommended to use the OSCE module development activities for nursing students in nursing education-learning in order to improve nursing skills.