• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.274-289
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• 2017

The purpose of this study was to examine empirically the influence of self-efficacy on the selection of behavior and sustainability as a variable affecting vocational basic competencies. There is a need to confirm the influence of the mediating effect of nursing professionalism and self-directed learning ability formed through the recognition of nursing professional intuition on the vocational basic competencies. For this purpose, 396 nursing students from three junior colleges in J province were sampled for convenience. All of the latent variables were measured by vocational core competency, self-efficacy, nursing professionalism and self-directed learning ability. The collected data were analyzed using Structural Equation Modeling. The result of this study were as follows: First, the fix indexed of causal model among ocational core competency, self-efficacy, nursing professionalism and self-directed learning ability were identified suitably. Second, self-efficacy had no direct effect on vocational core competency, however, nursing professionalism and self-directed learning ability had moderating effect in the relationship between self-efficacy and vocational core competency. Third, nursing professionalism had direct effect on vocational core competency and also self-directed learning ability had moderating effect in the relationship between nursing professionalism and vocational core competency. Fourth, self-directed learning ability had direct effect on vocational core competency.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.11 no.1
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• pp.13-20
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• 2004

Purpose: This study was conducted to evaluate the effect of open laboratory self-directed practice in improving nursing skill competency. Method: This study was a one group posttest only design that examined the competency in basic nursing skills after traditional education and open laboratory self-directed practice. Students participated in traditional education and open laboratory practice through self-study. Whenever practice was done, the item of practice and time were measured and documented. Collected data were analyzed by frequency, percentages, averages and standard deviations, and Pearson correlation coefficients. Result: 1 The average number of students who participated in the open lab self-directed practice was 53.9 (64.2%) and the total number of hours of participation was 1567.5 minutes per year. Each student participated for an average of 29.1 minutes per year. 2. Analysis showed a statistically positive correlation between practical skill and open laboratory self-study (r=0.252, p=0.048).

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.3
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• pp.255-263
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• 2016

Purpose: The purpose of this study was to identify whether self-directed fundamental nursing practice using a smart phone affected self-efficacy, practice satisfaction, and skill competency of nursing students. Methods: This was a nonequivalent control group pretest-posttest quasi-experimental design. The participants were 40 children in the experimental group and 40 in the control group. In experimental group, self-directed fundamental nursing practice using a smart phone was given to nursing students. Data for this study was collected from 25 March 2015 to 10 April 2015. The data were analyzed using SAS 21.0. Results: In self-efficacy and skill competency, there were no statistically significant differences between the experimental group and control group. In practice satisfaction, there were statistically significant differences between the experimental group and the control group. Conclusion: The results indicate that self-directed fundamental nursing practice using smartphone video is effective in practice satisfaction. Therefore, this intervention can be utilized in nursing practice education as an effective educational device.

• Journal of Internet of Things and Convergence
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• v.5 no.2
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• pp.55-66
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• 2019

Objectives: The purpose of the study was to identify the factors influencing the nursing students' Clinical Competency. Methods: A sample of convenience was 185 nursing students, and a questionnaire was used to measure their self-leadership, critical thinking disposition, self-directed learning ability, problem solving ability and clinical competency. Results: A significant positive correlation was found among clinical competency, self-leadership, critical thinking disposition, self-directed learning ability and problem solving ability. Grade of which the participant was in, interpersonal relationship, critical thinking disposition, problem solving ability, and self-directed learning ability were significant predictive variables of which accounted for 53% of the variance in clinical competency. Conclusions: The results from this study can be used to develop the programs for improving clinical competency.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.22 no.4
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• pp.416-423
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• 2015

Purpose: The purpose of this study was to evaluate the effect of a self-evaluation method using video recording on competency in nursing skills, self-directed learning ability, and academic self-efficacy in nursing students. Methods: The study design was a non-equivalent pre-post quasi-experimental design. The experimental and control groups were randomly assigned with 35 participants in each group. Interventions for the experimental group were video recording and students' self-evaluation of what they did. Nursing skills included in the study were tube feeding, intradermal injection, subcutaneous injection, and intramuscular injection. Competency in nursing skills was measured one time at the end of the study using a checklist. Self-directed learning ability and academic self-efficacy were measured 3 times (pre-, mid-, and post-intervention) over the 8 weeks. Independent t-test, chi-square test, and repeated measures ANOVA were used for data analyses. Results: There was no statistically significant difference for competency in nursing skills and self-directed learning ability over the 8 weeks of the practice session. There was a significant difference in academic self-efficacy by groups over time. Conclusion: Results indicate that self-evaluation method using video recording is an effective learning way to improve academic achievement in nursing students.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.501-511
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• 2023

Purpose: The purpose of this study was to investigate relationship among self-directed learning, confidence of performance, clinical learning environment and Clinical Competency of nursing students. Methods: 178 nursing students participated. Data analysis was performed using descriptive statistics, t-test, ANOVA and pearson's correlation coefficients with IBM SPSS Statistics 21.0. Results: Mean score of self-directed learning, confidence of performance, clinical learning environment and clinical competency was 3.36, 3.42, 3.20 and 3.66 points. There was significant positive correlation among self-directed learning, confidence of performance, clinical learning environment and clinical competency. Conclusion: Therefore, in order to improve the clinical competency of nursing students, it is necessary to systematize core nursing skills education and continuously improve the clinical learning environment through close industry-academia cooperation and relationship.

• Journal of the Korea Convergence Society
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• v.9 no.12
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• pp.495-507
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• 2018

This study was done to develop and validate a path model for the causal relationship of nursing information literacy competency and problem solving, self-direct learning, and clinical performance ability of nursing students. Subject were 208 nursing students in the fourth grade of nursing school. Data were collected from June 4 to June 18, 2018. The nursing information literacy competency of nursing students showed direct effects on problem solving ability (${\gamma}=.70$, p<.001) and direct effects on self-directed learning ability (${\gamma}=.53$, p<.001). Nursing information literacy competency showed direct (${\gamma}=.31$, p<.001) and indirect effects (${\gamma}=.31$, p=.007) on clinical performance ability. These variables explained for 46.2% of clinical performance ability. Therefore, it is recommended to develop an education program that can enhance the nursing information literacy competency for improving the problem solving, self-directed learning, and clinical performance ability of nursing students.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.5
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• pp.1478-1491
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• 2016

This study has designed to find out the effects of a project-based flipped learning model at universities on the self-directed learning ability, the self-leadership, and the learning competency. For the study, two procedures were performed. First, a flipped learning model for a project-based learning was developed on the basis of the literature reviews. The flipped learning model has three different steps: the pre-class, the in-class, and the post-class. In the pre-class, instructors provide mini-core courses using various technologies for learners outside the class. The in-class is the step to check whether learners prepare their learning or not. Also, in this step, the in-death learning and the teaching-learning process by interaction between instructors and learners would be performed. In the post-class, learners would be able to sustain the extended learning to develop the learning tasks and activities after flipped learning class. Through this step, the learners could be experienced integrated thinking and application, documentation and management, as well as sharing and spread of their learning. Second, the effectiveness of the developed flipped learning model on the self-direction, the self-leadership, and the learning competency was examined. The quantitative research method and the qualitative research method were used for this study. The results indicated that the flipped learning model showed improvement on the self-direction, the self-leadership, and the learning competency.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.22 no.9
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• pp.1199-1207
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• 2018

This study was done to identify the effects of self-monitoring method using smartphone video on self-directed learning ability, competency in nursing skills self-confidence and practice satisfaction of nursing students. It was designed a quasi-experimental study with a pre-post test. The participants were 54 students in the experimental group and 51 students in the control group. There was no significant difference in self-directed learning ability (p = .450) between the groups, but there was a significant difference between the pre-post scores of the experimental group. There was no significants difference of competency in nursing skills, self-confidence and practice satisfaction between the two groups. In conclusion, the self-assessment learning method using smartphone video during the self-practice is considered to be an effective method to improve the self-directed learning ability and to ensure the accuracy and skill of the technique.

• The Korean Journal of Emergency Medical Services
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• v.10 no.2
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• pp.25-34
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• 2006

Purpose: The purpose was to test the effects of cardiopulmonary resuscitation competency program on knowledge of CPR, self-efficacy, and the skills of CPR of nursing college students. Method: A convenience sampling of non-equivalent control group was used. Nursing college students were assigned either to conventional CPR education(N=28) or to intervention that involved a conventional CPR education and CPR competency program(N=28). CPR competency program was focused to enhance the self-directed learning on CPR training. Result: There were no significant differences on the CPR competency of knowledge and self-efficacy between experimental and control groups. However in the skills competency of CPR, there were significant differences between two groups. Conclusion: It is promising that CPR competency program can be effective to increase the skills of CPR of nursing college students.