1 |
H. W. Jang & J. B. Kim. (2017). Phenomenological study of experiences and perceptions of pre-service teachers on Peer instruction. The Journal of Korean Teacher Education, 34(2), 311-334.
DOI
|
2 |
K. S. Jang & S. J. Park. (2012). Effects of action learning approaches on learning outcomes in nursing management courses. Journal of Korean Academy of Nursing Administration, 18(4), 442-451.
DOI
|
3 |
M. O. Yoon & Y. S. Ju. (2017). The effects of peer mentoring learning-based pre-clinical OSCE program on self-confidence on core basic nursing skills and critical thinking disposition for nursing student. Journal of Digital Convergence, 15(7), 285-295. DOI: 10.14400/JDC.2017.15.7.285
DOI
|
4 |
Y. R. Lee & H. I. Kang. (2016). Effects of mentoring senior core fundamental nursing skills education on clinical competence and critical thinking disposition in nursing students. Journal of Digital Convergence, 14(11), 441-448.
DOI
|
5 |
S. R. Song & Y. J. Kim. (2015). Effect of a self-evaluation method using video recording on competency in nursing skills, self-directed learning ability. Journal of Korean Academy of Fundamentals Nursing, 22(4), 416-423.
DOI
|
6 |
S. G. Lee & Y. H. Shin. (2016). Effects of self-directed feedback practice using smartphone videos on basic nursing skills, confidence in performance and learning satisfaction. Journal of Korean Academy of Nursing, 46(2), 283-292.
DOI
|
7 |
G. H. Park & S. H. Choi. (2016). Effects of open laboratory self-directed practice on knowledge, self-confidence, skill competency, and satisfaction of intravenous infusion. Journal of Korean Academic Society of Nursing Education, 22(1), 63-71.
DOI
|
8 |
M. R. Yoo, M. S. Kang, H. W. Kim, H. R. Han & J. Y. Choi. (2017). The effects of self-directed practice using peer-tutoring on confidence, performance and learning satisfaction of nursing student in practicing core nursing skills. Journal Korean Academic Society of Nursing Education, 23(1), 27-36.
DOI
|
9 |
B. Jennifer. (2012). Peer Tutoring program for academic success of returning nursing students. Journal of the New York state Nurses Association, 43(1), 20-22.
|
10 |
L. McKenna & J. French. (2011). A step ahead: teaching undergraduate students to be peer teachers. Nurse Education in Practice. 11(2), 141-145.
DOI
|
11 |
J. Y. Kim. (2018). Experience of fundamental nursing practice using same-age-tutoring of nursing students. Journal of Learner-Centered Curriculum and Instruction, 18(5), 261-280.
DOI
|
12 |
J. S. Kim. (2018). Effect of peer tutoring on core basic nursing skills for nursing students. The Korea Contents Society, 18(1), 241-249.
|
13 |
J. H. Kim. (2011). Intensity and factor of undergraduate student tutor's experienced educative difficulties in peer tutoring. Journal of Educational Principles, 16(2) , 117-164.
|
14 |
K. Fontaine. (2014). Effects of a retention intervention program for associate degree nursing students. Journal of Nursing Education perspectives, 35(2), 94-99. DOI: 10.5480/12-815.1
DOI
|
15 |
R. Stone, S. Cooper & R. Cant. (2013). The value of peer learning in undergraduate nursing education: a systematic review. International Scholarly Research Network, 23(3), 1-10.
|
16 |
Y. J. Lee & S. H. Jho. (2014). College student's learning style and perception of the effectiveness of a peer tutoring program. The Korea Contents Society, 26(2) , 371-389. DOI: 10.17927/tkjems.2014.26.2.371
|
17 |
S. S. Lee & M. K. Kwon. (2016). Effects of self-directed fundamental nursing practice using smartphone videos on self-efficacy, practice satisfaction, and skill competency. Journal of Korean Academic Society of Nursing Education, 22(3), 255-263. DOI: 10.5977/jkasne.2016.22.3.255
DOI
|
18 |
F. Faul, E. Erdfelder, A. Buchner & A. G. Lang. (2009). Statistical power analyses using G*Power 3.1: tests for correlation and regression analysis. Behavior Research Methods, 41(1), 1149-1160.
DOI
|
19 |
Korean Accreditation Board of Nursing Education. (2017). Korean Accreditation Board of Nursing Education-Evaluation Core basic Nursing Skill Items. Seoul: Korean Accreditation Board of Nursing Education.
|
20 |
A. K. Han, D. S. Cho & J. S. Won. (2014). A study on learning experiences and self-confidence of core nursing skills in nursing practicum among final year nursing students. Journal of Korean Academy of Fundamentals of Nursing, 21(2), 162-173.
DOI
|
21 |
A. Y. Kim. (2004). Self-efficacy and academic motivation. The Korea Journal of Education Methodology Studies, 16(1), 1-39.
DOI
|
22 |
N. I. Kim, B. A. Chun & J. I. Choi. (2014). A case study of flipped learning at college: focused on effects of motivation and self-efficacy. Journal of Educational Technology, 30(3), 467-492.
DOI
|
23 |
M. J. Lee. (2003). The effect of cooperative learning on academic achievement: a meta analysis. Doctoral dissertation. Yonsei University, Seoul.
|
24 |
A. Christiansen & A. Bell. (2010). Peer learning partnerships: exploring the experience of pre-registration nursing students. Journal of Clinical Nursing, 19(5), 803-810.
DOI
|
25 |
S. H. El-Sayed, F. G. Metwally & M. A. Abdeen. (2013). Effect of peer teaching on the performance of undergraduate nursing students enrolled in nursing administration course. Journal of Nursing Education and Practice, 3(9), 156-166.
|
26 |
I. S. Jung. (2019). Effects of nursing students peer tutoring on self-leadership, positive psychological capital and learning satisfaction: a pilot study. Journal of Convergence for Information Technology, 9(7), 48-56.
DOI
|
27 |
I. S. Jung. (2018). Effects of class wide peer tutoring on academic achievement, self-leadership and interpersonal ability of nursing students. Journal of Convergence for Information Technology, 8(4), 55-62.
DOI
|
28 |
A. K. Kim & R. W. Kim. (2018). Effects of self reflection practice using cellular phone video recordings on self-confidence in performance, practice satisfaction, learning self-efficacy and core basic nursing skills achievement among nursing students. The Korea Contents Society, 18(11), 665-678. DOI: 10.5392/JKCA.2018.18.11.665
|
29 |
J. H. Yang, K. Y. Park, M. J. Kim & Y. O. Yang. (2012). Factors influencing the confidence on performance of core fundamental nursing skills among nursing students. Journal of the Korean Data Analysis Society, 14(5), 2611-2622.
|
30 |
M. H. Park. (2018). The effects of fundamental nursing practice education applying reciprocal peer tutoring on self-efficacy, confidence in performance, satisfaction. Journal of Learn Centered Curriculum and Instruction, 17(22), 785-804.
|
31 |
E. Y. Cheon. (2013). The effects of video-aided peer feedback on enhancing nursing student's understanding of foley catheterization. Journal Korean Academic Society of Nursing Education, 19(1), 43-51. DOI: 10.5977/jkasne.2013.19.1.43
DOI
|
32 |
M. Y. Jho. (2014). Effects of core fundamental nursing skills education on self-efficacy, clinical competence and practice satisfaction in nursing students. Journal of Korean Academy of Fundamentals of Nursing, 21(3), 292-301.
DOI
|