• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.171-180
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• 2021

This study was conducted to check critical thinking disposition, academic self-efficacy, and self-directed learning ability, and to understand the effect on self-directed learning ability for nursing students. Data were collected from 268 nursing students in the 3rd and 4th grades of two universities. As a result of the study, it was found that there was a significant positive correlation between critical thinking disposition, academic self-efficacy, and self-directed learning ability of nursing students. The factors affecting the self-directed learning ability of nursing students were critical thinking disposition, academic self-efficacy, major satisfaction, and personality disposition, which accounted for 68% of self-directed learning ability. Therefore, in order to improve self-directed learning ability, it will be improved if the critical thinking disposition can be improved through the curriculum, and academic self-efficacy and major satisfaction are increased by applying various teaching and learning methods and programs.

• Journal of Digital Convergence
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• v.16 no.2
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• pp.203-213
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• 2018

Purpose. This study was conducted to identify effects of the high fidelity simulation for nursing students. Methods. A non-equivalent quasi-experimental design was used to experimental group (N=43) and control group (N=39) for 8 weeks, 5 times from September 26 to November 9, 2013. Clinical performance was measured by using standardized patients. Critical thinking was measured through the questionnaire and clinical judgement was measured through observation by Lasater's rubric. Results. Clinical performance (F=211.15, p<.001), critical thinking (t=3.00, p<.004) and clinical judgement (t=7.60, p<.001) were significantly higher in experimental group with simulation education program than control group. Conclusion. Simulation education program were effective to improve clinical performance, critical thinking disposition and clinical judgement for nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.3
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• pp.1274-1282
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• 2013

With the reinforcement in patient's rights and safety, simulation-based learning is getting popular in nursing education. Therefore, The purpose of this study was to identify the outcomes and satisfaction of simulation-based learning in nursing on patient with UGI bleeding. Participants of this study were 77 second year nursing students who never experienced simulation-based learning. The collected data was analyzed by using SPSS Statistics 18.0. Frequencies, % for general characteristics and satisfaction in simulation, and paired t-test for learning outcomes in simulation were used. Confidence on clinical performance, satisfaction in simulation significantly increased by simulation-based learning. The applying the simulation-based learning is a practical alternative to patient safety and nursing students were satisfied. Well trained and educated instructors are the first line rather than facilities for the quality of learning.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.3
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• pp.341-350
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• 2013

Purpose: This study was done to identify the relationship among ego resilience, the problem solving process and clinical competency in nursing students. Methods: Data were collected by questionnaires from 265 nursing students in D city. Measures were ego resilience, problem solving process and clinical competency. Data was analyzed using frequency analysis, t-test, one-way ANOVA, person's correlation coefficients, and multiple regression analysis with SPSS/WIN 19.0 version. Result: The Ego resilience score of subjects was 2.80 out of a perfect score of 4, the problem solving process score of subjects was 3.12, and the clinical competency score of subjects was 3.49 out of a perfect score of 5. There was a significant positive correlation among ego resilience, problem solving process and clinical competency. The significant predictors of problem solving process and clinical competency were ego resilience. Conclusion: These findings indicate that there is a need to increase ego resilience to improve the problem solving process and clinical competency of nursing students. The results should be reflected in the development of effective curricula.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.8
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• pp.107-114
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• 2020

This study was conducted to examine the effects of simulation-based education on the clinical reasoning competence, clinical competence, and satisfaction with simulation experience (SSE). The research design was one group pretest-posttest. Study participants were 89 third-year nursing students from C University in G city, who were engaged the simulation-based education for eight weeks from August to October 2019. Learning scenario titles were blood transfusion reaction patient care with postoperative total hip replacement, hypoglycemia patient care with diabetes mellitus, and hyperkalemia patient care with liver cirrhosis. The data were analyzed by paired t-test using SPSS Win 23.0 program. After applying simulation-based education, nursing students' clinical reasoning competence (t=-17.082, p<.001) and clinical competence(t=-18.40, p<.001) improved significantly. SSE score was 4.65 out of 5 points. The results indicate that the simulation-based education in this study gave the students the experience of providing qualified and secure nursing care under conditions similar to those in the real clinical field. To improve the clinical reasoning competence and clinical competence of nursing students, various cases scenarios are developed and simulation-based education should be applied to more subjects in the nursing curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.4
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• pp.2276-2284
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• 2014

The purpose of this study was to identify the effects of basic clinical practice program(BCPP) on academic motivation, critical thinking and clinical nursing competence in nursing students. Thirty-hour BCPP was consisted of the essential of fundamental nursing skills and prior education in nursing lab before first clinical practice. The participants were 228 nursing students and data was collected with self-administered questionnaire during Feb. 18 to Feb. 28, 2013. Study design was one group pre-post test. BCPP was not related with critical thinking. But there were significant differences subcategories of learning motivation like academic stress, test anxiety, depression and self efficacy, and in clinical nursing competence. The results suggest that BCPP is effective to enhance clinical competence for novice of nursing clinical practice.

• Journal of Digital Convergence
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• v.14 no.6
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• pp.285-294
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• 2016

The purpose of this study was to examine the effectiveness(knowledge of core fundamental nursing skills, clinical competency, self-efficacy and learning motivation) of education program for core fundamental nursing skills focusing on endotracheal suctioning using recording video with smartphone and formative feedback for nursing school students. Subjects consisted of 54 sophomore nursing students, an experimental group(n=27) and a control group(n=27). The education for core fundamental nursing skills using recording video to smartphone and individual formative feedback was provided to students in an experimental group. The traditional method with self-directed practice for 4 hours was offered to a control group. The education program for core fundamental nursing skills using recording video with smartphone and formative feedback was effective in promoting knowledge of core fundamental nursing skills, clinical competency, self-efficacy and learning motivation. Based on our results, this program can be recommended as an effective educational program for the nursing students to improve their core fundamental nursing skills.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.3
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• pp.1874-1883
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• 2015

The purpose of this study was to verify clinical reasoning of nursing students as well as clarify the relevance between clinical reasoning and academic achievement. 87 students broke into 30 groups of two or three. The students performed post operative care for adult patients in the simulation practicum course of their final semester. Data were collected by evaluating the video-recorded nursing practicum using the clinical reasoning rubric. Clinical reasoning of 61(70.1%) students was limited to the beginning level and that of 6(6.9%) students of the highest scoring was at the third level among the four levels of ability. There was no significant correlation between clinical reasoning and the final cumulative GPA, while there was low level of significant correlation between clinical reasoning and GPA of adult health nursing course or adult health nursing practicum course. Therefore, it is necessary to improve the nursing curriculum to enhance nursing students' clinical reasoning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.5
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• pp.3037-3045
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• 2014

For this study, we developed and applied the integrated nursing practice program preceded role-play related to clinical communication situation to 115 nursing students and compared their communication ability, clinical competence and problem solving process scores between before and after the program. Integrated nursing practice program is composed of 6 role-play scenarios related to clinical communication situation, 3 role-play scenarios related to clinical situation and 3 core nursing skill practices. This program was conducted 4 hours a week for 8 weeks. Data were collected using self-report questionnaire before and after the program from March to June, 2013 and analyzed using descriptive analysis and t-test with SPSS/WIN 19.0. There were significant increase in communication ability, clinical competence and problem solving process scores after the program. These results indicate that this program is effective nursing practice education method. Therefore, this program would be used for other students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.3
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• pp.499-508
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• 2018

This research aimed to determine what male nursing students experienced in the course of serving in a medical care unit in the military and how this experience affected the nursing curriculum after they returned to school. This study was intended to provide basic information on nursing education for male nursing students. This qualitative research conducted a focus group interview to gather comprehensive data that are common among the subjects, in which 15 male nursing college students who experienced serving in a medical unit were divided into three focus groups. The results of this study identified five themes: 'recognition of the various role of a medic', 'caring ability and management of rare diseases', 'adaptation to different works in each military ranks', 'recognition of health care networks', and 'prerequisite learning of school subjects'. It was concluded that experience as a medic during military service helped to develop various capabilities, and these competencies were shown to guide students to demonstrate their abilities in a school environment or help accomplish their given tasks with confidence and establish interpersonal relationships as nurses in the future. The results of this study provide a theoretical basis for demonstrating that male nursing student's experience as a medic during military service aids to reinforce not only personal and academic capabilities but also the skills needed as a nurse.