• Journal of Digital Convergence
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• v.17 no.4
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• pp.239-247
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• 2019

The objective of this study was to determine the effects of simulation education with problem-based learning (SIM-PBL) on information literacy, self-directed learning ability, and academic self-efficacy of nursing students. The subjects were 81 fourth-year nursing students attending a university in Chungcheongnam-do, Korea. SIM-PBL was provided once per week (150 minutes each) for four weeks, and a structured questionnaire was used to survey information literacy, self-directed learning ability, and academic self-efficacy before and after educational training. After completing the four-week program, abilities in the sub-items of information literacy, such as information integration (${\acute{p}}=.030$), information expression (${\acute{p}}=.003$), and information ethics (${\acute{p}}=.016$) were improved. However, no differences in self-directed learning ability and academic self-efficacy were noted. Findings confirmed that SIM-PBL is an effective teaching method for improving the information literacy of nursing students. Therefore, it is necessary to come up with an SIM-PBL education plan for utilizing reliable and useful information ethically.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.342-351
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• 2016

Basic nursing, the course for the nursing students to experience nursing practice before going on to th clinical practice, and is crucial for solving health-related problems of patients. This study is a descriptive research study to analyze the impact factors associated with nursing students' basic nursing skill competency. In this study, total 181 subjects participants, and by using a structured questionnaire. Data were collected by self-written questionnaire method. The collected data were analyzed using the SPSS WIN 22.0 program. Of the general characteristics of the subjects, the difference in basic nursing competency was found according to admission motive, major satisfaction, and interest in practice. Critical thinking disposition and the degree of self-training aid influenced performance of basic nursing skills by nursing students, and these variables explained 23.8% of the total variance of basic nursing skills performance. These findings suggest, in order to improve performance of basic nursing skills in nursing students, it is necessary to use various teaching methods that help improve critical thinking and relevant curriculum that promote self-practice.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.423-430
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• 2017

This study examined the effects of role rotation experience on learning flow, self leadership and debriefing satisfaction in nursing students. A non-equivalence control group quasi-experimental study was used and included as participants 203 junior nursing students at Y University. The experimental group (n=103) participated in the teaching class using a role rotation experience, while the control group (n=100) received conventional practice education. The outcome measurements were learning flow, self leadership, and debriefing satisfaction. The collected data were analyzed using a chi-test, and at-test using the SPSS WIN 21.0 program. The total score of learning flow and self leadership were similar in the two groups. On the other hand, in the case of the debriefing satisfaction (t=-2.70, p=.008), the experimental group ($4.24{\pm}0.51$) was remarkably higher than the control group ($4.03{\pm}0.60$). Although the changes regarding the learning flow and self leadership could not be identified, the debriefing satisfaction had been affected by the practice education using the role rotation experience. Therefore, to identify the effects of simulation education for further details, more research with diversified subjects and varied durations is needed.

• Journal of the Korea Convergence Society
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• v.9 no.11
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• pp.519-527
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• 2018

The purpose of this convergence study was to examine the effects of smart learning on learner's participation, academic self-efficacy and task value in nursing education. The study was designed using a nonequivalent control group no-synchronized design. The subjects of this study consisted of 86 experimental group and 95 control group who were nursing students. Data were collected from March 2 to June 8. 2018. The data were analyzed using the spss 18.0 program to perform independent t-test. There were not statistically significant differences in learner's participation(t=1.065, p=.288) but were statistically significant differences in academic self-efficacy(t=2.668, p=.008) and task value(t=2.070, p=.040). Therefore, the smart learning was effective in increasing academic self-efficacy and task value for nursing students. The smart learning is expected to be useful as effective teaching and learning strategies in nursing education.

• Journal of Digital Convergence
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• v.19 no.1
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• pp.249-260
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• 2021

This study is a meta-analysis study conducted to integrate and analyze the results of flip-learning studies for Korean nursing students. We searched PubMed, EMBASE, Cochrane, CINAHL, and Korean databases. Randomized controlled trials (RCTs) and Non-Randomized controlled trials (Non-RCTs) evaluating the effects of flipped learning for Korean nursing students were included. Standardized mean differences (SMDs) with 95% confidence intervals (CIs) were calculated using a random-effects meta-analysis. The entire effect size in flipped learning was big in effect size (SMD = 1.21; 95% CI = 0.84 to 1.63; I2 = 93.9; n = 23) compared to the control groups. The analysis results of subgroups according to the classification of Bloom showed that flipped learning was found to have a significant effect on psychomotor domain, cognitive domain, and affective domain. A total of 10 literature analyses, this meta-analysis showed that flipped learning on Korean nursing students is effective in psychomotor, cognitive, and affective domain than the traditional teaching method. The flip learning can be integrated into theoretical and practical nursing education to improve the academic performance of nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.9
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• pp.6027-6035
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• 2015

The purpose of this study was to examine influential factors for the transition to college life and career identity of nursing students and what changes social support from parents brought about to them by academic year. The subjects in this study were 542 selected students who majored in nursing in four-year universities located in Seoul and the provinces. A self-administered survey was conducted to find out their general characteristics, social support from fathers and mothers, college adjustment and career identity. A hierarchical regression analysis was made to determine how social support from parents affected the college adjustment and career identity of the nursing students. Social support from parents had an impact on their college adjustment and career identity. The factors that affected college adjustment were academic year, satisfaction level with major and emotional support from mothers, and the factors that impacted on career identity were academic year, satisfaction level with major and informative support from fathers. In order to facilitate the college adjustment of nursing students, professors should try to develop efficient learning methods, meet with parents to inform them of the necessity of social support, share information on the major field of study and learning methods, and provide an opportunity for students to communicate with graduates or students who are years ahead of them in college so that they could have a better understanding of majoring in nursing.

• Journal of Korean Academy of Nursing
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• v.46 no.2
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• pp.168-182
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• 2016

Purpose: The purpose of this qualitative study was to evaluate the experience of role adaptation from nurse to member of the nursing faculty. Methods: Data were collected from 13 members of a nursing faculty through in-depth interviews. The main question asked was "Could you describe your experience from being a nurse to becoming a member of the nursing faculty?" Qualitative data from the field and transcribed notes were analyzed using Strauss and Corbin's grounded theory methodology. Results: The core experiential category of role adaptation from nurse to member of the nursing faculty was 'striving for survival from culture shock'. The participants used the following three interactional strategies: 'recognizing everything and entering the school environment', 'self-reflection on being a professor and integration of experiences', and 'finding a way of adapting'. Conclusion: The participants tried to adapt to life as a professor and reflected on and integrated their experiences into their new life on the faculty. College faculty need to understand the impact of changes and challenges faced by new professors during role adaptation and to support this adaptation through mentorship and organized orientation programs.

• Journal of the Korean Applied Science and Technology
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• v.39 no.1
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• pp.42-51
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• 2022

This study was conducted to identify the factors affecting the problem solving ability in nursing students. Method: The subjects of this study were 226 nursing students from two universities located in G and C provinces. The collected data were analyzed by t-test, ANOVA, Correlation Coefficient, and Multiple Regression Analysis. Results: As a result of multiple regression analysis, the significant predictors of problem solving ability of nursing students were critical thinking disposition(β=.490, p<.001) and self-directed learning ability(β=.355, p=<.014). Problem solving ability was explained 61.9% of variance in critical thinking disposition and self-directed learning ability. Conclusion: The results of this study showed that self-directed learning ability and critical thinking disposition in nursing students were the influential factor on problem solving ability. Therefore, the results of this study suggest that it is necessary to find ways to improve critical thinking disposition and self-directed learning ability in order to improve problem solving ability of nursing students, and it is considered to be useful as basic data for developing education programs to improve problem solving ability.

• Journal of Digital Convergence
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• v.18 no.10
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• pp.277-284
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• 2020

The purpose of this study was to identify the mediating effects of metacognition in the relationships between shared-leadership and resilience of the nursing students. The study subjects were 138 nursing students who participated in Team Based Learning for 6 weeks, in the first semester of 2019. Data were collected using self-reported questionnaires and analyzed using SPSS WIN 25.0 program. As a result of the study, There were statistically significant positive correlation between shared-leadership, metacognition and resilience. Also, shared-leadership affected resilience and metacognition had a partial mediating effect in the relationship between shared-leadership and resilience. The finding from this study indicate that it is necessary to develop and apply various teaching methods and intervention programs to increase shared leadership and metacognition in order to increase resilience of students in nursing colleges.

• Journal of Industrial Convergence
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• v.20 no.7
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• pp.79-88
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• 2022

This study is a one group pretest-posttest design study to confirm the effect of non-face-to-face Havruta's activities on communication competency, academic self-efficacy, and learning immersion of nursing students. The study was conducted from September to October 2021. The collected data were through self-report questionnaires of 69 student nurses. The data were analyzed by frequencies and paired t-test using SPSS 24.0 program. As a result, the subjects' communication competency, academic self-efficacy, and learning immersion were significantly increased after the non-face-to-face Havruta's activities compared to before. The results of this study can be useful basic data for professors who want to apply non-face-to-face Havruta's activities to their classes in the future.