• Journal of Korean Academy of Nursing
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• v.28 no.4
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• pp.1075-1087
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• 1998

For producing large numbers of professional nurses who could manage 21th century's human health, it is necessary to review the direction of registered nurses' national examination which evaluates the nursing education and is granted a licence. For adapting to social expectation of the nurse, we have to nurture the nurses' problem solving capability in clinical setting. Seven divisions of Korean Academy of Nursing suggested clinical competency according to their categories. This paper was presented in the work-shop for setting up direction of registered nurses' national examination. We expect that this paper would be more refine and confirm through reviewing subdivisions' learning objectives and discussing clinical minimum level of competence contents with clinical leaders.

• Journal of the Korea Society of Computer and Information
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• v.26 no.7
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• pp.65-73
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• 2021

The purpose of this study is to cornpare the differences in clinical competence, knowledge of patient safety management and confidence of patient safety management according to the clinical practice experience of nursing students, Of the 73 nursing students who experienced clinical practice and 35 nursing students who did not experience, a total of 108 students in the third grade were analyzed, In the results of this study, clinical competence(t=.88, p=.377) knowledge of patient safety management(t=-.29, p=.773), and confidence of patient safety management(t=1.11, p=.267) the difference between was not statistically significant in the two groups. In the two groups, the score of the sub-area according to each variable is the lowest. First, the sub-area of the nursing process a lowest score in clinical competence, and the second, the sub-area of measuring knowledge about concept of near miss was the Knowledge of patient safety management. The score was the lowest in, and thirdly, the sub-area of writing an incident report when an error occurred had the lowest score in confidence of patient safety management. Therefore, in order to improve the quality of clinical competence of nursing students, it is necessary to develop a strategic educational guideline to improve the clinical practice education environment, to improve patient safety management capabilities and to cultivate correct attitudes toward patient safety management.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.22 no.9
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• pp.1208-1213
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• 2018

The study investigates how the structured debriefing method affects the learning flow, critical thinking disposition, and clinical performance of nursing students, using the Lasater Clinical Judgment Rubric (LCJR). Nursing students in the 4th grade of P University were divided into three groups, each trying out a different structured debriefing method: the experimental group - structured video debriefing using the LCJR question, the comparative group - structured oral debriefing, and the control group - structured group discussion debriefing. There was no significant difference between the three groups in learning flow (p=.640), critical thinking disposition (p=.420) and clinical performance ability (p=.360). Planning and intervention among the areas of clinical performance were significantly improved in the experimental group compared to the other two groups (p=.005). Structured debriefing when used with LCJR improves the learning flow and critical thinking disposition of students, while structured video debriefing improves clinical performance.

• Proceedings of the Korea Contents Association Conference
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• 2016.05a
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• pp.451-452
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• 2016

본 연구는 핵심기본간호술 학습경험과 중요도인식, 학습 자기효능감이 수행자신감에 미치는 영향을 파악하여 핵심기본간호술 수행능력 향상을 위한 학습전략 마련의 기초자료로 활용하고자 D지역 소재 일개대학 간호학과에 재학중인 학생 231명을 대상으로 실시하였다. 본 연구결과 학습경험은 학년에 따라, 학습 자기효능감과 수행자신감은 전공만족도와 실습만족도에 따라 유의한 차이가 있었다. 핵심기본간호술 학습경험과 수행자신감, 학습 자기효능감과 수행자신감에서 긍정적 상관관계, 수행자신감에 영향을 미치는 요인은 학습 자기효능감과 학습경험순으로 나타났다. 따라서 핵심기본간호술 수행자신감을 향상시키기 위한 교육전략 수립 시 학습 자기효능감을 강화시키고, 학습경험을 증가시키는 방안이 필요하다.

• Journal of Digital Convergence
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• v.20 no.3
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• pp.517-527
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• 2022

This study aimed to compare changes in cognitive function, depression and ability to perform activity of daily living (ADL) in patients with dementia, mild cognitive impairment (MCI), and ischemic stroke (IS) and to identify factors associated with changes in instrumental ADL. A total of 86 patients (dementia=30, MCI=32, and IS=24) were included to analyse cognitive function, depression, and basic and instrumental ADL obtained at the time of diagnosis and 1 year after baseline. Repeated measures analysis of variance and multiple linear regression were used. A significant group by time interaction was found in executive function (p=.037) and instrumental ADL (p=.023) across groups. The MCI group has little change in executive function and instrumental ADL from the baseline to 1 year after diagnosis while other two groups showed changes with the dementia group showing declines and the group of IS having improvement in these factors over time. Changes in executive function(p=.030) and basic ADL (p<.001) explained 26.9% in the variance of changes in instrumental ADL. These findings showed a different changing pattern in executive function during the first year after diagnosis of dementia, MCI, and IS which have cognitive changes as their main symptoms, probably leading to a different changing pattern in instrumental ADL. Healthcare professionals should routinely assess for executive function and instrumental ADL problems and intervene to maintain and improve these functional outcomes immediately after disease.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.283-291
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• 2016

This study examined the casual relationship among emotional intelligence, self-efficacy and clinical competence in nursing students, as well as the effects of emotional intelligence on the clinical competence with the mediation of self-efficacy. The participants were 182 nursing students, and the data were collected during from October 14, to November 10, 2014. The data were analyzed using descriptive statistics, Pearson's correlation coefficient, and mediation pathway with the SPSS 21.0 and AMOS 18.0 programs. The results are as follows: First, there were correlations among emotional intelligence, self-efficacy, and clinical competence. Second, The emotional intelligence, and clinical competence showed direct and indirect associations. Emotional intelligence was found to influence the self-efficacy and clinical competence directly, and self-efficacy influenced the clinical competence directly. Mediation analyses indicated that emotional intelligence influences the self-efficacy.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.2
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• pp.184-191
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• 2014

Purpose: The purpose of this study was to identify the effects of experiences on the essential of fundamental nursing skills (EFNS) on clinical competence in nursing students. Method: The data was collected using a questionnaire from 233 students who completed the 2nd grade courses of nursing curricula in college. Data was analyzed using the SPSS program. Results: Only 3 items of EFNS showed that over 70% of the students had performed, and 12 items showed that under 30% of the students had performed. There are significant differences with level of experiences on EFNS and the clinical competence. The regression model explained 2.4% of clinical competence. Conclusion: The results suggest that nursing students with higher level of experiences on EFNS will have a higher level of clinical competence. Therefore, it is necessary to develop strategies for a more effective clinical nursing education to experience more EFNSs.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.173-180
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• 2020

This is the report of a case study to describe the results of applying an evaluation tool for communication ability when performing core basic nursing skills in fundamental nursing practice education. The communication ability evaluation tool was constructed based on a literature review and expert advice. The tool was applied to test 94 students who were taking fundamental nursing practice courses from October to November 2019. As a result, five factors (self-introduction, eye contact, emotional support, information provision, and therapeutic touch) were derived as evaluable items of communication ability to be evaluated when performing core basic nursing skill, and were evaluated when performing core basic nursing skills to measure vital signs. The average communication ability was 3.96 out of 5 points. According to the rubric, 95.8% of all students attained 'medium' and reached their goal achievement level. The findings of this study are meaningful in providing an important basis for improving the performance outcome evaluation process and for constructing a systematic evaluation system in fundamental nursing practicum. Further studies to secure the validity and reliability of this communication ability evaluation tool and comparative studies with various evaluation tools are suggested.

• Journal of Convergence for Information Technology
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• v.11 no.5
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• pp.251-258
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• 2021

This study was conducted to investigate the impact of emotional intelligence according to the level of interpersonal relation competence. For the study, data were collected from 126 students in the department of nursing at a university located in B city from November 29 to December 16, 2019, and data were analyzed by Anova and Regression analysis. The interpersonal relation competence of nursing students was classified into less than 60 and 60 or more. In the group with an average of less than 60 in interpersonal relation competence. nursing students' self-emotional expression and control of others were significant positive effecting factors for interpersonal relation competence(explanatory power, 22.5%). In the group with an average of 60 or more in interpersonal relationship competence, self-emotional expression and Motivation were significant effecting factors(explanatory power 33.6%). According to the results of this study, we propose an individual approach according to their level of interpersonal relation competence for nursing education to improve the interpersonal relation competence abilities of nursing students.

• Journal of the Korean Applied Science and Technology
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• v.38 no.1
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• pp.88-98
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• 2021

This study was conducted to identify the factors affecting the self-confidence in performing patient safety management in nursing students. As a result of the analysis, 7.0 points in knowledge of patient safety management, 3.86 points in attitude of patient safety management, 3.47 points in clinical decision making ability, and 4.15 points in self-confidence in performing patient safety management. Self-confidence in performing patient safety management was positively correlated with knowledge of patient safety management(r=.216, p<.01) and attitude of patient safety management(r=.375, p<.01), clinical decision making ability(r=.467, p<.01). The self-confidence in performing patient safety management was influenced by clinical decision making ability(β=.409, p<.001) and attitude of patient safety management(β=.198, p=.011), explanatory power was 26.3%.