• Korean Journal of Adult Nursing
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• v.28 no.2
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• pp.169-179
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• 2016

Purpose: The purpose of this study was to investigate the effects of simulation-based training (SBT) for basic life support (BLS) utilizing video-assisted debriefing (VAD) about non-technical skills (NTSs) and technical skills (TSs). The goal of the proposed study is the evaluation of a teaching method about the correct application of cardiopulmonary resuscitation (CPR). Methods: The study design was a control group pre- and post-test non-synchronized experimental design. The sample included twelve teams of 36 nursing students. Both the experimental and the control groups received the SBT for BLS. Only the experimental groups received VAD where as the control groups had a verbal debriefing. Raters who used checklists for TSs and NTSs evaluated both groups. Data were analyzed by the SPSS 20.0 using Cronbach's ${\alpha}$, Intraclass Correlation Coefficient (ICC), Mann-Whitney U test and Willcoxon signed rank test. Results: The experimental groups scored higher than the control groups in both TSs (p=.004) and the NTSs (p=.008). Conclusion: The findings of this study suggest that NTSs are an important factor that lead CPR successfully, so VAD can be used as an efficient teaching-learning strategy in the SBT for BLS for nursing students and nurses.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.24 no.2
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• pp.118-127
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• 2017

Purpose: The purpose of this study was to identify effects of self-evaluation using smartphone recording on competency in nursing skills, satisfaction and learning motivations in nursing students'. The setting was the open laboratory hours. Methods: A quasi-experimental pre/post-test design was conducted in September 2015. The participants were 82 sophomore nursing students from one University. The experimental group did self-evaluation by watching recorded video clips of their performance. The control group did not have any self-evaluation. The primary outcomes were scores from the foley catheterization checklist, scores from a student satisfaction tool, and scores from a learning motivation tool. Data were analyzed using ${\chi}^2$ test, Fisher's exact test, independent t-test, and paired t-test. Results: There was a significant higher mean score in levels of satisfaction by students in the experimental group compared to the control group (t=2.26, p=.027). In addition, improvement in communication skills by the experimental group was significantly higher than improvement in the control group (t=3.96, p<.001). Conclusion: Findings show that self-evaluation using smartphone recordings has positive effects on increasing both communication skills and satisfaction with practice during open laboratory hours. These results indicate that, self-evaluation using smartphone recording is useful as a supplement to traditional open laboratory education.

• Journal of the Korean Data and Information Science Society
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• v.25 no.6
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• pp.1353-1360
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• 2014

This study aimed to evaluate the effects of the nursing skills program, which offers online access to evidence-based skills and procedures. The nursing skills tested in this study was tracheostomy suctioning in the Mosby's Nursing Skills. The design of the study was a control group non-synchronized pre-posttest quasi-experimental research. The experimental group who utilized the Mosby's Nursing Skills had significantly higher level of knowledge and skills of trachosotmy suctioning, but not of self-efficacy. Online accessible nursing skills program was shown to be effective in improving nursing skills of students, and it is suggested to utilize the program in nursing practicum.

• Journal of Industrial Convergence
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• v.22 no.5
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• pp.97-105
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• 2024

The purpose of this study was to investigate the effect of HMD-based virtual reality core nursing skills training on nursing students' knowledge, performance, self-confidence, self-efficacy, and problem-s olving ability. The study participants were 45 fourth-year nursing students from a university in A city. The participants were assigned to either the experimental group (n = 21) who received VR core nursing skills related to blood transfusion training or the control group (n = 24) who received traditional training using mannequins. After completing core nursing skill training, the experimental group and the control group performed simulations including blood transfusion. Data was collected from October 3 to October 28, 2022. The collected data were analyzed using descriptive statistics and t-tests. The results showed that after the intervention, the experimental group had significantly higher knowledge scores than the control group (t=-2.13, p=.039). The control group had significantly higher self-confidence in performance than the experimental group (t=2.63, p=.012). There were no significant differences in performance, self-efficacy, or problem-solving ability between the two groups. Therefore, VR-based core nursing skills training can be usefully utilized for nursing students to learn the knowledge and procedures before performing them in real life, and traditional core nursing skills training using mannequins can lead to an increase in nursing students' confidence in performing the skills.

• Journal of Digital Convergence
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• v.15 no.11
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• pp.361-374
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• 2017

The purpose of this study is to investigate the effect of team-based learning on the practice of nursing practice and the effects of nursing students' meta-cognition, academic achievement, confidence in performance, self-confidence and learning satisfaction. The subjects of this study were 115 students who wanted to participate in the research in the second grade of Nursing Department of G region. The data collection period was from March 6 to June 5, 2017. The data were analyzed independence t-test and one-way ANOVA by using the SPSS 21.0 program and paired t-test for the effects of variables after the experiment, and Pearson's correlation coefficient for the correlation between the variables. The results showed that meta-cognition and the confidence in performance of team-based learning was not only increased but also statistically significant. Academic achievement was moderate, learning satisfaction was high, and meta-cognition was positively correlated with learning satisfaction. Therefore, based on the results of this study, it is necessary to activate the application of self-directed and active learning method in order to improve the nursing practice ability required in nursing field.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.1
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• pp.408-417
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• 2015

The aim of the study was to verify the effects of simulation-based stroke care education on the nursing performance ability and satisfaction among nursing students. The study used a nonequivalent control group pretest-posttest design. A total of 64 nursing students in a nursing college participated in this study. The participants were assigned conveniently according to the academic year to either the experimental group in 2013 (n = 32) or control group in 2014 (n = 32). The experimental group received a simulation-based stroke care education, and the control group received a clinical placement with self-directed practicum. The data was analyzed using the Mann-Whitney U test. The results showed that the scores of the overall nursing performance ability (z = -3.373, p < .001) and satisfaction (z = -3.245, p = .001) in the experimental group were significantly higher than those in the control group. Overall, simulation-based stroke care education is an effective teaching strategy of improving the nursing performance ability and satisfaction among nursing students.

• Journal of East-West Nursing Research
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• v.29 no.1
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• pp.78-85
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• 2023

Purpose: This study aims to examine factors affecting nursing professionalism among nursing students. Methods: Data were collected using a structured questionnaire from July to August, 2022. The participants were a total of 266 students in the 3^rd and 4^th grades located in A and C cities. T-test, ANOVA, Scheffe' test, Pearson's correlation coefficient and multiple regression were used for data analysis using SPSS 24.0 program. Results: The average score for clinical competency was 4.05±0.59 (out of 5), confidence in essential nursing skill was 3.52±0.64 (out of 5), and nursing professionalism was 4.11±0.52 (out of 5). There was a positive correlation between clinical competency and confidence in essential nursing skills with nursing professionalism. The factors influencing nursing professionalism were clinical competency and grade, which explained 30% of nursing professionalism. Conclusion: The results of this study may be used as basic data for developing educational methods to improve nursing professionalism.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.1
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• pp.25-35
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• 2011

Purpose: The purpose of this study was to evaluate the effects of an intravenous injection case-based clinical performance examination for improvement of problem-solving skill, nursing process application, nursing skill, and learning satisfaction. Method: This study's design was a randomized control group design. A total 93 students (experimental group, 49 control group, 44) who were junior nursing students in South Korea were included in this study. Data were collected from August 12th to 19th, 2010 and analyzed using SPSS 18.0. Result: The mean score of problem solving skills, intravenous injection skill, and learning satisfaction were significantly higher in the experimental group than the control group. However, the mean score of nursing process application was not significantly different between the two groups. Conclusion: These results indicate that the case-based clinical performance examination is effective for problem solving skill, nursing skill, and learning satisfaction. Therefore, it is recommended to adapt such teaching methods with integrated nursing practice education for various clinical skills development.

• Journal of the Korean Applied Science and Technology
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• v.38 no.4
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• pp.1056-1069
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• 2021

This study is a similar experimental study before and after the inequality control group to investigate the effect of PETTLEP model-based image training on fundamental nursing practice education on the confidence and competence ability of core basic nursing skills, and participation in autonomous practice. Data were collected by randomly assigning 74 students who understood the purpose of the study and voluntarily agreed to participate in the study among second-year students of the Department of Nursing at U University located in K Province, randomly assigned to an experimental group and a control group. For the collected data, frequency and percentage were used for general characteristics of subjects using SPSS Statistics 23.0 program, skewness and kurtosis were used for normality test, and the dependent variable test for measuring the effect of experimental treatment was analyzed by paired t-test. As a result of the study, PETTLEP model-based image training showed confidence in core basic nursing skills(t=4.18, p<.001) and competence (knowledge(t=2.241, p=.032), nursing skills(t=8.402, p<.001)), there were statistically significant differences in self-practice participation(t=6.822, p<.001). Based on the results of this study, the PETTLEP model-based image training provided Based on the results of this study, it was confirmed that PETTLEP model-based image training can be a teaching and learning method applicable to basic nursing education. In addition, PETTLEP model-based image training is expected to be utilized as a learning method to improve the competence of core basic nursing skills, which are recognized as difficult due to their high level of difficulty.

• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.109-116
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• 2020

The effects of mentoring education bring positive effects such as mentees' capacity building, knowledge improvement and positive attitude. The major difficulties that nursing college students experience in clinical practice are low adaptability, lack of confidence, etc. Therefore, this study developed mentoring education program to improve the problem-solving ability, learning attitude, and confidence in nursing skill before clinical practice for nursing college students and evaluated their effectiveness. In order to develop the program, a group of experts consisting of professors and clinical nurses selected 11 topics after discussing nursing skills and knowledge, which were most required in clinical practice. The program involved 14 mentors who operated practice, counseling, video clips, and contextual discussions for two days to a group of 9 to 10 people. Nursing college students who received the mentoring education program showed a significant increase in learning attitude and confidence in performance of nursing skills, but there was no statistically significant difference in problem-solving ability. This study is meaningful in that it has improved the educational effect by using mentoring methods, away from formal in-school practice education. In the future, it will be necessary to evaluate whether the mentoring education program affect the problem-solving ability of nursing students by applying it before, during, and after clinical practice rather than in a short period.