• 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 Digital Convergence
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• v.15 no.10
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• pp.293-306
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• 2017

This study conducted non-equality control post-design similar experimental study in order to investigate the effect of self-directed practice through self-reflection by using videos on the basic nursing performance ability, confidence in performance, learning self-efficacy, and practice satisfaction. The experimental group was 57 students and the control group was 56 students in the Department of Nursing in G region. The data was collected from April 1, 2017 to June 14, 2017. For analyzing data, the SPSS 22.0 program was used and the homogeneity test was analyzed with ${\chi}^2$ test, t-test, and Fisher's exact test. Also, independent-test was used. According to the result, all of the experimental groups including the basic nursing performance ability, confidence in performance, learning self-efficacy(t=15.304, p<.001), and practice satisfaction(t=15.304, p<.001) were improved and showed significant differences compared to the control group. As a result, it is predicted that the practice method has a positive effect on participating in self-study and it contributes to active participation by increasing learning motivation of learners. Thus, it is suggested to be applied to various practical training to improve basic nursing skills.

• Journal of the Korea Convergence Society
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• v.9 no.8
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• pp.311-318
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• 2018

The purpose of this study was to investigate the correlation between basic self - confidence and CPR - related factors and to investigate factors affecting CPR intention in nursing college students. Data were collected between January to March, 2018. Using SPSS(ver, 24.0), independent t-test, Pearson's correlation and logistic regression were used for the statistical analysis. Among the variables related to cardiopulmonary resuscitation, there was a high correlation (r = .575~.738). In the case of AED use, there was a low correlation with self-confidence of core nursing skills, CPR confidence, proficiency, and self-efficacy (r = .163~.301). A moderate correlation (r = .415~453) was found between the variables related to core nursing skills and CPR related variabls. Logistic regression analysis showed that CPR Self-efficacy (OR=1.22, 95% CI: 1.07~1.38), and AED application Competency (OR=1.72, 95% CI: 1.09~2.75) are effect factors. Since there is a correlation with AED, which is the main tool in CPR, it is necessary to include not only the self - efficacy but also the use of AED which is closely related to CPR in the actual situation as an essential element of education.

• Journal of Digital Convergence
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• v.12 no.12
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• pp.589-599
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• 2014

Critical thinking includes creative thinking, open-mindedness, inquisitiveness. Critical Thinking Disposition was significantly higher in experimental group that was enhanced by the scenario-based learning contents than that of the control group(t=4.102, p<.001). Problem Solving process was significantly higher in experimental group that was enhanced by the scenario-based learning contents than that of the control group(t=5.082, p<.001). However, there was no significant difference between the two groups in Clinical Competence(t=2.646, p=.009). But experimental group was significantly higher score than that of the control group score decreased. These results support that the implementation of a scenario-based learning contents need to be continued as an effective educational material but we need more research to establish how this can be effectively implemented in a students' practicum.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.441-448
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• 2016

The purpose of this study was to identify the effects of mentoring senior core fundamental nursing skills education on clinical competence and critical thinking disposition in nursing students. The research design was a one group pre-posttest design and the participants were 57 nursing students. The contents consisted of 3 core fundamental nursing skills of vital sign, nelaton catheterization and subcutaneous injection and total duration of 6 hours. Mentoring seniors conducted to rapport forming & education and evaluated them after exercise and evaluation under the guidance of professor. Data were collected using self-administered questionnaires in pre-test and post-test, the collected data were analyzed using paired t-tests. The result shows the scores of clinical competence and critical thinking disposition were increased significantly after mentoring senior core fundamental nursing skills education in nursing students. The results indicate that this study was effective in improving nursing students clinical competence and critical thinking disposition in core fundamental nursing skills and is expected to be utilized in nusing practice education. Additional studies including those on control groups are recommended to compare difference between the experimental group and control group.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.5
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• pp.412-420
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• 2016

This study examined the effects of open laboratory self-directed practice on knowledge, self-confidence, and skill competency of intramuscular injection in nursing students. This was a quasi-experimental study using a non-equivalent control group pre-posttest design, and the participants were 32 students comprising an experimental group and 30 students comprising a control group. The experimental group was allowed to perform an open laboratory self-directed practice and traditional practice, and the control group performed traditional practice only. The score of knowledge of the control group was significantly higher than that of the experimental group (F=3.59, p=.019), and those of the self-confidence (F=2.26, p=.016) and skill competency (F=9.08, p<.001) of the experimental group were significantly higher than those of the control group. Open laboratory self-directed practice was effective in improving the nursing students' self-confidence and skill competency. Therefore, students should be encouraged to actively participate in open laboratory self-directed practice and the effective strategies should be developed.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.22 no.4
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• pp.416-423
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• 2015

Purpose: The purpose of this study was to evaluate the effect of a self-evaluation method using video recording on competency in nursing skills, self-directed learning ability, and academic self-efficacy in nursing students. Methods: The study design was a non-equivalent pre-post quasi-experimental design. The experimental and control groups were randomly assigned with 35 participants in each group. Interventions for the experimental group were video recording and students' self-evaluation of what they did. Nursing skills included in the study were tube feeding, intradermal injection, subcutaneous injection, and intramuscular injection. Competency in nursing skills was measured one time at the end of the study using a checklist. Self-directed learning ability and academic self-efficacy were measured 3 times (pre-, mid-, and post-intervention) over the 8 weeks. Independent t-test, chi-square test, and repeated measures ANOVA were used for data analyses. Results: There was no statistically significant difference for competency in nursing skills and self-directed learning ability over the 8 weeks of the practice session. There was a significant difference in academic self-efficacy by groups over time. Conclusion: Results indicate that self-evaluation method using video recording is an effective learning way to improve academic achievement in nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.1
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• pp.63-71
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• 2016

Purpose: This study was done in order to identify the effectiveness of open laboratory self-directed practice on knowledge, self-confidence, skill competency, and satisfaction of intravenous infusion in nursing students. Methods: This is a quasi-experimental study using a non-equivalent control pre-posttest design. The participants were 32 students comprising an experimental group and 30 students comprising a control group. The experimental group was allowed to perform open laboratory self-directed practice only. Pretest and posttest was performed through questionnaires of knowledge and self-confidence, and competence and satisfaction were assessed using checklists at posttest. Results: The score of Knowledge in the posttest showed no significant difference between both groups (F=1.28, p=.290), and those of self-confidence (F=3.87, p=.014) and competency (F=9.55, p<.001) of the experimental group were significantly higher than those of the control group. Conclusion: Open laboratory self-directed practice was effective in improving nursing students' self-confidence and competency of intravenous infusion. Therefore, students should be encouraged to actively participate in open laboratory self-directed practice and the effective strategies should be developed.

• Journal of the Korea Convergence Society
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• v.11 no.8
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• pp.391-400
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• 2020

This study was done to compare the effects of learner-led and faculty-led fundamental nursing practice on skill performance, self-directed learning, problem-solving competency, and satisfaction. The learner-led practice was consisted of pre-class open lab and peer supervision. The faculty-led practice was consisted of faculty supervision for a student individually without pre-class open lab. The study was a pre-posttest, non-synchronized, quasi-experimental design between two groups. Data from 134 nursing students in either faculty-led (n=54) or learner-led fundamental nursing practice group (n=80) was collected using a checklist and self-reported questionnaire. Nursing skill performance score and class satisfaction of the learner-led group were significantly higher than those of the faculty-led group. This study showed that learner-led fundamental nursing practice consisting of pre-class open lab and peer supervision was an efficient practice method to improve students' skill performance and satisfaction maintaining their self-directed learning ability and problem-solving competency.

• The Journal of the Korea Contents Association
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• v.12 no.5
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• pp.293-302
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• 2012

The purpose of this study was to identify the effect of human patient simulator(HPS)-based education on self-directed learning(SDL) and collective efficacy(CE) for nursing students. This study design was one group pre-posttest. The subjects were 2nd grade 92 students enrolling in the integrated practice. They have no previous experience of HPS-based education. HPS-based education included team based learning, skill training, taking a high-fidelity simulation with Medical Education Technologies, Inc (METI) simulator and being debriefed during 12 weeks. The pretest and posttest were conducted to understand the improvement in SDL and CE. After the subjects had participated in the HPS-based education, they showed statistically significant higher SDL(t=4.24, p=0.000) than before. However, there was no significant change in CE. Based on the results, this study suggests that SDL for nursing students were significantly improved by HPS-base education.