• Journal of Korean Academy of Fundamentals of Nursing
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• v.16 no.3
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• pp.307-315
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• 2009

Purpose: This study was done to investigate the relationship of self efficacy, self-directedness and practice satisfaction to clinical practice for nursing students. Method: The participants were 122 nursing students in clinical practice. They responded to questionnaires that included measures of self efficacy, self-directedness and clinical practice satisfaction. Results: The average self efficacy score was 3.70, self-directedness, 3.66 and clinical practice satisfaction, 3.44. Self efficacy showed a significant difference according to gender with men having higher scores (t=-2.82, p= .005). Clinical practice satisfaction showed a significant difference according to motivation for nursing (F=3.86, p= .011), and location of clinical practice (F=3.73, p= .006). Self efficacy had a significant positive correlation to self-directedness (r= .755, p< .001) and clinical practice satisfaction (r= .379, p< .001). Self-directedness had a significant correlation with clinical practice satisfaction (r= .412, p< .001). Conclusion: After clinical practice, self efficacy, self-directedness and clinical practice satisfaction in nursing students were relative higher. Self efficacy, self-directedness were affected by clinical practice satisfaction.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.5 no.1
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• pp.81-93
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• 1998

The effectiveness of medication video tapes in teaching fundamental nursing skills was investigated using experimental research methodology. Data was collected from 153 students attending fundamental nursing practice classes of two junior colleges and two universities. The subjects were randomly assigned to two groups, one was an experimental group of 74 subjects and the other was a control group of 79 subjects. The independent variable was learning type and the dependent variables were the degree of knowledge achievement and nursing skills achievement regarding medication. The research hypotheses of this study were as follows : 1) There will be a significant difference between the experimental group and the control group in the degree of knowledge achievement about medication. 2) There will be a significant difference between the experimental group and the control group in the nursing skills achievement about medication. The data was analyzed with the SPSSWIN program and the t-test, number of subjects and percentiles were then examined. The findings of this study are as follows : 1) There was a significant difference between the experimental group and the control group in the knowledge achievement about medication using P<.05. 2) There was no significant difference between the experimental group and the control group in the nursing skill achievement about medication using P<.05. 3) This study suggests that medication video tapes in the education of fundamental nursing skills are effective for knowledge achievement. As a result, medication video tapes can be effectively utilized for the education of nursing skills regarding medication.

• 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 Korean Academy of Fundamentals of Nursing
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• v.23 no.4
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• pp.430-439
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• 2016

Purpose: The purpose of this study was to contribute to the development of an efficient teaching-learning method by analyzing effects of writing reflective journals on meta-cognition and problem solving ability in nursing students in education applying blended learning for fundamental nursing skills. Methods: The research design was a one-group pretest-posttest design, done to assess changes in meta-cognition and problem solving ability. Participants were 63 nursing students taking the fundamental nursing skills course at one college in Gyeonggi Province. The course was offered from March 21 to June 3, 2016. Data were collected using pre and post tests given before and after writing of reflective journals in blended learning. Data were analyzed using t-test, ANOVA, $Scheff{\acute{e}}^{\prime}s$ test and paired t-test with SPSS Statistics version 20.0. Results: The results of this study show that scores for meta-cognition and problem solving ability of these students were all above average. There was a statistically significant difference in meta-cognition between pre and post writing of reflective journals but not for problem-solving ability. Conclusion: The findings indicate that writing a reflective journal in blended learning is an efficient teaching-learning method to improve meta-cognition in nursing students.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.17 no.2
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• pp.240-248
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• 2010

Purpose: This study was done to examine learning motivation and self-directedness when animation prior learning of fundamental nursing practice education was used. Method: For the study 220 nursing students participated in a fundamental nursing practice session after prior study using animation every week for 15 weeks. They responded to questionnaires that included measures of learning motivation and self-directedness. Results: There was no statistically significant difference in total scores for learning motivation over the 15 weeks of the practice sessions, but there was a difference for self-directedness. There was a significant difference in learning motivation in the group that always watched the animation and for which animation helped with the practice sessions and where the application purpose was postive. There was a difference in self-directedness for the students whose future was described as health teachers and where the application purpose was positive. Learning motivation showed positive correlations with self-directedness. Conclusion: Learning motivation and self-directedness utilizing animation prior to fundamental nursing practice were high and correlated with each other indicating the usefulness of this teaching method.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.24 no.2
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• pp.128-137
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• 2017

Purpose: This study was conducted to investigate the effects of core basic nursing education using cellular phone video recordings on self-confidence in performance, achievement, and practice satisfaction. Methods: The research design was a nonequivalent control group modified and non-synchronized design. The participants were assigned to either the experimental (n=60) or control group (n=67). During one semester, the experimental group received training for 10 selected core basic nursing skills using cellular phone video recording. The control group, also for one semester, received training with traditional practices. Self-confidence in performance and practice satisfaction were measured using a questionnaire, and achievement was evaluated by professors at the conclusion of the semester. Collected data were analyzed using t-test and Pearson correlation coefficients. Results: Self-confidence in performance increased significantly after training in the experimental group (t=7.94, p<.001). The experimental group showed significantly higher self-confidence in performance (t=2.39, p=.018) and achievement (t=2.40, p=.018) compared to the control group. However, the difference in practice satisfaction was not statistically significant. Conclusion: The results indicate that cellular phone video recording is effective in improving self-confidence in performance and achievement of core basic nursing skills.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.13 no.3
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• pp.467-473
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• 2006

Purpose: This study was done to Identify the effects of a communication training program on communication skills and interpersonal relationships. Method: A communication training program was provided to student nurses who were selected as participants during a course of clinical practice. Of the students 23 were assigned to experimental group and 22 to the control group. The experimental part of the study was done with the experimental group during 6 week program course. The control group received only a communication theory course. Results: Communication and interpersonal relations scores on the post-test in the experimental group were significantly higher than in the control group. Conclusion: This program allowed nursing students to advance their communication skills during their clinical trials. These are skills which are necessary for nursing practice. The study demonstrated that a group training program that can provide students with practical support by improving the personal relationship.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.1
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• pp.76-85
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• 2017

Purpose: The aim of this study was to explore the effects of imagery training on outcomes of clinical competence, voluntary practice time and basic nursing skills performance during a core basic nursing skills course. Methods: The design was a pre-post test design with two groups consisting of 88 nursing 3rd-year students. Clinical competence was assessed with a pre-post test, and basic nursing skills' performance and voluntary practice time were assessed at the post-test point. Data were collected from March, 2016 to June, 2016. Results: The pre-post differences of all subcategories of clinical competence were significantly improved in the experimental group (p<.05). but the control group did not show significant differences in the teaching/coordinating and professional development areas (p>.05). The experimental group practiced 1.33 hours more than the control group in voluntary practice. The two groups showed no significant difference in basic nursing skills' performance (p>.05). Conclusion: Imagery training during a core basic nursing skills course showed positive effects on nursing students' clinical competence improvement and increase of voluntary practice time.

• 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.17 no.1
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• pp.324-330
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• 2016

This study examined the effects of simulation training for nursing students who completed one year of basic nursing education. The study focused on effects of simulation training exercises on areas including self-resilience, self-efficacy, and satisfaction during the course of study. The raw experimental study of a single group was a pre-post design. The general characteristics and ego resilience were measured to analyze the effects of simulated training, self-efficacy, a major pre-acquisition and satisfaction. The improvements of the self-resilience (t=-7.38,p<.001) and self-efficacy (t=-4.93,p<.001), Major satisfaction (t=-5.28,p<.001) were statistically significant. Therefore, the simulation training has a positive effect on nursing students in terms of the self-efficacy, major satisfaction. The purpose of this research is significant in that it is presented before the nursing college students begin clinical practice as the starting time of simulation training.