• 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.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.159-168
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• 2024

This study was conducted to identify factors influencing clinical performance among nursing students who experienced clinical practice due to COVID-19 and provide basic data to improve clinical performance. This study collected data from October 10 to October 27, 2023, targeting 144 students at two nursing schools in G Province. The collected data were analyzed using descriptive statistics, difference analysis (t-est, on-way ANOVA), correlation, and hierarchical regression analysis. As a result of the study, in Model 1, extrovert and mixed personality types were found to be significant predictive factors explaining clinical performance. The goodness of fit of Model 1 was statistically significant, and the explanatory power was 9.2% (F=8.256, p<.001). In Model 2, interpersonal skills and confidence in nursing skills appeared as significant predictive factors explaining clinical performance ability. Confidence in nursing skills was the best predictor of clinical performance, followed by interpersonal skills. The explanatory power of the model was 50.1%, an increase of 41.3% compared to Model 1. Model fit was also statistically significant. Simulation education that reproduces various situations should be strengthened to increase opportunities to perform direct nursing and improve nursing students' nursing capabilities. If you improve your confidence in nursing skills and interpersonal skills through simulation education, your clinical performance will ultimately improve, and this will be able to be demonstrated as a nursing competency when employed as a nurse.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.392-400
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• 2021

Basic nursing core skills are the essential skills required of nurses to effectively care for their patients. This study introduces an on-campus practicum using a mobile-based reflective journal, and attempts identify the challenges faced by students when performing core clinical nursing skills. The on-campus practicum was operated based on Kolb's experiential learning cycle. For each class, students used mobile devices to write an online reflective journal. Analyzing contents of the reflective log helped in identifying difficulties experienced in executing core skills, and classifying them in terms of knowledge, skill, and attitude. The level of difficulty, importance, and confidence in the core clinical nursing skills were also assessed. Students were found to be struggling with various aspects of performing core nursing skills, especially in the skill category. Students also showed a lack of confidence in items they perceived as "high" difficulty, such as IV injection and indwelling catheterization. Moreover, over 50% students considered IV injection and vital sign checking as the most important core clinical nursing skills. Our data suggests the necessity to develop various contents and apply instructional strategies to solve the core skills difficulties faced by nursing students, and to continuously generate evidence for the same.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.7
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• pp.3349-3357
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• 2013

The purpose of this study was to verify the effectiveness of an integrated nursing curriculum based on simulation with problem-based learning (PBL) by comparing the clinical competence and the self-confidence of newly graduated nurses. A non-equivalent control group post-test design was employed to compare the clinical competence and the self-confidence in the clinical performance examination using standardized patients between 39 newly graduated nurses with the traditional nursing curriculum and 35 with the integrated nursing curriculum. Data analysis involved Fisher's exact test, t-test, Pearson's correlation coefficient, and ANCOVA with the SPSS 19.0 program. The total clinical competence mean score graded by the standardized patients was not different between the two groups. However, the total clinical competence mean score graded by faculty was significantly higher in the integrated curriculum group than the traditional curriculum group. The mean self-confidence score was significantly higher in the integrated curriculum group than the traditional curriculum group. Active teaching-learning strategies including simulation or PBL in the nursing curriculum could benefit for nursing students by inducing favorable clinical competence and self-confidence. Longitudinal follow-up studies based on observation are needed to explore the patient outcomes in addition to the learner outcomes in clinical settings.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.8
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• pp.3941-3949
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• 2013

This study evaluated the effects of knowledge, attitude, confidence and skills in pre-post and 3months after of CPR education on female nursing students. 49 nursing students were participated. Data were analyzed through descriptive analysis, t-test, repeated measure ANOVA and Bonferroni correction using SPSS/WIN 18.0. The results showed that although scores of knowledge of CPR were significantly increased from 14.47 to 16.71, 3 months after was decreased to 14.96 (F=36.77, p<.001). Scores of attitude were increased from 14.96 to 16.76, but decreased to 15.39 in 3 months (F=27.59, p<.001). There were significantly increased in scores of confidence from 29.39 to 32.55. Otherwise, 3months after was revealed 30.22 (F=19.50, p<.001). Skills were significantly decreased from $10.94{\pm}0.24$ after CPR education to $6.4{\pm}1.62$ in 3 months(t=21.22, p<.001). In conclusion, this research implies the needs of re-education on CPR before 3 months for effects and retention of CPR education.

• 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.

• Child Health Nursing Research
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• v.19 no.1
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• pp.1-11
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• 2013

Purpose: This study was done to develop a scenario and evaluate student performance in simulation learning of care for children with respiratory distress syndrome in neonatal intensive care units. Methods: To test the application effect, a one group pre-test design was applied. The scenario based on actual patients and textbook material was developed through several meetings of experts. The scenario was used with 17 groups of 55 senior nursing students who participated voluntarily. Results: Contents were organized focusing on the nursing process for simulation learning. In the application of knowledge and skills, nursing students had high scores in the contents of observation of oxygen saturation, and care to relieve dyspnea. Participants' ability, especially in suction and oxygen supply in the evaluation of objective structured clinical examination was not adequate. There was a significant positive correlation between problem-solving ability and satisfaction in learning. Conclusion: The respiratory distress syndrome simulation scenario developed in this study was an effective tool to give students experience in problem solving and critical thinking ability under conditions similar to reality. The development of various scenarios for child nursing care is needed.

• 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.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.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.51-58
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• 2024

This study was attempted to provide basic data for preparing a program that strengthens nursing leadership capabilities by confirming the degree of nursing leadership, calling, value of work, and interpersonal relationships of 4th grade nursing students, and identifying factors that affect nursing leadership. This study surveyed 187 nursing students located in C and D cities, and the factors affecting nursing leadership were calling (β=.185 p<.01), value of work (β=.580, p<.001), and interpersonal relationships (β=.108, p<.05), and its explanatory power is 56.8%. In order to strengthen nursing leadership, not only professional knowledge and nursing skills, but also calling and value of work should be added so that they can acquire knowledge and knowledge as a professional and demonstrate a sense of social responsibility in taking care of their health.