• The Journal of the Korea Contents Association
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• v.16 no.3
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• pp.782-789
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• 2016

The purpose of this study was to develop a goal-directed rubrics for a adult nursing education and to evaluate this rubric's effects on academic achievement of nursing students. A total of 154 nursing students participated in this study. The data were analyzed by t-test, $x^2$-test with SPSS win 20.0 program. Rubrics in adult nursing education was to improve the academic achievement. With this result, the rubrics development of nursing education in a variety of areas and would have to be evaluated.

• Journal of Korean Academy of Nursing
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• v.13 no.1
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• pp.83-88
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• 1983

• Korean Journal of Adult Nursing
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• v.24 no.5
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• pp.439-440
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• 2012

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.547-554
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• 2019

Havruta is the best teaching and learning method for developing the process of thinking, and it is a method of education centered on a range of student activities. This study examined the effects of adult learning nursing education using the Havruta learning method on the critical thinking disposition, learning commitment, and learning satisfaction. Data collection was carried out from September to December, 2017 in 96 second grade nursing college students attending a university in U city. The data were analyzed using descriptive statistics, ${\chi}^2-test$, t-test, and two-way repeated ANOVA using the SPSS WIN 23.0 program. The critical thinking disposition, learning commitment, and learning satisfaction were similar in the experimental group, who performed the adult nursing education using the Havruta learning method, and the control group. On the other hand, after the adult nursing education using the Havruta learning method, the critical thinking tendency (md=.14, p=.045), learning commitment (md=.27, p=.025), learning satisfaction (md=.30, p=.031) increased significantly. Therefore, adult nursing education using the Havruta learning method is an effective program to improve the critical thinking disposition, learning commitment, and learning satisfaction of nursing college students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.12
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• pp.8176-8186
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• 2015

This research was conducted for the purpose of developing a high-fidelity simulation education program, applying it to clinical field and analyzing this program's effect on nursing college students in order to solve problems being caused from the gap between the adult nursing theoretical class and practical education. As the analysis method, this study developed a scenario including an algorithm for caring hyperkalemia patients, the evaluation check list, and debriefing according to the adult nursing theoretical class's learning goal and measured the high-fidelity simulation program's effect in using the non-equivalent control group pre-test and post-test design. As the results from the analysis, there secured the simulation education program's general properties and dependent variable's homogeneity in the experimental group and the control group. The nursing simulation practice program for hyperkalemia patients showed slight effect on the experimental group compared to the control group in fields such as nursing practice ability, problem solving ability, critical thinking skills, self-confidence of nursing, and knowledge. (t=-83.313, p<.001, t=-3.169, p=.003, t=-2.473, p=.017, t=-4.036, p<.001, t=-5.044, p<.001). High-Fidelity simulation programs in conjunction with an adult nursing theory classes of nursing students nursing practice ability, problem solving ability, critical thinking skills, self-confidence of nursing, and knowledge. This simulation program may be an effective educational method for nursing practice and also support improved quality of nursing education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.4
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• pp.195-205
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• 2021

As Coronavirus disease 2019 (COVID-19) became a pandemic, most nursing departments in Korea implemented online non-face-to-face practices rather than the existing practice method. This study was a qualitative study that analyzed the reflection diaries written by participants to understand what they experienced in the online non-face-to-face adult nursing practice process. The online non-face-to-face adult nursing practice was 90 hours for two credits and nine hours per day for a total of 10 days. This online practice consisted of computer-based simulation practice, computer-based nursing skills practice, video and educational material production, real-time online quiz, online lecture video, and discussion. As a result of analyzing the reflection diary, six categories, 13 subcategories, and 33 codes were derived. The six categories were 'Experience of various situations', 'Experience of new study', 'Fulfillment for the clinical practice', 'Building relations with professors', 'Fear of being a pre-nurse', and 'Ambivalence for the non-face-to-face practice'. These results are significant in that in the post-corona era, adult nursing practice was conducted as a non-face-to-face practice rather than a clinical practice institution, and various educational methods were operated. This study is expected to provide important basic data for the development and operation of non-face-to-face adult nursing practice.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.3
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• pp.80-87
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• 2021

This study examined the influencing factors of learning satisfaction for real-time online adult nursing classes to provide basic data for the design and operation of online lectures in nursing subjects and help prepare a new educational paradigm. The subjects of the study were 105 3rd graders taking real-time online adult nursing classes, and data collection was conducted through structured online questionnaires from June 20 to July 30, 2020. The subjects were analyzed using a t-test, one-way ANOVA by Scheffe test, Person's correlation coefficients, and Hierarchical multiple regression analysis. The results showed that the learning flow was 3.07, academic engagement was 3.46, and learning satisfaction was 3.88. Learning satisfaction showed a positive correlation with learning flow (r=.41, p<.001) and academic engagement (r=.56, p<.001). In addition, the factors influencing the learning satisfaction of the subjects of this study were academic engagement (��=.47), very high in the level of interest in adult nursing classes (��=.21), and high (��=.20) followed by 34% (F=14.53, p<.001). Therefore, the learning outcomes of nursing students and the effective achievement of their learning goals are expected by developing plans and teaching methods for active participation in classes.

• 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 Industrial Convergence
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• v.21 no.9
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• pp.89-102
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• 2023

This study was a one group, pre-post test design experimental study to identify the effects of problem-based learning applied to adult nursing subjects on meta-cognition, problem solving, professional self-concept and self-directed learning of nursing students. The participants were 60 fourth grade students who had registered for adult nursing class from a nursing university in D metropolitan city, the data were collected from September to December, 2022. The adult nursing class model was designed based on the ADDIE model suitable for PBL. The class period was conducted for 15 weeks, with 8 weeks of lectures, 2 weeks of exams, and 5 weeks of Barrow and Myers 5-step PBL learning. The collected data were analyzed using the SPSS/WIN 20.0 Program, and paired t-test was used to test the differences between variables before and after the intervention. There was a statistically significant difference in metacognition(t=-8.04, p<.001), problem solving(t=-4.08, p<.001), professional self-concept(t=-4.67, p<.001) and self-directed learning(t=-4.69, p<.001) between pre and post problem based learning. Therefore, our result recommend that to apply problem-based learning in various major subjects to strengthen nursing students' metacognition, problem-solving, professional self-concept, and self-directed learning skills.

• Journal of Korea Entertainment Industry Association
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• v.13 no.6
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• pp.329-339
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• 2019

This study intends to identify the effect of the simulation-based adult nursing education on resilience, clinical competence, and role transition of nursing students. Similar experimental study of a single group pretest-posttest design was used to investigate the effects of the program. The study was conducted from March to June, 2017 on senior nursing students at the university in M city who take an 'Integrated nursing practice I' class for the semester. Data were collected through self-report questionnaires and data of 52 participants were analyzed. The data were analyzed by frequencies, paired t-test and pearson's correlation coefficient using SPSS 21.0 program. As a result, the effectiveness of the simulation-based adult nursing education on resilience, clinical competence, and role transition were found. The result of this study showed that the improvement after simulation education was significant in resilience(t=-2.51, p=.016), clinical competence(t=-4.18, p<.001), and role transition(t=-2.89, p=.006). Resilience was found to be positively correlated with clinical competence(r=.464, p<.001) and role transition(r=.473, p<.001). These findings imply the value of simulation education to enhance the resilience, clinical competence, and role transition of nursing students. In the future, more studies should be conducted in the same group with control group to validate the effectiveness of variables.