• Journal of Industrial Convergence
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• v.20 no.4
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• pp.47-55
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• 2022

The study was conducted to identify the effectiveness of nursing skills practice using VR(Virtual Reality) on competency and confidence in nursing skills, learning self-efficacy, and satisfaction of nursing students. This study used a randomized controlled trial design. The 35 patients in the experimental group took nursing skills practice using VR and The 35 patients in the control group took fundamental nursing skills practice. The data were conducted on confidence in nursing skills, learning self-efficacy, satisfaction, and nursing skills' competency. The collected data were analyzed using the SPSS WIN 23.0 program. As a result of the study, there were no significant differences between the experimental and control groups in competency and confidence in nursing skills, learning self-efficacy, and satisfaction. However, confidence in nursing skills and learning self-efficacy increased after practice in both groups. The results indicate that nursing skills practice using VR was effective in improving nursing skills.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.342-351
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• 2016

Basic nursing, the course for the nursing students to experience nursing practice before going on to th clinical practice, and is crucial for solving health-related problems of patients. This study is a descriptive research study to analyze the impact factors associated with nursing students' basic nursing skill competency. In this study, total 181 subjects participants, and by using a structured questionnaire. Data were collected by self-written questionnaire method. The collected data were analyzed using the SPSS WIN 22.0 program. Of the general characteristics of the subjects, the difference in basic nursing competency was found according to admission motive, major satisfaction, and interest in practice. Critical thinking disposition and the degree of self-training aid influenced performance of basic nursing skills by nursing students, and these variables explained 23.8% of the total variance of basic nursing skills performance. These findings suggest, in order to improve performance of basic nursing skills in nursing students, it is necessary to use various teaching methods that help improve critical thinking and relevant curriculum that promote self-practice.

• Journal of the Korean Data and Information Science Society
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• v.27 no.2
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• pp.463-475
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• 2016

This study was to search the relationship among knowledge, nursing skill, perceived performance in graduating nursing class. The participants were 90 members of to graduating nursing class in D city. Data were collected from September 4, 2014 to September 22, 2014 using a questionnaire and core nursing skills checklists. Data analysis was done with SPSS/WIN 23.0 using descriptive statistics and Pearson correlation. It found that knowledge of hand washing had a positive correlation between the nursing skill and perceived performance. The most vulnerablenursing skill was hand washing. The best nursing skill was sterilization and withdrawing contaminated products from the patient (Place the inner tube immersed in a solution of hydrogen peroxide). Based on the findings of this study, activating prior knowledge needs to be stressed. Thus, it would be necessary to include more effective motivation in designing experiential education program for cognitive performance.

• Journal of the Korea Convergence Society
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• v.7 no.4
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• pp.51-58
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• 2016

The purpose of this study was to examine the effects of clinical convergence self-directedness practice learning program on self-directedness and competency in fundamental nursing skills in undergraduate nursing students. The study design was a non-equivalent pre-post quasi-experimental design. The participants were 80 nursing students in D city. The experimental and control groups were randomly assigned with 40 participants in each group. Interventions for the experimental group were visiting clinical practice, video recording and students' self-debriefing of what they did over the 5 days. Self-directedness and competency in fundamental nursing skills were measured 2 times (pre-, and post-intervention) over the 5 days. Independent t-test, Mann-Whitney U test and chi-square test were used for data analyses. There was statistically significant difference for self-directedness(t=12.93, p=.001) and competency in fundamental nursing skills(t=8.34, p=.021). Results indicate that self-debriefing method using video recording is an effective learning way to improve Self-directedness and competency in fundamental nursing skills in nursing students.

• The Journal of the Korea Contents Association
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• v.11 no.1
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• pp.254-265
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• 2011

The purpose of this study was to examine the effect of difficult endotracheal intubation education in the 119 rescue services. The subjects in this study were 60 members of the 119 rescue services that was under the umbrella of the Fire Service Headquarters of J province. A SPSS 14.0 program was utilized to find out the effect of tough tracheal intubation education on their relevant knowledge, self-confidence, academic self-efficacy and technical Performance in consideration of general characteristics. The findings of the study were as follows: 1. They showed a significant improvement in all the knowledge, self-confidence, academic self-efficacy and technical Performance after they received that education. 2. As for connections between general characteristics and knowledge before and after that education, there were significant differences in their knowledge according to gender and career of working in the hospital, and their rank and career of working in the hospital made a significant differences to their self-confidence. Their academic self-efficacy significantly differed with rank, career of working in the hospital and academic credential. There were significant gaps among them technical Performance Case 1 according to career of working in the 119 rescue services, and technical Performance Case 2 significantly varied with age and academic credential. There were significant gaps in technical Performance Case 3 according to career of working in the 119 rescue services and career of working in the hospital after that education was provided, and technical Performance Case 4 significantly varied with age and rank before and after the education was conducted. In conclusion, the kind of education programs that aim at stirring up the interest of the 119 rescue services in advanced airway and helping the members learn about tracheal intubation accurately with confidence is urgently required.

• The Journal of the Korea Contents Association
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• v.17 no.2
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• pp.499-508
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• 2017

The purpose of this study was to examine the effects of Bloom's mastery learning model on academic self-efficacy, learning satisfaction, and nursing skills performance of nursing students. A quasi-experimental study with a non-equivalent control group pretest-posttest design was used. Participants were recruited from two nursing colleges. The sample consisted of an intervention group (n=31) that participated in the educational program and a control group (n=30). The data were collected using self-administered questionnaires from November 2, 2015 to November 27. Data analyses utilized $x^2$-test & t-test. After the education of Bloom's mastery learning model, learning satisfaction and nursing skills in the experimental group was significantly increased than that of the control group. However, there were no statistically significant differences between the groups with academic self-efficacy. Findings indicated that, this program can be recommended as an effective educational program for the nursing student to improve their fundamental nursing skills.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.22 no.9
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• pp.1199-1207
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• 2018

This study was done to identify the effects of self-monitoring method using smartphone video on self-directed learning ability, competency in nursing skills self-confidence and practice satisfaction of nursing students. It was designed a quasi-experimental study with a pre-post test. The participants were 54 students in the experimental group and 51 students in the control group. There was no significant difference in self-directed learning ability (p = .450) between the groups, but there was a significant difference between the pre-post scores of the experimental group. There was no significants difference of competency in nursing skills, self-confidence and practice satisfaction between the two groups. In conclusion, the self-assessment learning method using smartphone video during the self-practice is considered to be an effective method to improve the self-directed learning ability and to ensure the accuracy and skill of the technique.

• Journal of Convergence for Information Technology
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• v.11 no.2
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• pp.57-63
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• 2021

This study examined the effects of scenario-based education for patients with difficulty urination on nelaton knowledge, nelaton confidence, and nelaton catheterization skill ability of nursing college students. The data for this study were collected from May to June 2019, and were conducted for the third grade nursing students located in J city. A non-equivalent control group pretest-posttest design was used in 75 junior nursing college students subjects who were assigned to the experimental group 37 and the control group 38. The collected data was analyzed through the ��2-test, independent t-test and paired-test. There were significant differences in nelaton confidence(t=4.60, p<.001), nelaton catheterization skill ability(t=3.46, p=.001). But scenario-based education was found to be insignificant in the nelaton knowledge of nursing students. Difficulty urination scenario-based education can be used as an effective educational intervention to improve nelaton confidence and nelaton catheterization skill ability. However, in nelaton knowledge, it is necessary to verify the effectiveness of education through additional research.

• 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.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.