• 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 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.

• 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 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.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.

• 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.

• 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 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.

• 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 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.