• The Journal of Korean Academic Society of Nursing Education
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• v.12 no.1
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• pp.13-20
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• 2006

Purpose: The purposes of this study were to examine the effects of the Cooperative Clinical Nursing Education Program on the competency and satisfaction of nursing students in clinical practice. Method: The research design was a quasi-experimental pretest-posttest design with a convenience sample of 107 nursing students who were at one College of Nursing located in Seoul. Data were collected using a self-administered questionnaire. Results: Nursing students participated in the program reported higher nursing skills and total satisfaction than control group after completing education program. Conclusion: Cooperative clinical nursing education program for nursing students had positive effects on nursing skills and satisfaction of clinical practice.

• Journal of Korean Academy of Nursing Administration
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• v.11 no.3
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• pp.323-333
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• 2005

Purpose: The purpose of this study was to development and measure validity and reliability of evaluation tool for clinical nursing practice competency of Nursing students. Method: The participants in this study were 568 nurses who had worked for more than three years above in hospitals. A questionnaire of 79 items was administered to the nurses using a convenience sampling method. The data were collected from Sep. 12th, to Oct. 20th, 2004. Result: The derived outcome tool consisted of 6 factors of direct nursing actions and 6 factors of indirect nursing actions on the basis of 79 items. The 6 factors in direct nursing actions accounted for 76.84% of the variance and 6 factors in indirect nursing actions accounted for 79.68% of the variance on total scale. As a result of the item analysis, 79 items were selected and the internal consistency alpha coefficient was .9917. The value of Cronbach' alpha of direct nursing actions was .9640, indirect nursing actions was .9550. Conclusion: The results of this study show that useful application to the evaluation tool of clinical practice competency of Nursing students and further studies need to be done to verify clinical practice educational evaluation.

• Journal of Korean Clinical Nursing Research
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• v.26 no.2
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• pp.154-163
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• 2020

Purpose: The aim of this study was to develop an evidence-based guideline for stoma management providing institutional policy, assessment, complications and follow-up care. Methods: The guideline adaptation manual consisting of 23 steps developed by the National Evidence-Based Healthcare Collaborating Agency was used for this study. It presents an overview of the process used to develop the guideline and lists specific recommendations from the guideline. Results: It provides 55 recommendations that include the following 8 topics: 1) Organization and policy recommendations, 2) Preoperative nursing; Ostomy education, stoma site marking, 3) Ostomy formation, 4) Postpoperative nursing; education, assessment, high output stoma management, 5) Selection of ostomy products, 6) Colostomy irrigation, 7) Stomal and peristomal complications, 8) Follow-up care after discharge. Conclusion: The guideline can be used to address stoma management in hospital settings. The intent of the guideline is to provide information that will assist healthcare providers to manage adult patients with ostomies, prevent or decrease complications, and improve patients' outcomes.

• Journal of Korean Clinical Nursing Research
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• v.17 no.1
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• pp.16-26
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• 2011

Purpose: The purpose of this study is to investigate nurses readiness to self-directed learning and its correlations with nursing practice competence in a tertiary hospital in Seoul, Korea. Methods: A cross sectional survey design was utilized to assess nurses readiness to self-directed learning and job performance. The data used in this study were obtained from 286 nurses who have been working on general ward for over 1 year. Data were analyzed by ANOVA, t-test, Pearson's correlation analysis, and multiple regression using SAS 9.1 program. Results: The mean score of the readiness to self-directed learning is 3.56 and that of nursing practice competence is 2.71. The readiness to self-directed learning was statistically different according to level of education, and clinical work experience. Nursing practice competence was also significantly different according to level of education, clinical work experience, marital status, age, and working division. The readiness to self-directed learning and nursing practice competence seem to have significant positive correlation to each other (r=.555, p<.001). The readiness to self-directed learning explains 32.0% of nursing practice competence (F=20.20, p<.001). Conclusion: These findings indicate that program development for enhancing the readiness to self-directed learning is needed to improve nursing practice competence. We also need continuous efforts to improve nurses initiatives and creativity.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.11
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• pp.7801-7811
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• 2015

Nursing students do a variety of learning at the practice field during clinical practice. They can recognize the importance and effectiveness of nursing leader. The purpose of this study was to categorize the types by analyzing what are important aspects of nursing leader's role to make effective practice environment nursing students experienced from training course. This research was used Q methodology to understand how nursing students recognize deeply. Participants were involved 30 nursing students who have experienced nursing practices. Q samples included 36 statements gathered from interviews with students who experienced clinical practices and literatures regarding types of nursing leader's role. Furthermore, major factors were analyzed and categorized by using QUANL PC program. As a result of research, there are 4 types of nursing leader's role. The first type is "Maintaining justice and level-headed", the second type is "Creating environment for motivation", the third is "Respecting character and growing capacity up" and the fourth is "Relationship center through confidence". Through the research process, this study is about to make evidences by understanding role of nursing leader for effective environment of practice field.

• Journal of Digital Convergence
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• v.12 no.4
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• pp.443-454
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• 2014

This study designed to know subjective structure about clinical experience of adaptation of new nursing staffs in a general hospital and using Q-methodology. Using Q-methodology, 40 new nursing staffs sorted working a general hospital through personal interview. The statement positions on the sorting continuum were scored from +4(representing the highest level of agreement) through 0(at the neutral position on the continuum) through to -4(representing the highest level of disagreement). Factor analysis of the data was undertaken using PC QUANL program to determine if any patterns were discernible. The five types extracted all had eigenvalues greater than 1.0 and explained 62.38% of the variation in responses.: (1) New workload type, (2) Interest and responsibility type, (3) Improve the situation type, (4) Lack of knowledge and technology type, and (5) Excessive workload type. The significant differences found in the subjective structure of clinical experience of adaptation of new nursing staffs in ad general hospital. The findings of this study could contribute to the development of an effective programmes of education and personnel clinical practice strategies.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.10 no.1
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• pp.47-56
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• 2003

Purpose: This study was done to provide information about issues of clinical competency from the perspective of new graduate nurses and to make suggestions for improving undergraduate education programmes. It was also done to clarify learning experiences between fundamentals of nursing and the other major areas of nursing. Method: For this study, 7 new graduates and 8 experienced nurses participated. The data were collected through in-depth interviews and analysed in terms of Strauss and Corbin's grounded theory methodology. Result: Core category and main categories, were delineated. Clinical nursing competency was found to be a dynamic process with each participant actively engaged in acquiring problem solving ability in diverse clinical settings. These findings have value in understanding the embedded meaning of clinical nursing competency. Conclusion: Therefore, the educational programs reflecting the experience of new nursing staff should be developed.

• Journal of Korean Clinical Nursing Research
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• v.27 no.2
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• pp.149-164
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• 2021

Purpose: The purpose of this study was to develop a Korean Nurse Residency Program (KNRP) in order to facilitate new nurses' transition to clinical practice working at tertiary hospitals in Korea. Methods: The KNRP was developed through a literature review, investigation of NRP cases in United States, two rounds of expert consultation, and appropriateness survey. For appropriateness survey of the program, a questionnaire with 118 items and 14 subcategories including overview and operation of KNRP, education programs, staffing criteria for new nurses' education, preceptor supporting strategies, evaluation standards for new nurse's education, infrastructure, and KNRP benefits was used. Data were collected from 369 nurses including nurse educators, nurse managers, preceptors, and new nurses working at 43 tertiary hospitals in Korea from February 16, 2021 to March 22, 2021. Data were analyzed with descriptive statistics. Results: Appropriateness score of KNRP was 3.42±0.31 (out of 4) and those of 14 subcategories ranged from 3.18±0.47 to 3.58±0.46. The final version of the KNRP postulated is a one-year program, which is composed of off-job training and on-site training including preceptorship over 3 months, and competency reinforcement and adaptation supporting programs. Conclusion: The application of the one-year KNRP will facilitate new graduate nurses' transition to clinical practice. In order for effective application of the KNRP, cooperative efforts of the government, professional associations, and hospitals are needed.

• Proceedings of the KAIS Fall Conference
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• 2011.05b
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• pp.590-593
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• 2011

본 연구는 물리치료학과 학생들을 대상으로 근거중심의 학습을 통해 학습 이해도와 성취도, 실무능력을 증진시키고자 하는 연구를 실시하였다. 과학적이고 근거중심의 단계별 수업을 이수한 1학년 대상자인 17명이 연구에 참여하였고, 남자와 여자로 구분하여 강의전, 후로 나누었다. 성별에 따른 성취도 분석과 강의 전, 후에 따른 근거중심 학습의 효용성에 관한 특성을 비교하였다. 통계처리 방법으로 실험 전 후 차이를 검증하였고, 모든 통계적 유의수준은 0.05로 하였다. 본 연구의 결과 근거중심 학습의 필요성, 학습 시너지 효과, 전문학술지 접근도에서 강의 전에 비해 후에 유의한 감소를 보였다. 향후 저학년인 1, 2학년 물리치료학과 학생들에게 흥미를 유발하고 동기를 부여하여 저널 탐색을 통한 임상 물리치료에 대한 접근도를 강화시킬 필요가 있고 이를 통해 이론중심의 수업보다 실무중심의 명확한 근거 위주의 수업을 지향해야 할 필요성이 있다고 생각한다.

• Journal of Digital Convergence
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• v.15 no.1
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• pp.593-601
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• 2017

This study was attempted to provide nurse students with basic materials to improve their clinical practices, and to investigate changes in their views on Nursing Professionalism, Job satisfaction, and role conflicts. After experiencing clinical practices, their nursing professionalism(t=-2.184, p=.031) and job satisfaction (t=-2.068, p>.001) increased but role conflict (t=-3.729, p>.001) increased as well. They were satisfied with their jobs, building up nursing professionalism through clinical practices. However, they had also acquired time on thinking about their future jobs more deeply than before practices and realizing their roles in real sense. In particular, they felt stress in some of subcategories, personal inner conflicts (t=-3.729, p>.001), role obscurity (t=-5.720, p>.001) so it is necessary to review standards on their job and task in nurse education and clinical practices.