• Journal of Convergence for Information Technology
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• v.7 no.5
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• pp.39-45
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• 2017

This study examined the effects of reeducation of core basic nursing skills on competence, confidence and anxiety in nursing students. We collected the data from 176 2nd grade nursing students. Reeducation of core basic nursing skills was conducted from December 20th to 23rd, 2016. Data were analyzed by SPSS 21.0 program. As the result of reeducation, significant improvement was found in competence(t=-11.57, p<.001), confidence(t=-10.21, p<.001) and considerable decrease was recognized in anxiety(t=-4.76, p<.001). In conclusion, reeducation of core basic nursing skills can help students to improve their overall competence and confidence, and also to reduce their anxieties as they start their first clinical practice. Therefore we suggest that more systematic and continual reeducation of core basic nursing skills should be applied to each grade of nursing students who are facing their clinical practice in hospital

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.9
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• pp.351-361
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• 2019

The purpose of this study was to investigate the effect of a peer evaluation method on the core fundamental nursing skills competency, learning attitude, critical thinking and self-leadership of graduating nursing students. A survey using a questionnaire was administered to 326 nursing students. The data was analyzed using SAS(ver. 9.8) and AMOS(ver.20.0) The results of peer evaluation showed that the fundamental nursing skills competency was 3.77(${\pm}.62$), the learning attitude was 3.17(${\pm}.47$), critical thinking was 3.44(${\pm}.41$) and self-leadership was 3.60(${\pm}.49$). Core fundamental nursing skills competency showed statistical differences based on gender, major satisfaction, practice satisfaction, pre-learning and satisfaction with the peer evaluation. Core fundamental nursing skills competency was positively correlated with learning attitude(r=.295, p<.001), critical thinking was positively correlated with core fundamental nursing skills competency(r=.384, p<.001) and learning attitude(r=.623, p<.001), and finally, self-leadership was positively correlated with core fundamental nursing skills competency(r=.353, p<.001), learning attitude(r=.529, p<.001) and critical thinking(r=.690, p<.001). The factors affecting fundamental nursing skills competency were critical thinking and self-leadership. Core fundamental practical education programs to improve learning attitude, critical thinking and self-leadership need to be developed to increase core fundamental nursing skills.

• Journal of Digital Convergence
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• v.14 no.6
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• pp.285-294
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• 2016

The purpose of this study was to examine the effectiveness(knowledge of core fundamental nursing skills, clinical competency, self-efficacy and learning motivation) of education program for core fundamental nursing skills focusing on endotracheal suctioning using recording video with smartphone and formative feedback for nursing school students. Subjects consisted of 54 sophomore nursing students, an experimental group(n=27) and a control group(n=27). The education for core fundamental nursing skills using recording video to smartphone and individual formative feedback was provided to students in an experimental group. The traditional method with self-directed practice for 4 hours was offered to a control group. The education program for core fundamental nursing skills using recording video with smartphone and formative feedback was effective in promoting knowledge of core fundamental nursing skills, clinical competency, self-efficacy and learning motivation. Based on our results, this program can be recommended as an effective educational program for the nursing students to improve their core fundamental nursing skills.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.362-373
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• 2018

This study was pre-experimental research designed to compare the differences between pre-and post the effect of core fundamental education program of senior nursing student′s core fundamental nursing skills, clinical competency and problem solving process for one semester. Core fundamental education program which consists of three steps, 12 session. The subjects of this study were 192 graduates of one nursing college and surveyed from March 20 to June 23, 2017. The data were analyzed using descriptive statistics, the paired t-test, t-test, ANOVA by SAS for Windows(ver. 9.8) and AMOS(ver. 20.0) As a result, pre-post recognition level of core fundamental education program was nursing skills competency pre $(3.42{\pm}.42)$ and post $3.88({\pm}.61)$, clinical competency was pre $3.74({\pm}.47)$ and post $3.98({\pm}.67)$. The core fundamental nursing skills(p=.017), clinical competency(p=.041) increased significantly after education program. Core fundamental nursing skills, clinical competency and problem solving process was significantly different according to male group(p=.003/p=.013/p=.005), high satisfaction group in nursing major(p=<.000/p=.009/p=<.000), confidence improvement group(p=.044/p=.047/p=.004) at the core skill contest. In conclusion, this study showed that the core fundamental nursing education program of senior nursing students had a positive effect on core fundamental nursing skills and clinical competency.

• Journal of the Korea Convergence Society
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• v.9 no.3
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• pp.297-305
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• 2018

The purpose of this study is to identify the types of recognition of core basic nursing skills of nursing students who have experienced clinical practice with Q methodology. The subjects of this study were 34 nursing students of graduate school who had clinical practice using 34 Q samples The data were analyzed by PC-QUAN program. As a result of the research, 1 type 'behavior - centered', core basic nursing is recognized to be performed correctly according to nursing situation, 2 types of 'future preparation type' are core nursing, And 3 types of 'dependent learning type' were categorized as recognizing that sufficient learning is required in school for accurate nursing practice. Analysis of each type will contribute to providing basic data for establishing an effective educational strategy.

• Proceedings of the Korea Contents Association Conference
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• 2016.05a
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• pp.451-452
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• 2016

본 연구는 핵심기본간호술 학습경험과 중요도인식, 학습 자기효능감이 수행자신감에 미치는 영향을 파악하여 핵심기본간호술 수행능력 향상을 위한 학습전략 마련의 기초자료로 활용하고자 D지역 소재 일개대학 간호학과에 재학중인 학생 231명을 대상으로 실시하였다. 본 연구결과 학습경험은 학년에 따라, 학습 자기효능감과 수행자신감은 전공만족도와 실습만족도에 따라 유의한 차이가 있었다. 핵심기본간호술 학습경험과 수행자신감, 학습 자기효능감과 수행자신감에서 긍정적 상관관계, 수행자신감에 영향을 미치는 요인은 학습 자기효능감과 학습경험순으로 나타났다. 따라서 핵심기본간호술 수행자신감을 향상시키기 위한 교육전략 수립 시 학습 자기효능감을 강화시키고, 학습경험을 증가시키는 방안이 필요하다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.85-92
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• 2019

This study was a descriptive study conducted to identify factors that had an influence on clinical competency of core basic nursing skills(CBNS) during the clinical practice in nursing students. Data were collected from 3rd and 4th grade 190 nursing students in G city using self-report questionnaire, and analyzed using descriptive statistics, the t-test, one way ANOVA, multiple regression with SPSS 23.0 program. This study found that the number of experience CBNS below 5 was 51.1%, and the number of observation CBNS over 11 was 78.4%. Clinical competency according to general characteristics, clinical practice satisfaction and the level of CBNS experience increased with male, increase age and grade, and major subject satisfaction and clinical practice satisfaction, especially, as the number of experience CBNS increased, clinical competency increased(p<0.001). But clinical competency did not differ according to the number of observation CBNS(p=0.463). The factors affecting the clinical competency of nursing students were age, grade, clinical practice satisfaction and the number of experience CBNS. Therefore, it is important to increase the opportunity to directly experience the various CBNS in clinical practice of nursing students in the nursing education curriculum, and it is necessary to find ways to actively use simulation education.

• Proceedings of the Korea Contents Association Conference
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• 2016.05a
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• pp.429-430
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• 2016

본 연구는 핵심기본간호술을 중심으로 간호학생이 학년별에 따라 학습경험, 중요도 인식, 수행자신감 학습 자기효능감에 어떤 차이가 있는지를 파악하기 위해 실시한 서술적 조사연구이다. 연구대상자는 D지역 소재 일개대학 간호학과 재학중인 231명이었으며, 자료 수집은 2015년 5월에서 6월 까지 실시하였다. 자료 분석은 SPSS 21.0 Program을 이용하여 t-test로 분석하였다. 연구결과는 대상자의 학습경험은 학년간의 유의한 차이가 있었다(t=5.009, p<.001). 핵심기본간호술 난이도에 따른 학년별 학습경험의 차이검정을 살펴보면 핵심술 상영역, 핵심술 중영역, 핵심술 하영역에서 모두 학년간에 유의한 차이가 있었다. 중요성인식은 학년간에 유의한 차이는 없었다(t=.288, p>.773). 핵심기본간호술 난이도에 따른 학년별 차이는 핵심술 상영역과 핵심술 하영역은 학년간에 유의한 차이가 있었다. 그러나 핵심술 중영역은 학년간의 유의한 차이가 없었다. 수행자신감은 학년간에 유의한 차이가 있었다(t=7.845, p<.001). 핵심기본간호술 난이도에 따른 학년별 수행자신감의 차이를 살펴보면 핵심술 상영역, 핵심술 중영역, 핵심술 하영역모두에서 학년간에 유의한 차이가 있었다. 학습 자기효능감은 학년간에 유의한 차이가 있었다(t=2.370, p<.019). 따라서 본 연구결과를 토대로 각 학년별 효율적인 실습운영 방안을 모색할 필요가 있으며, 아울러 학습경험을 높이고 중요성인식에 따른 학습경험을 높이고 수행자신감과 학습 자기효능감을 증진시킬 수 있는 교과과정 모색이 절실히 필요하다.

• Journal of the Korea Convergence Society
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• v.9 no.11
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• pp.569-579
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• 2018

The purpose of this study was to identify experiences of core basic nursing skills(CBNS), self-confidence during clinical practice and clinical competence in 208 nursing students attending nursing department and understand which factor, either experiences of CBNS or self-confidence during clinical practice has an impact on clinical competence. Our research findings are as follows. There was a positive correlation between experiences of CBNS, self-confidence during clinical practice and clinical competence. The factor that had the biggest impact on clinical competence was self-confidence during clinical practice and the explanation power of both factors was 31.2%, based on multiple regression analysis. Based on these findings, nursing educate need to develop a curriculum to increase self-confidence during clinical practice in students.

• Journal of the Korea Convergence Society
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• v.12 no.4
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• pp.349-358
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• 2021

The purpose of this study was to identify the factors influencing confidence in performing core basic nursing skills(CBNS) for low-grade nursing students. The data were collected from 213 nursing students from one nursing college located in G do from November 25 to December 4, 2020. Data were analyed by frequencies, t-test, ANOVA, Scheffe test, Pearson's correlation coefficient, multiple regression using SPSS 21.0. Differences in confidence in performing CBNS according to general characteristics were university life satisfaction, practical satisfaction, academic achievement, and interpersonal relationship. Confidence in performing CBNS was significant positive correlation with self-efficacy, major satisfaction, and learning attitude. The factors influencing confidence in performing CBNS were self-efficacy and learning attitude, and explanatory power was 32.5%. Based on the results of this study, it is necessary to develop learning strategies and educational programs and verify the effectiveness of lower class nursing students to increse their confidence in performing CBNS.