• Journal of Korean Clinical Health Science
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• v.8 no.2
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• pp.1398-1407
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• 2020

Purpose: The purpose of this study is a technical study to understand the relationship between the recognition and performance of core basic nursing skills of nursing college students who are ahead of clinical practice, and satisfaction with their major. Method: The subjects were 208 second-year students enrolled in the four-year nursing department located in J City and C City. General characteristics, characteristics of clinical practice, and recognition of the importance of core basic nursing skills, performance, and satisfaction with majors were investigated. Descriptive statistics, t-test, analysis of variance, multiple regression analysis and IPA are performed for data analysis Results: The results are follows. The results are follows. First, the performance was lower than that of the core basic nursing skills (p<.001). As a result of comparing the importance recognition and performance of the core basic nursing items, the importance recognition was significantly compared to the performance level in all 20 items. It showed high results. Second, it was found that there was a significant positive correlation (r=.40, p<.01) with major satisfaction in core basic nursing performance. Conclusion: These results highlight the need to develop education. It is necessary to establish a learning strategy through various learning guidance methods and self-directed learning that can improve the performance of items with low performance, although recognized as important through the Core Basic Nursing IPA for nursing students who are about to practice clinical practice. It is suggested to do repeated research applied.

• Journal of Digital Convergence
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• v.16 no.6
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• pp.241-250
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• 2018

This study was conducted to examine the correlations between recognition of the importance, self-directed learning ability(SDLA), and confidence in performance regarding basic nursing skills, and to identify the influencing factors on confidence in performing the basic nursing skills in nursing students. Data were collected from 171 nursing students from December 18 to 22, 2017. Data were analyzed using Pearson's correlation coefficients, and stepwise multiple regression. Confidence in performance of basic nursing skills showed significant positive correlations with SDLA and recognition of importance. SDLA, practice attitude, and recognition of importance, and grade in last semester accounted for 32% of the variance, were significant predictors influencing confidence in performance of basic nursing skills. Thus, various educational strategies are necessary to improve SDLA, practice attitude and recognition of importance in order to increase the confidence of nursing students in performance of basic nursing.

• Journal of the Korea Society of Computer and Information
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• v.23 no.8
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• pp.123-131
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• 2018

The purpose of this study is to investigate the clinical nursing competence and self-efficacy of 4th and 2nd semester nursing college students who completed most of the performance-based nursing education curriculum. It was attempted to develop competency evaluation and competency-based curriculum. The collected data were analyzed using descriptive statistics, t-test, one-way ANOVA, $scheff{\bar{e}}$ test, Pearson's correlation coefficients and Stepwise multiple regression in SPSS WIN 24.0 program. The findings of this study were as follows. 1) The knowledge level of essential basic nursing skills received a score of 88.95. The overall average score of clinical performance was 3.15 out of 5. The mean score of self-efficacy was $4.14{\pm}0.57$ points on 6 points 2) Among the general characteristics of subjects, 'motivation of major selection' and 'satisfaction of practice time' differed in the knowledge of essential basic nursing skills, 'religion' and 'health status' differed in clinical performance ability and 'interpersonal relationship', 'motivation of major selection', 'major satisfaction', 'satisfaction of practice time', 'nursing satisfaction', 'desired working period' and 'average rating' differed in self-efficacy. 3) The self-efficacy showed a significant positive correlation with the clinical nursing competency including the knowledge of essential basic nursing skills and clinical performance ability. The nursing satisfaction, clinical performance ability, the knowledge of essential basic nursing skills, interpersonal relationship and average rating influenced significantly and explained 23.7% of the subjects' self-efficacy.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.1
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• pp.16-24
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• 2020

Purpose: This study examined the effects of guided imagery on stress, state anxiety, test anxiety and core basic nursing skill performance score of undergraduate nursing student. Methods: An equivalent control group pretest-posttest design was utilized. A total of 45 senior nursing students were randomly assigned to either an intervention group to receive guided imagery, or a control group (experimental group=23 students, control group=22 students). The guided imagery was provided via audio files to the intervention group for eight minutes, once a day for five days. The pretest was given before the intervention to measure variables for both groups, and the posttest was performed immediately afterward and three days after the intervention. Results: Significant differences were found between the two groups in stress ((F=4.94, p=.012), state anxiety (F=5.99, p=.005), and basic core nursing skill performance scores (Z=-2.45, p=.015). Conclusion: Guided imagery for nursing students has been identified as effective for stress, state anxiety, and basic core nursing skill performance scores. Guided imagery can be used as an effective intervention before performance tests. These study results can provide useful data for nursing education.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.24 no.2
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• pp.128-137
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• 2017

Purpose: This study was conducted to investigate the effects of core basic nursing education using cellular phone video recordings on self-confidence in performance, achievement, and practice satisfaction. Methods: The research design was a nonequivalent control group modified and non-synchronized design. The participants were assigned to either the experimental (n=60) or control group (n=67). During one semester, the experimental group received training for 10 selected core basic nursing skills using cellular phone video recording. The control group, also for one semester, received training with traditional practices. Self-confidence in performance and practice satisfaction were measured using a questionnaire, and achievement was evaluated by professors at the conclusion of the semester. Collected data were analyzed using t-test and Pearson correlation coefficients. Results: Self-confidence in performance increased significantly after training in the experimental group (t=7.94, p<.001). The experimental group showed significantly higher self-confidence in performance (t=2.39, p=.018) and achievement (t=2.40, p=.018) compared to the control group. However, the difference in practice satisfaction was not statistically significant. Conclusion: The results indicate that cellular phone video recording is effective in improving self-confidence in performance and achievement of core basic nursing skills.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.4
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• pp.448-458
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• 2019

Purpose: The aim of this study was to identify the effect of metacognition, communication skills, and confidence in the performance of core basic nursing skills on clinical competency in nursing students. Methods: A total of 158 students were recruited from two nursing colleges in B metropolitan city. Data were collected by means of self-reported questionnaires from December 3-31, 2018 and analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients and multiple linear regression with SPSS 21.0. Results: Metacognition, communication skills, and confidence in the performance of core basic nursing skills were higher than normal and the relationship between the variables metacognition (r=.69, p=<.001), communication skills (r=.69, p=<.001), and confidence in the performance of core basic nursing skills (r=.59, p=<.001) were highly positively correlated with clinical performance. Factors influencing these three variables accounted for 64.4% of clinical competency. Conclusion: Further research on the development of the curriculum and intervention program, and the verification of the effect are needed.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.1
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• pp.76-85
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• 2017

Purpose: The aim of this study was to explore the effects of imagery training on outcomes of clinical competence, voluntary practice time and basic nursing skills performance during a core basic nursing skills course. Methods: The design was a pre-post test design with two groups consisting of 88 nursing 3rd-year students. Clinical competence was assessed with a pre-post test, and basic nursing skills' performance and voluntary practice time were assessed at the post-test point. Data were collected from March, 2016 to June, 2016. Results: The pre-post differences of all subcategories of clinical competence were significantly improved in the experimental group (p<.05). but the control group did not show significant differences in the teaching/coordinating and professional development areas (p>.05). The experimental group practiced 1.33 hours more than the control group in voluntary practice. The two groups showed no significant difference in basic nursing skills' performance (p>.05). Conclusion: Imagery training during a core basic nursing skills course showed positive effects on nursing students' clinical competence improvement and increase of voluntary practice time.

• Journal of Korean Academy of Nursing
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• v.46 no.2
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• pp.283-292
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• 2016

Purpose: This study was done to verify effects of a self-directed feedback practice using smartphone videos on nursing students' basic nursing skills, confidence in performance and learning satisfaction. Methods: In this study an experimental study with a post-test only control group design was used. Twenty-nine students were assigned to the experimental group and 29 to the control group. Experimental treatment was exchanging feedback on deficiencies through smartphone recorded videos of nursing practice process taken by peers during self-directed practice. Results: Basic nursing skills scores were higher for all items in the experimental group compared to the control group, and differences were statistically significant ["Measuring vital signs" (t=-2.10, p=.039); "Wearing protective equipment when entering and exiting the quarantine room and the management of waste materials" (t=-4.74, p<.001) "Gavage tube feeding" (t=-2.70, p=.009)]. Confidence in performance was higher in the experimental group compared to the control group, but the differences were not statistically significant. However, after the complete practice, there was a statistically significant difference in overall performance confidence (t=-3.07. p=.003). Learning satisfaction was higher in the experimental group compared to the control group, but the difference was not statistically significant (t=-1.67, p=.100). Conclusion: Results of this study indicate that self-directed feedback practice using smartphone videos can improve basic nursing skills. The significance is that it can help nursing students gain confidence in their nursing skills for the future through improvement of basic nursing skills and performance of quality care, thus providing patients with safer care.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.459-469
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• 2022

This study aims to provide basic data for the development of teaching methods to improve the performance confidence of performing core basic nursing skills in nursing students while availing of online education owing to COVID-19. Data were collected from 146 students in the Department of Nursing at N University located in C city. The collected data was analyzed using descriptive statistics, difference, correlation analysis, and multiple regression by using SPSS 23.0 program.. The subjects' performance confidence of core basic nursing skills was dependent on self-directed learning readiness (r=.368, p<.001), intrinsic goal motivation (r=.232, p=.005), extrinsic goal motivation (r=.344, p<.001), task value (r=.237, p=<.001), control of learning beliefs (r=.262, p=<.001), and self-efficacy for learning and performance (r=.443), p<.001) with a significant positive correlation. The results indicate that the factors influencing the subjects' performance confidence of core basic nursing skills were the 4th grade (β=0.413, p<.001), extrinsic goal motivation (β=0.307, p<.001), and self-efficacy for learning and performance (β=0.316, p=.005), and the explanatory power was 35.8% (F=8.354, p<.001). The research results showed that it is necessary to develop and apply various online-centered teaching and learning methods to increase the extrinsic goal motivation and self-efficacy for learning and performance of nursing students to enhance their performance confidence of core basic nursing skills. This will serve as a basis for preparing effective online centered nursing education strategies to improve performance confidence of core basic nursing skills.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.22 no.3
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• pp.297-307
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• 2015

Purpose: The purpose of this study was to identify the learning style, learning efficacy, transfer of learning, and confidence in performance competence of Core Basic Nursing Skills (CBNS) and factors influencing confidence in performance competence of CBNS by nursing students. Methods: A descriptive study design was used. Participants were 148 nursing students. Data were analyzed using SPSS 20.0 for descriptive statistics, ANCOVA, correlation and regression. Results: Learning styles of the participants were assimilator 33.11%, accommodator 26.35%, diverger 23.65%, and converger 16.89%. Learning efficacy was significantly different according to learning styles, however, transfer of learning and confidence in performance competence of CBNS were not significantly different according to learning styles. Confidence in performance competence of CBNS positively correlated with transfer of learning and learning efficacy. Transfer of learning was a significant predictor of confidence in performance competence of CBNS. Conclusion: The findings of this study indicate that transfer of learning influences confidence in performance competence of CBNS. Thus, nursing faculty should develop educational strategies to enhance and improve transfer of learning, and development of effective confidence in performance competence of CBNS programs.