• Journal of Korean Academy of Fundamentals of Nursing
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• v.9 no.3
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• pp.379-387
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• 2002

Purpose: This study was done to identify changes in the image of the nurse for student nurses before and after their first clinical experience. Method: The participants were 108 nursing students who had not had any clinical experience. All participants had their first clinical experience for 1 week. and the image of the nurse was measured before and after the clinical experience. Result : 1) Before the first clinical experience, the scores on the image of the nurse that was the highest for the student nurses was in the professional dimension, followed by traditional, personal, and social in that order. After the clinical experience, the score on the image of the nurse was still the highest in the professional dimension, but this time, it was followed by personal, traditional and social dimension in that order. 2) Difference in the image of the nurse before and after the clinical experience showed statistical significance. The factors influencing this change were the degree of satisfaction with their major, whether the students had ever been hospitalized, and the type of wards where they had their clinical experience. Conclusion: In summary, the first clinical experience should be ideal in order to promote the image of the nurse. Therefore an improvement in the environment for clinical experience is important.

• Journal of Korean Academy of Nursing
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• v.34 no.2
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• pp.270-277
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• 2004

Purpose: The purpose of this study was to investigate the relationship between decision-making factors(theoretical knowledge, expertise, empowerment, intuition) and participation in proportion to nurses's clinical experience. Method: Data was collected by quota sampling from July 10, 2001 to August 22, 2001 from 132 clinical nurses who work for 3 General hospitals. Data was analyzed using SPSSWIN 10.0 with crosstab, ANOVA, and stepwise multiple regression. Result: Expertise(F=34.347, p=.000), empowerment(F=29.316, p=.000), and participation(F=3.276, p=.041) were significantly different among 3 clinical experience groups. Clinical experience correlated with expertise(r=.551, p=.000) and empowerment(r=.492, p=.000), and Decision-making participation also correlated with expertise(r=.351, p=.000) and empowerment(r=.265, p=.002). Decision-making participation is effected by theoretical knowledge(under 3.00yr clinical experience), expertise(3.01-5.00yr), and empowerment(above 5.01yr). Conclusion: These findings indicate that factors(theoretical knowledge, expertise, or empowerment) on decision-making participation varies as nurses's clinical experience differs. Therefore, decision-making needs bilateral agreement between staff nurses and nurse managers rather than the responsibility of one.

• The Journal of Korean Academic Society of Nursing Education
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• v.4 no.1
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• pp.15-27
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• 1998

In order to help students through their initial clinical experience, faculty must understand more fully the moaning of this experience for nursing students. This study was performed to understand and to explain what is the essential structure of nursing students' initial clinical experience. A grounded theory approach was conducted to explore the actual experience of nursing students' first clinical experience. Each of the nursing students' descriptions about their initial clinical experience was analyzed using Strauss & Corbin's method. The results of the study were as follows : From the 172 written descriptions and 7 in-depth individual interviews, 128 concepts were extracted. After identifying the concepts' formulated meaning, they were organized into 29 subcategories and the following 12 categories . burden, encountering difficulties, self-discovery, grasping actuality, acquirement of nurse's nature, special character of experience, special character of relationship, external effect, problem oriented coping, emotional oriented coping, affection for nursing, skeptical view of nursing. Five hypotheses were derived from the analysis. 1) Burden is an obstacle to grasp nursing actuality. 2) Special character of experience and external effect have an effect on grasping nursing actuality, 3) Encouragement, a part of external effects, will increase nursing student's affection for nursing. 4) Affection for nursing through first clinical experience facilitates positive nursing view and scholarly zest. 5) Disappointment with the difference be tween theory and reality will cause the student to take a skeptical view of nursing. It is hoped that the knowledge gained from this qualitative study will enable faculty to enter more fully Into the world of nursing students as they embark on their initial clinical experience.

• The Journal of Korean Academic Society of Nursing Education
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• v.6 no.1
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• pp.23-35
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• 2000

This qualitative nursing research used a hermeneutic phenomenological approach to discovery of meaning of the nursing students' clinical experience in junior colleges. Data collecting was utilized by in- depth face-to-face interviews of 10 sophomores who were participating in their first clinical experience. The following themes of the experience emerged. 1) The first step of fear (fear, being embarrassed) 2) Rhythmical patterning of theory and practice(disappointment of nurses, recognition of the gap between the theory and practice, the conflict between medical doctors and nurses, trouble with the students from other colleges, confusion from nurses' educational and noneducational attitudes, burden of responsibility for nurses' jobs, and the tiresome nature of repeated practice) 3) Discovery of changing self, awareness of self-expansion (awareness of professional nurses' roles, formation of self-confidence, changing of one's state of mind) From this study essential theme of clinical experience of nursing student's was identified, and continuous efforts to establish better adaptation of nursing students to clinical practice are required.

• The Journal of Korean Physical Therapy
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• v.24 no.5
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• pp.370-376
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• 2012

Purpose: This study examined whether there are differences in cognitive styles between orthopedic and neurological physical therapists, and whether these differences change with clinical experience in clinical reasoning. Methods: A survey study was conducted on 88 orthopedic and neurologic physical therapists working in South Korea. The survey items used by May and Dennis (1991) were translated, and only those items related to data-gathering and information-processing were used. Results: The cognitive style was similar in the orthopedic and neurologic physical therapists, but the clinical experience affected the cognitive styles of clinical reasoning. Physical therapists with more than 60 months clinical experience responded most positively to the preceptive and systematic styles in clinical reasoning. Conclusion: These results suggest that physical therapy education should provide physical therapy students with a clinical reasoning process related specifically to a particular clinical field.

• The Korean Nurse
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• v.33 no.2
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• pp.59-72
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• 1994

This study was conducted to identify an initial clinical experience of nursing students, so to better understanding to students' experience in clinical setting. The study subjects were 39 nursing students working in C department of nursing in C city. This study was approached by phenomenological method, collected data were analyzed by Colaizzi's method. The results were followed. From the protocol, 236 significant statements were organized into 56 formulated meanings. From formulated meanig, 27 themes were identified, organized into 13 theme clusters, and then into 6 categories. Theose nursing students experienced $\mathbb{\ulcorner}$tension$\mathbb{\lrcorner}$ in adjusting themselves to new clinical settings, $\mathbb{\ulcorner}$fear and anxiety$\mathbb{\lrcorner}$ in using unskillful nursing skills. They also went through $\mathbb{\ulcorner}$stress> by difficulties in applying their knowledge and skill to nursing practice, in lack of nursing knowledge and skill, in dealing with making interpersonal relationship with clinical staffs, in insufficiency of clinical instructions and in role ambiguity among nursing students. Physical $\mathbb{\ulcorner}$fatigue$\mathbb{\lrcorner}$ and $\mathbb{\ulcorner}$disappointment and doubt$\mathbb{\lrcorner}$ by the difference between reality and expectation caused by clinical experience. However, clinical experience enabled nursing students to enhance their understanding of human beings, learning, their satisfaction. to nursing practice, to identify the confirmation of nursing identity, so to gain $\mathbb{\ulcorner}$sense of accomplishment$\mathbb{\lrcorner}$. The results of this study are to use as basic data for students attending clinical experience for the first time.

• Korean Journal of Clinical Pharmacy
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• v.27 no.1
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• pp.9-14
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• 2017

Background: Pharmacy curriculum change was made from a 4-year program to a 2+4 year program in year 2009 in Korea. The change has resulted in more educational exposures on patient-centered practice environments for about 1,400 hours in the last year of the professional pharmacy program. When the Middle East Respiratory Syndrome (MERS) outbreak hit Seoul and suburban areas and propagated to other provinces in Korea, emergency response to avoid student infection in the pharmacy practice sites became an urgent issue. While other health professional programs such as medicine and nursing had activated emergency preparedness manuals, timely and clear guidelines were not disseminated to all pharmacy programs and protective measures largely relied on individual pharmacy program. Methods: A survey was developed by the Committee on Pharmacy Practice Experience Programs in the Korean College of Clinical Pharmacy to document the status of pharmacy programs during the Korea MERS outbreak in 2015. The 10-question survey was distributed to the pharmacy practice experience coordinators to 34 out of 35 pharmacy schools in Korea by emails. Results: Our findings showed that 82.4% of the program coordinators (28/34) responded to the survey, 96.4% of the programs did not have emergency preparedness manuals, administrative meetings were held in 89.3% of the pharmacy programs, the rotation schedules were modified or withheld in 53.6% of schools, and the changes were mostly observed from the programs classified as MERS outbreak regions. Conclusion: Further needs in establishing the emergency preparedness manual should be explored for pharmacy education stakeholders.

• The Korean Nurse
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• v.35 no.4
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• pp.51-56
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• 1996

This research was an attempt to restructure the curriculum of pediatric clinical education on the base of the analysis of the pediatric clnical experience of nursing students acquired according to the traditional hospital-based pediatric clinical education and the evaluation of its results. As the focus of health care changes, pediatric clinical education the future necessitates changes in the traditional clinical experince at all levels. The traditional concentration of clinical experience within an acute care setting must be restructured to include the expanding future roles of the nurse and the changes in the health care structure. In order to meet the need for restructuring, it is inevitably necessary to adopt an organizational design for pediatric clinical experience that is not all traditional. The additional experiences and variety of settings will enhance the quality of pediatric clinical experience. And as a matter of course this organizational change will enhance the student learning experience by giving them the opportunity to observe normal growth and development, preventive health care measures, and the role of the nurse outside the acute care setting. As the nursing's focus changes to meet the challenges of the future the faculty must apply themselves to these changes to prepare students for the future. Students must be ready to fill the many roles that nurses will hold in the future.

• Journal of Korean Academy of Nursing Administration
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• v.8 no.1
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• pp.107-121
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• 2002

The purpose of this study was to identify how nurse's image was perceived by nursing college students. The subjects included were 315 students experienced clinical practice during $20{\sim}22$ weeks and 134 students not with a total of 449 nursing students in Gwangju and Chonnam. The data were collected from November 21 to December 5, 2001 by the structured questionnaires. The research tool was measured by 30 items divided into four dimensions; traditional, professional, social and personal image of nurse. Cronbach $\alpha$ for the tool of nurse's image was 0.8960. The data were analysed by SPSS 8.0 for Windows program using frequency, percentage, mean, standard deviation, t-test, ANOVA and scheffe. The results of this study were as follows; 1. In the nurse's image related to general characteristics, there were significant differences for school graduation, applicative motivation, interpersonal relationship and image forming factor. 2. In the Image forming factors, nursing college students perceived the nurse's image by visiting hospital or admission(37.9%), watching TV(25.8) and others; nurses' appearance during clinical experience(16.3). 3. The mean score for nurse's image of clinical experience group (2.76$\pm$0.28) was lower than that of non-clinical experience group(2.89$\pm$0.31) in significance (t=4.319, p=0.000). 4. In the nurse's image according to clinical experience, there were significant differences for traditional, professional, social, personal image between two groups and the lower mean scores were found in the clinical experience group in all dimensions. The ranks of dimensions were professional image(3.08), traditional image(2.76), social image(2.65), the personal image(2.59) in clinical experience group, whereas professional image(3.21), traditional image(2.93), social image(2.75), personal image(2.71) for non-clinical experience group.5. The high score items of nurse's image were 'worthwhile work(3.48)', 'always working hard(3.30)', 'profession(3.17)', 'strong responsibility toward work(3.08)', 'have a high technical skill(3.05)' in clinical experience group and 'worthwhile work(3.69)', 'always working hard(3.28)', 'clean and decent(3.22)', 'profession(3.21)', 'have a bountiful professional knowledge(3.18)' in non-clinical experience group. 6. The highest mean score for nurse's image related to the image forming factors was 86.8 by novels or literature and the second highest was 84.3 by visiting hospital or admission. And others(mean=82.1)was the most negative nurse's image by clinical experience. In conclusion, nurse's image perceived by nursing college students will be the mirror of themselves. And clinical experience will be the important opportunity to form the professional image with white uniformed nurses in future. Therefore it is important for clinical nurses to play professional roles rightly so that nursing students could form positive nurse's image.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.3
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• pp.443-451
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• 2014

Purpose: The purpose of this study was to understand the clinical instructors' role experience in college of nursing. Method: Two focus group interviews were held with a total of 12 clinical instructors. All interviews were recorded and transcribed as they were spoken, and the collected data were analyzed using content analysis of Downe-Wamboldt(1992). Results: Three themes and six subthemes were extracted from the analysis: 1) Getting recognition of special roles as a clinical instructor: 'Recognizing the role of clinical instructor for guiding student's individual practice goals', 'Recognizing helping and supporting roles for student's successful clinical practice', 2) Having difficulty in performing the role of clinical practice instructor: 'Difficulty from the lack of knowledge and experience as a clinical practice instructor', 'Difficulty from the gap between current clinical practice and purpose of clinical nursing practice', 3) Making efforts to overcome the difficulties as a clinical instructor and accomplishing personal development: 'Making efforts to acquire personal knowledge and experience', 'Making a chance to reflect on and grow up oneself'. Conclusion: Clinical instructors take an important part of clinical nursing education. To improve the quality of clinical nursing education, it is needed role reestablishment and institutional support for clinical instructors on the basis of the understanding of instructors' experience.