• The Journal of Korean Academic Society of Nursing Education
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• v.28 no.3
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• pp.236-247
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• 2022

Purpose: The COVID-19 pandemic has increased the importance of nurses' clinical performance, and accordingly, nursing educators have emphasized students' clinical practice and performance. This study developed a Clinical Practice Self-Efficacy Scale for nursing students and examined its psychometric properties. Methods: The authors reviewed instruments for selecting items for the scale in the areas of clinical skills, communication, infection control, safety, and nursing process. After preliminary items were selected, ten experts consisting of nursing professors and clinical nurses reviewed the items considering Korean clinical and educational situations. The data for the psychometric evaluation was collected from 257 nursing students in their 2nd, 3rd, and 4th years and then analyzed. Results: The confirmatory factor analysis showed that the goodness of fit of this scale with five factors represented by 40 items was appropriate. The significant positive correlations with general self-efficacy indicated sound construct validity. The senior nursing students showed higher scores than others, as we expected. Cronbach's alpha was .94. Conclusion: The Clinical Practice Self-Efficacy Scale is appropriate for measuring Korean nursing students' self-efficacy of clinical practice. It is expected to act as a good tool to measure the effects of clinical practice education.

• The Journal of Korean Academic Society of Nursing Education
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• v.29 no.3
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• pp.203-224
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• 2023

Purpose: This study aimed to evaluate the effectiveness of simulation-based education on communication and clinical judgment in nursing students and nurses. Methods: A systematic review and meta-analysis were conducted in accordance with the PRISMA guidelines. Seven databases were searched to obtain articles published in Korean or English. Of 12,864 articles reviewed, 36 were included in a systematic review and 23 in a meta-analysis. To estimate the size of the effects of simulation-based education, a meta-analysis was performed using the R package meta program. The risk of bias was assessed using RoB 2.0 and ROBINS-I. Results: The effect sizes (ES) of simulation-based education on communication and clinical judgment were ES=0.77, 95% confidence interval (95% CI)=0.43 to 1.12 on communication-related variables and ES=1.84, 95% CI=1.03 to 2.65 on clinical judgment. Conclusion: Simulation-based education for nursing students and nurses is useful for improving their communication and clinical judgment. Thus, it is necessary to develop and apply simulation-based education programs for nursing students and nurses to improve their abilities in communications and clinical judgment.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.2
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• pp.143-154
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• 2007

Purpose: The purpose of this study was to identify the clinical practice experiences of nursing students who completed the courses of nursing curricula in college. Method: The data was collected using a questionnaire with 191 task elements in 8 nursing standards specified by the Korean Nurses Association(2003), from December 2004 to January 2005. Three hundred thirty-three nursing students from five three-year and five four-year colleges of nursing were selected for respondents. Result: The nursing activities which over 70% of the students had performance experiences with were 23 items(12.04%) practiced frequently in clinical settings, simple, low in malpractice risk and noninvasive in characteristic. In addition, the nursing activities which under 30% of students had performance experiences with were 87 items(45.55%). The nursing activities which over 70% of students had only observation experiences with were 20 items(10.47%). Also, the nursing activities that over 30% of students didn't have any experiences with were 19 items(9.95%) not frequently seen in the clinical setting. Conclusion: It is concluded that the students are not fully qualified as the new nurses of the future. Therefore, every effort to develop a more effective clinical nursing education in school, clinical settings and in students themselves is needed.

• The Journal of Korean Academic Society of Nursing Education
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• v.29 no.4
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• pp.381-394
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• 2023

Purpose: This study aimed to develop an intentional rounding protocol to enhance the clinical competence of nursing students. Methods: An intentional rounding protocol for nursing students' clinical practice was developed following the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. A convenient sampling method was used to select 23 junior year university nursing students during their clinical practice in adult nursing. The program evaluation included a quantitative assessment (communication and relationship efficacy, empathy, and patient safety competency) and focus group interviews. Results: The intentional rounding protocol focused on the 4Ps (pain, position, potty, and possessions) and encompassed aspects such as level of consciousness, pain management, personal care needs, intravenous injection, oxygen administration, nasogastric/nasoenteric tube care, maintenance of urine collection bags, and the identification of environmental fall risks. Nursing students performed intentional rounding at least twice a day. Following the implementation of this protocol, nursing students demonstrated a significant improvement in communication and interpersonal efficacy. The focus group interviews revealed four main themes: growth of human relationships, acquiring knowledge in and about the clinical field, becoming a nurse, and barriers in reality. Conclusion: The intentional rounding protocol has the potential to enhance nursing students' communication and interpersonal skills during clinical practice and to provide them with positive experiences in nursing clinical education. Therefore, it is recommended that this protocol be incorporated into nursing clinical practice education.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.3
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• pp.355-365
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• 2016

Purpose: This study explores the moral distress that nursing students experience during their clinical practice in Korea. Methods: Data were collected using focus group interviews, and analyzed using qualitative content analysis. Participants were recruited from three nursing schools in three different cities; each focus group interview lasted between one to two hours. Results: Twenty-two nursing students with more than one year of clinical practice experience participated. Three categories and ten themes were extracted. The following situational categories: "unprotected patients' right and dignity," "clinical settings in which standards of care are not upheld," "disrespectful hospital culture," and "inconsistent and unsystematic clinical education" caused moral distress. Types of responses to moral distress included: "shock and confusion over the gap between reality and moral standards," "powerlessness when cannot advocate patients," "fear and doubts about nursing career," and "moral desensitization and disappointment in oneself." "Expressions of moral distress and the need for advice" and "a search for meaning and hope" were identified as coping strategies. Conclusion: These results demonstrate the need for systematic clinical practicum and education programs to minimize moral distress. These programs may offer opportunities for students to turn moral distress into opportunities for learning and growth in the future.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.4
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• pp.484-495
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• 2019

Purpose: The purpose of this study was to explore the role of clinical nursing instructors' lived experience in clinical practicum. Methods: Data were collected from 11 clinical nursing instructors by in-depth interviews. The data were analyzed using content analysis of Downe-Wamboldt (1992). Results: Four themes and twelve subthemes were extracted. 1) Recognizing and conducting the roles of clinical nursing instructor: 'Helping and providing support for successful clinical practicum', 'Coordinating clinical activities in daily practice', 'Providing mentoring as an elder in life'; 2) Participating in improving integrative nursing competency: 'Helping to improve cognitive competency', 'Helping to improve functional competency', 'Contributing to form desirable professionalism', 'Helping to deliberate the nature of nursing'; 3) Experiencing difficulties in performing the role of clinical nursing instructor: 'Facing with difficulty from institutional limits', 'Recognizing difficulty from lack of personal knowledge and experience'; 4) Experiencing value of clinical nursing instructor and accomplishing personal growth: 'Making efforts to widen personal knowledge and experience', 'Developing one's own educational competency', 'Making a chance to reflect oneself'. Conclusion: Despite the distinctive features of clinical nursing instructors, little is known of the characteristics. The results of this study could be used as a reference to improve the quality of clinical nursing education.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.1
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• pp.14-24
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• 2012

Purpose: This study was conducted to identify the effect of simulation-based education relevant to the care of patients with acute renal failure (ARF) for third-year nursing students. Methods: This study was a non-equivalent control pre-posttest design. Based on the clinical situation scenarios pertaining to patients with ARF, a simulation-based learning module was developed using Human Patient Simulator version 6 (HPS6) manufactured by Medical Education Technologies Inc. The pretest was conducted so as to evaluate the difference in prior knowledge and clinical competence between two groups. The control group consisted of 91 students during the 2010 academic year and the experimental group consisted of 94 students during the 2011 academic year. Data were analysed using SPSS/win 10.1. Results: In the experimental group, knowledge related to care for ARF patients was not significantly increased; however, clinical competence improved significantly for the experimental group. Conclusion: In conclusion, the simulation-based education program was effective in contributing towards the development of clinical competence. Increased development of clinical competence is vital for today's clinical environment where nursing professionals need the necessary knowledge, thinking, and performance skills to meet the needs of the hospital and their patients.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.378-387
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• 2019

Purpose: This article is a comprehensive review for concept clarification of critical thinking, clinical reasoning, and clinical judgment, which still lack a consensus and are of mixed use. Methods: Norris's method of concept clarification was used to review concepts that have no clear definition or conceptualization yet. Results: This review summarized literature from various disciplines, classified each concept based on similarities and differences, and provided hypothetic conceptual schema. Conclusion: Clinical reasoning and clinical judgment are clinical situation specific concepts, while critical thinking is a concept applied in general situations. Critical thinking is a broader concept and serves as a foundation for clinical reasoning and clinical judgment. Clinical reasoning precedes clinical judgment. Clinical judgement implies the end point or conclusion of clinical reasoning. Each of critical thinking, clinical reasoning, and clinical judgment is a cognitive and affective process not a psychomotor process. The concept of clinical competency involves action taken after the cognitive processes of clinical reasoning and clinical judgment.

• 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.

• The Journal of Korean Academic Society of Nursing Education
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• v.15 no.2
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• pp.149-158
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• 2009

Purpose: This study investigated critical thinking disposition and clinical competency of senior nursing students in 3 nursing colleges whose education methods were different; lecture based education, partially problem based learning (PBL) applied education or whole problem based learning applied education. Method: Participants were 399 diploma nursing students, and 92 undergraduate nursing students. The instruments used for this study were critical thinking disposition scales and clinical competency scales. Results: There was no statistical difference on critical thinking disposition except healthy skepticism between the 3 colleges. Clinical competency of the lecture based college was the highest. A significant positive correlation between critical thinking disposition and clinical competency were found in students whose scores of critical thinking disposition were greater than the median. Conclusion: This finding indicates that there is a need for further research on diverse nursing students who are studying by a various methods, prior to acceptance of a paradigm shift in nursing education from conventional lecture based methods to PBL applied methods.