• Journal of East-West Nursing Research
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• v.24 no.2
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• pp.91-100
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• 2018

Purpose: This study was conducted to identify the effects of a simulation practicum using standardized patients on nursing student's communication skills, critical thinking disposition and clinical competency. Methods: A one group pretest-posttest design was used. The participants consisted of 45 fourth year nursing students at G university. This study developed 2 scenarios for patients with diabetes mellitus and the simulation was conducted for an average of approximately 14 hours. Data were analyzed with descriptive analysis, t-tests and Cronbach's ${\alpha}$ using SPSS 21.0 program. Results: Communication skills, clinical competency and self-confidence for diabetic care were statistically improved; however, critical thinking disposition was not improved compared to that of pretest. Conclusion: Simulation practicum using standardized patients may be effective in enhancing communication skills, clinical competency and self-confidence for diabetic care among nursing students. In addition, standardized patients simulation program to promote the critical thinking needs to be developed and further research related to standardized patients simulation is in need.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.289-299
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• 2019

Purpose: This study aimed to examine the effects of simulation-based education on nursing knowledge, anxiety, and clinical performance ability in nursing students before their first clinical practice. Methods: Third-year university students who had not yet entered their first clinical practice were recruited to participate in the study. Nineteen students formed the experimental group and participated in simulation-based education for 7 sessions. The 19 students in the control group were provided with clinical practice orientation in the form of traditional lectures. Outcome measures assessed nursing knowledge, clinical practice anxiety, and clinical performance ability. Data were collected before and immediately after the simulation-based education and after six weeks of clinical practice. Results: Nursing knowledge and clinical anxiety were not statistically significant between the groups. However, there was a significant improvement in the clinical performance abilities of the experimental group. Among the subcategories, the ability to apply the nursing process and the ability to educate and cooperate were shown to maintain significant differences from the control group by the end of the six weeks of clinical practice. Conclusion: The simulation prior to nursing students' first clinical practice could be useful to improve clinical performance ability. Nursing educators should consider building programs to reduce anxiety and improve performance ability through simulations.

• Child Health Nursing Research
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• v.5 no.1
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• pp.5-17
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• 1999

This study was designed to determine the schemata and their characteristics of stress experience the subjectivity of stress experience(structure of subjectivity) would be a basic step for the effective clinical education through the stress management for characteristics of these types. Q-methodological method was used for that purpose. The research method statements were collected prior to the study through indepth interviews. For the study, 31 Q-statements were selected. There were 34 nursing students as subjects for the research. The 34 nursing students sorted the 31 statements using the principal of forced normal distribution. The principle of forced normal distribution, which has 9 scales to measure the individual opinions, was called. Q-factor analysis by using PC QUANL program supply the material. According to the outcomes of this study, there were 3 types of special opinion about the stress experience of clinical practice. The first type is called 'Influence of practical atmosphere type'. Members of this type experienced stress by an inadequate orientation and undesirable role model of nursing. The second type is called 'conflict of nursing role type'. Members of this type experienced stress by an inadequate orientation and undesirable role model of nursing. The third type is called 'Lack of confidence type'. Members of this type experienced stress because of a lack of confidence for their own nursing knowledge and skill. As a result, we now need further study to identify individual psychological aspects of stress for clinical practice. The findings will guide the development in effective approaches for clinical education. Finally, the result of the study will provide us the need for developing systematic and integrated practice education program for students and active involvement of clinical instructor.

• Child Health Nursing Research
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• v.21 no.2
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• pp.160-167
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• 2015

Purpose: This study was done to evaluate the Lasater Clinical Judgement Rubric for use with Korean nursing students. Methods: A methodological study was used to validate the rubric developed by Lasater to assess clinical judgment during nursing simulation. Participants were 34 nursing students at K University in Seoul. Between February and May, 2012, analysis was done of 91 video clips recording performance during simulation. Results: Findings showed reliability and validity of the rubric. For internal consistency, Cronbach's ${\alpha}$ score was .884 and intraclass correlation coefficient was .839, which established reliability. The rubric was validated using the exploratory factor analysis and content validity. The content validity score was 83%, establishing the appropriateness and readiness of the tool. Factor analysis showed that noticing, responding, and reflecting domains had Eigen values of 2.669, 1.991, and 2.912, respectively and were bound, but unlike the original tool in which four factors noticing, interpretation, responding, and reflecting domains were bound. Conclusion: Results of the study indicate that the rubric shows acceptable reliability and validity in Korean nursing students. This evaluation tool for nursing simulation allows nursing faculty to objectively evaluate students' clinical judgment as well as students to reflect on their clinical judgment process during simulation.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.22 no.3
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• pp.308-317
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• 2015

Purpose: The aim of this study was to examine the effects of case-based learning (CBL) on clinical decision making and nursing performance. Methods: This research was conducted between September, 2011 and January, 2012 as a nonequivalent comparison group design. The participants were 55 third year nursing students who were enrolled in a college of nursing in a university in Korea. The intervention was the CBL procedures which involved role-play practice videoed by camera and watched on the computer by the students. Questionnaires were used before and after the intervention to measure clinical decision-making. Nursing performance tests were done after the intervention. Results: Statistically significant group differences were observed in clinical decision-making. Nursing performance was significantly higher in the CBL group than in the control group. Conclusion: CBL focused on the solving problem process and clinical cases which are based on clinical setting allowing students to develop efficiency in clinical practice and adaptation to the clinical situation.

• The Korean Nurse
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• v.32 no.5
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• pp.93-105
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• 1994

Nursing is indeed a practice discipline with experiential learning in clinical practice areas comprising an overwhelming portion of a Nursing Student's education. The statement is used to provide a basis for discussion of some issues involved in relation to clinical nursing education. However the lack of substantial research in the area of clinical nursing education would suggest that this 'heart' of the nursing student's professional education has olng been ignored. The purpose of this study is to critically review and analysis then suggest effective approaches of clinical nursing education. First. the curriculum can be developed by faculty consistently. Curriculum design begins with the writing of philosophy and the selection of objectives for the program. The philosophy must include a statement of beliefs and intrinc values about human being. nursing and teaching learning process. Second. faculty practice can be narrowed practice-theory gaps. Third. clinical teaching strategies can be used many different methods in order to facilitate development of clinical judgement and decision making. Fourth, clinical teacher's rols can influence student's learning attitude and intrinsic value; relating to students as mature individuals; creating an atomosphere where in the student felt comfortable approaching the instructor; providing support crisis situations. Fifth. clinical nursing evaluation can be developed the integrated models.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.11 no.1
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• pp.21-30
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• 2004

Purpose: The purpose of this study was to explore perception of clinical experience between the initial and final practice and to explore changes in the perception of clinical experience. Method: The study used a Q-method to measure perception of clinical practice. Thirty-six statements made up the finalized Q-sample. The P sample used thirty three nursing college students from K university. The initial collection was done in the first semester of their junior year and second collection was done in the last semester of their senior year. The Q-sorts by each student were coded and analysed with the Quanl PC program. Result: Many students classified as having the perception type 'alienation of ideal and reality' or 'perception of limitation of ability' in the initial clinical practice changed to the type, 'active participation' by the final clinical practice. Further, in the initial clinical practice, part of 'active participation' and 'perception of limitation of ability' changed to 'alienation of ideal and reality'. Conclusion: This study shows that perception of their clinical practice by student nurses changed in a positive direction through clinical experience and that this fact was related to the level of satisfaction with nursing. The knowledge and understanding obtained in this research provide insights for nursing faculty and students involved in nursing education.

• Journal of The Korean Society of Integrative Medicine
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• v.11 no.2
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• pp.197-206
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• 2023

Purpose : Establishing transcultural self-efficacy is crucial to providing quality nursing care in various clinical settings and adapting to changing roles in different situations. The purpose of this study is to explore the degree of professional identity, satisfaction with clinical practice, and transcultural self-efficacy, as well as the factors influencing transcultural self-efficacy among nursing students, and to provide basic data to increase transcultural self-efficacy. Methods : The study utilized questionnaires that include general characteristics, transcultural self-efficacy, professional identity, and satisfaction of clinical practice for nursing students. This research involved 178 nursing students in G city. The data collected from September 12, 2022 to September 22, 2022. The study was analyzed using the SPSS 23.0 program. The correlation among professional identity, satisfaction of clinical practice, and transcultural self-efficacy was analyzed by Pearson's correlation coefficients, and it was analyzed using multiple regression to figure out factors influencing transcultural self-efficacy. Results : The transcultural self-efficacy score was above the middle level and differed according to the transcultural self-efficacy was showed significantly positive correlation with academic grade (F=6.57, p<.001), having foreign friends (t=-2.34, p=.015), interpersonal relations (F=5.74, p=.001). Transcultural self-efficacy was a significant positive correlation with professional identity (r=.59, p<.001), satisfaction of clinical practice (r=.68, p<.001). As a result of regression analysis, it was confirmed that satisfaction of clinical practice (ß=.42, p<.001) and professional identity (ß=.31, p<.001) were factors that influence nursing students' transcultural self-efficacy ; this model could explain 60 %. Conclusion : Satisfaction with clinical practice and professional identity are the main factors influencing transcultural self-efficacy among nursing students. Nursing students are encouraged to develop transcultural self-efficacy by focusing on improving their satisfaction with clinical practice and professional identity. Further research is required to determine the various factors affecting transcultural self-efficacy among nursing students.

• Journal of Korean Academy of Nursing
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• v.44 no.6
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• pp.682-696
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• 2014

Purpose: This study was conducted to develop and test the effects of an emotional intelligence program for undergraduate nursing students. Methods: The study design was a mixed method research. Participants were 36 nursing students (intervention group: 17, control group: 19). The emotional intelligence program was provided for 4 weeks (8 sessions, 20 hours). Data were collected between August 6 and October 4, 2013. Quantitative data were analyzed using Chi-square, Fisher's exact test, t-test, repeated measure ANOVA, and paired t-test with SPSS/WIN 18.0. Qualitative data were analyzed using content analysis. Results: Quantitative results showed that emotional intelligence, communication skills, resilience, stress coping strategy, and clinical competence were significantly better in the experimental group compared to the control group. According to the qualitative results, the nursing students experienced improvement in emotional intelligence, interpersonal relationships, and empowerment, as well as a reduction in clinical practice stress after participation in the emotional intelligence program. Conclusion: Study findings indicate that the emotional intelligence program for undergraduate nursing students is effective and can be recommended as an intervention for improving the clinical competence of undergraduate students in a nursing curriculum.

• Journal of Korean Academy of Nursing Administration
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• v.15 no.3
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• pp.391-402
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• 2009

Purpose: The purpose of this research was to describe the decision making experience of VIP ward nurses in the clinical practice adjustment process. The research question was about "how nurses adjust their clinical practice to nursing situations and develop decision making process in a VIP ward." Method: The methodology of collecting and analyzing the data was based on the grounded theory of Strauss and Corbin(1998). The data was collected through in-depth interviews with 10 nurses from July to November, 2007. Results: The core category of nursing care decision making process was named as "adjusting with flexibility and deepened insight." The clinical practice adjustment process in nursing care decision making has progressed through four preceding interlocking phases: 1) dependent phase, 2) defensive phase, 3) independent phase, 4) integrative phase. These phases were classified by the level of nurses' dependency, proactivity, presupposition and integration. Conclusion: The result of this study indicated that nurse's decision making depended on their experiences and the nature of social context in which nursing occurs. Therefore, it is important to elaborate an effective training program for nurses to develop the phases of nursing care decision making.