• Journal of Korean Academy of Fundamentals of Nursing
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• v.25 no.2
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• pp.99-108
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• 2018

Purpose: This study was done to examine the relationship between communication skill, interpersonal ability and clinical competence of nursing students, and to identify factors influencing clinical competence. Methods: Research participants were 172 nursing students in the nursing departments of 3 universities located in G city and J province. The students had completed over 2 semesters of clinical practice. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient and multiple regression. Results: Participants' scores for communication skill, interpersonal relationships and clinical competence were $3.81{\pm}0.42$, $3.74{\pm}0.43$ and $3.49{\pm}0.43$ respectively. Communication skill, interpersonal relationships and clinical competence had positive correlations. Factors influencing nursing students' clinical competence included communication skill, interpersonal relationships, subjective health status and satisfaction with nursing as a major. These variables explained 40% of the variance in clinical competence. Conclusion: The findings show that development and application of educational programs to increase communication skill and interpersonal relationships are important and will improve nursing students' clinical competence.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.1
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• pp.25-35
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• 2011

Purpose: The purpose of this study was to evaluate the effects of an intravenous injection case-based clinical performance examination for improvement of problem-solving skill, nursing process application, nursing skill, and learning satisfaction. Method: This study's design was a randomized control group design. A total 93 students (experimental group, 49 control group, 44) who were junior nursing students in South Korea were included in this study. Data were collected from August 12th to 19th, 2010 and analyzed using SPSS 18.0. Result: The mean score of problem solving skills, intravenous injection skill, and learning satisfaction were significantly higher in the experimental group than the control group. However, the mean score of nursing process application was not significantly different between the two groups. Conclusion: These results indicate that the case-based clinical performance examination is effective for problem solving skill, nursing skill, and learning satisfaction. Therefore, it is recommended to adapt such teaching methods with integrated nursing practice education for various clinical skills development.

• Women's Health Nursing
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• v.18 no.4
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• pp.312-320
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• 2012

Purpose: This study was conducted to examine the effects of simulation-based education on communication skill and clinical competence in maternity nursing practicum. Methods: This study used a non-equivalent control pretest-posttest design. The simulation-based education in maternity nursing practicum consisted of two clinical situation scenarios pertaining to patients with normal and high-risk deliveries. The control group consisted of 35 students in 2010 and the experimental group consisted of 35 students in 2009. The experimental group was given the simulation-based education using a high-fidelity patient simulator over 3 sessions, whereas the control group was given a conventional pre-clinical practice orientation before maternity nursing clinical practicum. Data were collected using a questionnaire, which included questions to assess communication skill and clinical competence. Data were analyzed using SPSS/WIN 18.0. Results: Members of the experimental group, who received the simulation-based education, showed significantly higher communication skill and clinical competence scores than the control group (t=-2.39, p = .020; t=-2.71, p = .009). Conclusion: The simulation-based education in maternity nursing practicum is effective in promoting communication skill and clinical competence. With application of diverse clinical situation scenarios, it is recommended to develop and apply simulation-based education using a high-fidelity simulator in the area of maternity nursing.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.15 no.1
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• pp.14-21
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• 2008

Purpose: Objective Structured Clinical Examination(OSCE) has been used for clinical skill evaluation. This study was done investigate whether there are positive impact educational effects if nursing students are invited to develop OSCE modules. Method: The participants were 63 second-year students in one nursing college. Students were divided into 3 groups; the OSCE module development group(Exp1), traditional study group(Exp2), and control group(Cnt). Students were allocated according to clinical skill test scores to make the 3 groups equal. Exp1 developed OSCE modules, and Exp2 studied using traditional methods. Clinical skill tests and surveys were done to measure self-directed readiness, problem-solving ability, and self-efficacy before and after experimental treatments. Results: Clinical skill test scores increased significantly in all three groups, but Exp1 and Exp2 showed a higher clinical skill test score increment than Cnt. Self-directed readiness scores increased significantly in Exp1, but not in Exp2 and Cnt. Problem-solving ability scores increased significantly in Exp1 compared to Cont. Conclusion: Development of OSCE modules has positive educational effects for participating students in terms of clinical skill tests, self-directed readiness, and problem-solving ability.

• Journal of Oriental Neuropsychiatry
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• v.19 no.2
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• pp.195-207
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• 2008

Objective: The purpose of this study was to compare satisfaction of practice and clinical skill in different participation learning and observation learning, and to offer the basic data to promote quality of nursing education. Method: The study used a quasi-experimental, nonequivalent control group post-test design. The subjects were 62 nursing students of K college in Jeonbuk, and the period of data gathering was limited from 19 Nov. 2006 to 30 Nov. 2006. Experience group was taught by hand-on education and control group was taught by conventional education. The instrument tools included self-efficacy, satisfaction of practice and clinical skill. The collected data were analyzed by SPSS-PC programme. Result: The results of this study were as follows: There was statistically a significance difference between the two group about satisfaction of practice(t=2.011 p=.043), and clinical skill(t=11.997, p=.000). Self-efficacy showed a significantly positive correlation with satisfaction of practice(r=.476, p=.000) and clinical skill(r=.178, p=.014). Also, satisfaction of practice showed a significantly positive correlation with clinical skill(r=.l82, p=.000). Conclusion: In conclusion, this study suggests that hand-on education is an effective learning method to nursing students. By utilizing hand-on education, makes nursing students plan self-directed nursing performance and improve their clinical skills.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.25 no.1
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• pp.58-67
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• 2018

Purpose: Fatigue and clinical practice stress can negatively influence nursing students. This study was done to examine of communication skill as mediating effect variable in the relationship between fatigue and stress during clinical practice. Methods: A cross-sectional study design was employed. Research participants were 124 nursing students from G city and J province. Data were collected from December 1, 2016 to January 30, 2017 using self-report questionnaires. Data were analyzed using Baron and Kenny method. Results: Fatigue had a significant negative correlation with communication skill (r=-.28, p=.001). Fatigue had a significant positive correlation with clinical practice stress (r=.39, p<.001). In addition, communication skill had a mediating effect in the relationship between fatigue and clinical practice stress. Conclusion: The findings of this study indicate that communication skill plays an important role in reducing clinical practice stress in nursing students. Therefore, in the field of nursing education, a program to improve the communication ability of nursing students should be developed and applied.

• The Journal of Korean Academic Society of Nursing Education
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• v.15 no.2
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• pp.175-182
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• 2009

Purpose: Objective Structured Clinical Examination (OSCE) is a good way to evaluate clinical skills of nursing students. To do this, we need modules, evaluators, persons to run the examination, as well as models and standardized patient care if necessary. The main purpose of this study was to compare the effects of the OSCE method on nursing skills performance of students enrolled in a core skill lab of nursing courses. Method: Eight items were developed for the examination. Five minutes was allowed for each item. Two married women and third-year students played patient's roles. The participants were 2nd-year nursing students and the OSCE program was performed on December, 2008. Data analysis was done using SPSS WIN 12.0. Result: The evaluation score for BP check skill was 1.68 and hand washing skill was 1.87 by evaluators. Response of examinees to OSCE was favorable. Examinees did not express resistance for evaluation by OSCE run by SPs and students. Conclusion: The OSCE method is an effective tool for evaluating clinical nursing skills performance in student nurses. It is necessary to explore more efficient ways to develop OSCE cases in wider areas of nursing education. It is also recommended to replicate similar studies in nursing education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.6
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• pp.2749-2759
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• 2013

This study was done to identify the relationship between emotional intelligence and communication skill, clinical competence & clinical practice stress of nursing students. Subjects were 184 associate nursing students(2nd grade) in Korea. The data were collected using self -report questionnaire from jan 1 to february 29, 2012. Data were analyzed by frequencies, t-test, ANOVA, Pearson's correlation, multiple regression using SPSS Win 18.0. Emotional intelligence were significantly correlation with communication skill, clinical competence and stress of clinical practice in nursing students. And the higher emotional intelligence was showed the higher communication skill, clinical competence and the lower stress of clinical practice. Therefore, To increase communication skill, clinical competence and to decrease stress of clinical practice of nursing students, it is necessary to develop and test the program for improving emotional intelligence of nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.11
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• pp.7698-7707
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• 2015

The purpose of this study was to investigate self-esteem, empathy, communication skill and clinical competency, and to identify the influencing factors on clinical competency of nursing students. The data was collected using questionnaires from 212 nursing students who were 3rd and 4th years in 2 nursing universities in Daejeon, September 2014. Data was analyzed using Pearson correlation and stepwise multiple regression with IBM SPSS 21. Significant relationships were found among self-esteem, empathy, communication skill and clinical competency in nursing students. The result of stepwise multiple regression indicates that communication skill and self-esteem (F=37.010, p<.001) predicts 26.2% in clinical competency. The most powerful predictor was communication skill(${\beta}$=.384, p<.001), next one was self-esteem(${\beta}$=.283, p<.001). In conclusion, to enhance clinical competency for nursing students, it is necessary to develop and utilize a program that enhances communication skill and self-esteem.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.13 no.3
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• pp.343-350
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• 2006

Purpose: This study was done to identify the relationship between self-efficacy and clinical skill competence of nursing students. Method: The participants in the study were 375 student nurses enrolled in 3rd & 4th year of a BSN program in Seoul and Gyeongi province, Korea. Data were collected from December 12, 2004 to November 30, 2005 using a structured questionnaire. Data were analyzed using SPSS 11.0 Win program. Results: The average score for self-efficacy was $3.21{\pm}0.60$, and for clinical skill competence $2.80{\pm}0.42$. The self-efficacy score showed a significant difference according to student's year in college (t=2.494, p=0.013), and GPA score (t=4.299, p=0.000). The clinical skill competence score showed a significant difference according to year in college (t=5.351, p=0.000), GPA score (t=2.997, p=0.003) and satisfaction with course (F=5.214, p=0.006). There was a significant positive correlation between self-efficacy and clinical skill competence (r=0.224, p=0.000). Conclusion: These findings show that there is a need to develop strategies to improve self-efficacy for student nurses in Korea. And also, it is recommended that programs to improve clinical skill competence need to be included in nursing curricula.