• Korean Parent-Child Health Journal
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• v.16 no.1
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• pp.37-44
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• 2013

Purpose: The purpose of this study is to analyze the effectiveness of maternity nursing education-knowledge, skills and attitude among the third year students who have completed maternity nursing, practice at the college, clinical practice and core skill practicum. Methods: This is the descriptive research to verify the effectiveness of simulation-based practice education for core skill of maternity nursing. Third year nursing students who have completed maternity nursing related theories and practice have been selected as population. Total of 202 surveys have been used for analysis. Data analysis is done by using SPSS/WIN 18.0. Results: Self-confidence of core skill in maternity nursing is experimental group 4.52 and control group 4.37 score (p<.05). Performance competence in childbirth care is experimental group 4.53 and control group 4.35 score (p<.05). The students who have maternity nursing related clinical practice and core skill practicum experience show high core skill evaluation score. Conclusion: Therefore, it is recommended that current maternity nursing core skill curriculum should be reviewed and improved, and the students should be provided variety of simulation techniques to gain essential knowledge and core nursing skills.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.3
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• pp.330-340
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• 2017

Purpose: This study was conducted to explore the relationship between simulation-based clinical judgment and performance ability for tracheal suction in nursing students. Methods: With a convenience sampling, 207 nursing students participated in this descriptive study. Lasater clinical judgment rubric was used for self-reported clinical judgment in addition to observe the skill of tracheal suction using a checklist. Data were analyzed by descriptive statistics, t-test and Pearson's correlation coefficients using the SPSS/WIN 22. Results: A scenario with pneumonia patient was developed to observe the skill of tracheal suction during simulation-based practices. Then self-reported clinical judgment was scored. The mean score of total sum of clinical judgment, total mean of clinical judgment, and performance skill were $36.44{\pm}4.82$, $13.44{\pm}1.71$, and $42.32{\pm}5.05$, respectively. Statistically, students having good skills in suction showed significant differences in clinical judgment of interpreting (p=.031) compared to students having fair skills. Conclusion: The results of this study show that a structured debriefing method utilizing Lasater clinical judgment rubric is helpful. Also, simulation-based practice related to adult nursing in the respiratory system was useful for increasing the core basic skills among nursing students.

• Journal of Digital Convergence
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• v.16 no.9
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• pp.329-338
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• 2018

The purpose of this longitudinal study was to investigate confidence in core basic nursing skill each period of clinical practicum and discover the changes, depending on characteristics of periods. The data was collected for 94 nursing students attending a university located in J-do from Mar. 9 to Dec. 16 2016 for 4 times in total. For data analysis, the frequency analysis, descriptive statistics and paired t-test were used. The research findings showed that confidence in core basic nursing skill by each period of clinical practicum was lowest before clinical practicum in general but gradually increased depending on lapse of time and experience of clinical practicum. However, it decreased in all items after having first clinical practicum in the $2^{nd}$ semester, compared to after first clinical practicum in the $1^{st}$ semester. In addition, the difference of confidence in core basic nursing skill between clinical practicum periods was higher after the first clinical practicum in the $1^{st}$ semester and after clinical practicum at the end of school year, compared to before clinical practicum and after the first clinical practicum in the $2^{nd}$ semester respectively. Therefore, this study suggested that it's necessary to have efficient and systematic clinical practicum education strategy, reflecting the characteristics of periods in clinical practicum in order to improve the confidence in core basic nursing skill of nursing students.

• Journal of the Korea Convergence Society
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• v.9 no.11
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• pp.539-547
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• 2018

The purpose of this study was to identify the influence of empathy and communication skill on clinical stress of college students in the convergence society. The participants were 211 college students, data were analyzed using t-test, ANOVA, Pearson Correlation, Multiple regression. It was found that: nursing students showed higher clinical stress in case of lower level of school satisfaction, major satisfaction, clinical satisfaction, the difficult of relationship with head nurse, and female student. Significant negative correlation were found between communication skill and clinical stress. The factors influencing clinical stress were clinical satisfaction, communication skill and gender. In order to reduce clinical stress among nursing students, it is needed to find various ways improving communication skills, such as educational courses and intervention, and to figure out associate variables and multilateral research to enhance clinical satisfaction.

• Korean Journal of Adult Nursing
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• v.22 no.2
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• pp.221-228
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• 2010

Purpose: The purpose of this study is to identify the relationship among clinical competence of diabetic diet education on standardized patients, self-efficacy, communication skill, learning satisfaction, and professional values of nursing students. Methods: The present study was a descriptive research. The participants were 144 junior nursing students in a university. The clinical competence on diabetic diet education was assessed by trained evaluators when nursing students performed diabetic diet education using the standardized patients. The students' self-efficacy, communication skill, professional values, and learning satisfaction were measured by themselves using the questionnaires. Results: The clinical competence on diabetic diet education showed positive correlations with communication skill and learning satisfaction, while the competence was not correlated to self-efficacy and professional values. Conclusion: The results of this study suggest that clinical competence on diabetic diet education may be more related to communication skills and learning satisfaction than self-efficacy and professional values. Promoting communication skills and learning satisfaction using a standardized patient may increase nursing students' competence on diabetic diet education.

• Korean Journal of Adult Nursing
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• v.27 no.5
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• pp.604-611
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• 2015

Purpose: Knowledge, clinical reasoning, and self-confidence are the basis for undergraduate education, and determine students' level of competence. The purpose of this study was to assess the effects of the addition of a one-time simulation experience to the didactic curriculum on nursing students' knowledge acquisition, clinical reasoning skill, and self-confidence. Methods: Using a quasi-experimental crossover design consisted of intervention and wait-list control groups. Participants were non-randomly assigned to the first intervention group (Group A, n=48) or the wait-list control group (Group B, n=46). Knowledge level was assessed through a multiple choice written test, and clinical reasoning skill was measured using a nursing process model-based rubric. Self-confidence was measured using a self-reported questionnaire. Results: Results indicated that students in the simulation group scored significantly higher on clinical reasoning skill and related knowledge than those in the didactic lecture group; no difference was found for self-confidence. Conclusion: Findings suggest that undergraduate nursing education requires a simulation-based curriculum for clinical reasoning development and knowledge acquisition.

• Perspectives in Nursing Science
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• v.9 no.2
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• pp.136-145
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• 2012

Purpose: The purpose of this study was to verify the educational effectiveness of the Objective structured clinical examination (OSCE) module development activities on nursing students in the areas of performance skill, knowledge, self-directed learning readiness, and problem solving ability for medication skill. Methods: This study was a nonequivalent control group non-synchronized post-test design. The subjects (N=47), who agreed to participate in this study, were assigned to either the experimental (n=24) or control group (n=23). The experimental group was trained with OSCE module development activities for four days. The control group was trained with a traditional demonstration and practice class for the same amount of time as the experimental group. Medication performance skill and knowledge tests and surveys were done to measure self-directed learning readiness, and learning satisfaction after the experimental treatments. Results: The experimental group which participated in the OSCE module development activities showed significantly higher performance skill, self-directed learning readiness, and problem solving ability for skin test and insulin medication than that of the control group of traditional education. Conclusion: It is recommended to use the OSCE module development activities for nursing students in nursing education-learning in order to improve nursing skills.

• Journal of the Korea Convergence Society
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• v.9 no.11
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• pp.479-489
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• 2018

This study aimed to analyze the effects of nursing students' self efficacy, communication skill, and nursing skill on their application of the fundamental nursing practice program with clinical scenario. This study used a nonequivalent control group pretest-posttest design. The participants were second year nursing students; the experimental group had 35 participants and the control group had 46. The clinical scenario based program was applied and evaluated the self efficacy, communication ability, and nursing ability. The results of the study showed an increase in self-efficacy in the experimental group, and this increase was statistically significant as compared to that in the control group (t=2.06, p=.042). Communication skill increased in the experimental group, but it was not statistically significant as compared to the control group (t=.28, p=.778). Nursing skills slightly increased in the experimental group compared to that in the control group (t=2.46 4, p=.016). The fundamental nursing practice combining the clinical scenario can help students' understanding of clinical situation and nursing skills.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.331-343
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• 2019

Purpose: This study focuses on investigating the effectiveness of simulation education on emergency management using a low-fidelity simulator as related to clinical skill performance, self-confidence, knowledge, learning satisfaction, and critical thinking disposition in new nurses. Methods: A pre-post test experimental design of nonequivalent control group was applied. Fifty-five new nurses were recruited, 28 nurses for the experimental group and 27 nurses for the control group. A simulation education for emergency management comprising knowledge lecture, team learning, skill education, team simulation, and debriefing was developed and implemented from Feb. 14 to 27, 2015. Data were analyzed with percentage, average, and standard deviation, chi-square, and t-test using SPSS. Results: The experimental group showed significantly higher knowledge (t=5.81, p<.001), clinical skill performance (t=10.08, p<.001), self-confidence (t=-6.24, p<.001), critical thinking disposition (t=2.42, p=.019), and learning satisfaction (t=4.21, p<.001) for emergency management compared with the control group who had traditional lecture education. Conclusion: The results indicate that a simulation education using a low-fidelity simulator is an efficient teaching method for new nurses to deepen their clinical skill performance, self-confidence, knowledge, learning satisfaction, and critical thinking disposition in learning emergency management.

• 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.