• 한국컴퓨터정보학회논문지
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• 제24권3호
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• pp.175-179
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• 2019

This study is a descriptive research of paramedic students who could be exposed to blood and body fluids during the clinical practicum to analyze the risk factors. From June 1 to June 30, 2018, 172 paramedic students who attended the University in Jeolla-do region were analyzed. The collected data were analyzed by using the SPSS WIN 21.0 program. The general characteristics of subjects, the exposure level of blood and body fluids, and etc were obtained for frequency and percentage analysis. The study found that 72.7 percent of students had experience to blood or body fluids exposure during the clinical practicum. Except for any needle injury, 70.4 percent of student were exposed to blood or body fluids. 28.8 percent of them which was the highest percentage of injection injury were exposed during the venous blood draw. 36.5 percent of exposure were related to wound dressings which was the highest percentage related to clinical procedures. 71.2 percent of students mentioned that they did not report this exposure because 68.5 percent students thought that it has no danger. According to the survey on hepatitis B, 50.6% of students had antibodies, but 31.8 percent of students did not confirm that the antibodies were formed. Even though paramedic students do practical training in a hazardous environment with repeated exposure to blood and body fluids due to the nature of job characteristics, the systemic infection control education program is insufficient. In order to prevent exposure and to protect paramedic students who do practical training with patients, it is necessary to make more systematic and active efforts in the continuous monitoring and the preventive education.

• 한국산학기술학회논문지
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• 제18권5호
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• pp.626-635
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• 2017

본 연구는 간호대학생의 자기주도적 학습능력, 실습만족도 및 일반적 특성이 기본간호술 수행자신감에 미치는 영향력 정도를 분석하고자 시도되었다. 자료수집은 B시와 U시 소재 2개 4년제 대학에 재학 중인 간호학과 3학년 학생들을 대상으로 자료수집 시점까지 임상실습 경험이 없는 318명의 간호대학생들을 편의 표집하였다. 수집된 자료는 SPSS 18.0 프로그램을 이용하여 서술통계, t-검정, ANOVA 및 Scheffe test, Pearson's correlation coefficients, Stepwise multiple regression을 사용하여 분석하였다. 분석결과 대상자들의 기본간호술 수행자신감은 $3.40{\pm}0.61$점, 자기주도적 학습능력은 $3.38{\pm}0.40$점, 실습만족도는 $3.93{\pm}0.59$점으로 나타났고, 기본간호술 수행자신감은 자기주도적 학습능력(r=.289, p<.001), 실습만족도(r=.353, p<.001)와 유의한 순 상관관계를 보였으며, 자기주도적 학습능력은 실습만족도(r=.393, p<.001)와 유의한 순 상관관계가 있는 것으로 나타났다. 기본간호술 수행자신감에 영향을 미치는 요인은 실습만족도(${\beta}=.24$, p<.001), 자기주도적 학습능력(${\beta}=.15$, p=.010), 실습참여태도(${\beta}=.13$, p=.027)로 총 설명력은 15.6%였다. 따라서 기본간호 실습교육자는 학생들의 기본간호술 수행자신감 증진을 위해 이들의 실습만족도와 자기주도적 학습능력을 향상시킬 수 있는 적절한 교수학습법을 적용할 필요가 있으며, 기본간호 실습교육 시 학생들의 적극적인 참여를 유도하기 위한 다각적인 교육 전략을 세울 필요가 있다고 본다.

• 성인간호학회지
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• 제25권2호
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• pp.170-182
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• 2013

Purpose: This study investigated the effectiveness of simulation training with a hybrid model of student nurses' performance ability and reported self confidence. Methods: A nonequivalent control group with pre-posttest was designed. Data collection was done during the first semester in 2012 at a college of nursing in Seoul. Nursing performance ability and reported self confidence related to taking care of patients with urinary problems were evaluated. The treatment group (n=96) received simulation training of a catheterization procedure with a hybrid model involving standardized patients and a mannequin. Nursing students in the comparison group (n=84) did not receive the simulation training but would receive it prior to their next clinical practicum's. Results: The treatment group showed a significantly higher performance ability and reported self confidence than that of the comparison group. The perceived helpfulness and contentment of the simulation training in experimental group was high. Conclusion: The findings of this study demonstrated that simulation with a hybrid model was effective in teaching skills prior to the clinical experience which suggests that skill development is not dependent on the actual clinical situation. Nurse educators should consider simulation training as a tool beyond that of clinical practicum.

• 부모자녀건강학회지
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• 제20권1호
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• pp.10-17
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• 2017

Purpose: This study was conducted to investigate the effects of simulation-based education using high-fidelity simulator and standardized patient in nursing care for children with fever on nursing students. Methods: A total of 166 senior nursing students who completed pediatric nursing practicum courses participated in this study. The single group study design with pretest and posttest was used. The simulation education was provided for 200mins including orientation, simulation preparation, simulation practicum, and debriefing. Pre and post surveys were performed using questionnaires on clinical performance competency, communication skills, critical thinking disposition and self-confidence. Results: The mean scores of clinical performance competency (t=-2.56, p<.05), communication skills (t=-6.39, p<.001), critical thinking disposition (t=-3.43, p<.001), and self-confidence (t=-3.72, p<.001) in posttest were significantly higher than those in pretest. Also, clinical performance competency in nursing care for children with fever has significant relationships with communication skills, critical thinking disposition and self-confidence. Conclusion: The results indicate that simulation-based education using high-fidelity simulator and standardized patient is an effective strategy for improving clinical performance competency, communication skills, critical thinking disposition and self-confidence in nursing students. Further study is needed to verify the effects.

• 기본간호학회지
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• 제7권1호
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• pp.60-70
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• 2000

It was reported that nursing students had most difficulties in clinical competency due to their short of knowledge and skills in nursing care. Environmental difference between laboratory in nursing school and hospital was another difficulty to them. This implicated that more preclinical competency education is needed in fundermental nursing to achieve skills of care and the laboratory environment of nursing school had to be improved. The purpose of this study was to examine contents, total lecture and practicum house of the fundermental nursing education in nursing schools. It was also examine the difference of contents between hospital in-service education and nursing school. It's study is a descriptive study with study sample of 56 nursing professors who teach fundermental nursing in colleges and universities. Structured Questionnaires was used in collecting data. The result showed that practicum hours total 96.8 hours which was 59% of funderm nursing course. The education regar medication account for large numbers of h Aseptic technique, elimination care, vital oxygen related care were the next common contents. When compared with hospital in-service education, 76% of the education were the same. This suggested that pre-clinical education in fundermental nursing needed to be enforced in its contents & education hours to establish clinical practice centered nursing education.

• 여성건강간호학회지
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• 제24권4호
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• pp.379-391
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• 2018

Purpose: To describe nursing students' experience of sexual harassment during clinical practicum. Methods: An interpretive phenomenological qualitative approach was used to understand contextual experiences of participants. Individual in-depth interviews were conducted to collect data from thirteen nursing students who experienced sexual harassment during clinical practice in general hospitals at D metropolitan city. All interviews were recorded and transcribed into Korean and English. Transcripts were analyzed using the data analysis method described by Diekelmann, Allen, and Tanner. Results: The following 12 themes emerged from the data: 'unprepared to respond', 'lack of education', 'unsure about when behavior crosses the line', 'power differential for nursing students', 'balancing self-preservation with obligations to patients', 'shame', 'feeling responsible for not being able to prevent the harassment', 'impact on patient care', 'fear of what might have happened', 'fear of repercussions', 'long term impact', and 'peer support'. Conclusion: Participants in this study described feeling an obligation to care for their patients. However, they seemed to be unable to balance this while feeling vulnerable to sexual harassment with strong negative feelings. Helping students recognize and effectively deal with sexual harassment is a critical element to assure quality learning for participants and maintain quality of care during clinical practice.

• Perspectives in Nursing Science
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• 제10권1호
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• pp.24-31
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• 2013

Purpose: This is a project report of the development of consecutive clinical nursing practicum modules using simulation encompassing the essentials of nursing over 4 years of university level education. Methods: The project was conducted from May to December in 2011 in a college of nursing in Seoul, Korea. Six nursing faculty members from different major subjects at the university participated in the project. The theoretical framework was sought in the first phase, resulting in utilizing Neuman's Systems Model. The principles of developing the contents of and the links between the modules were set up in the second phase, presented as complexity, diversity, and comprehensiveness. The details in the individual module were fleshed out in the third phase. Results: Eight clinical nursing modules using simulation were developed and presented in a table in detail. The complexity, diversity, and comprehensiveness of each module increased in depth and breadth in a consecutive order. Conclusion: It is hoped that this module is a decent curricular exemplar demonstrating comprehensive nursing practice education using a simulation technique.

• Child Health Nursing Research
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• 제20권2호
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• pp.123-131
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• 2014

목적 본 연구의 목적은 아동대상자의 수술 후 간호를 주제로 문제기반학습 연계 시뮬레이션 교육 프로그램(simulation integrated with problem based learning, SIM-PBL) 개발과정을 기술하고, 교육 프로그램이 간호대학생의 임상간호 수행능력과 자아 효능감에 미치는 효과를 파악하기 위함이다. 방법 본 연구는 대조군 중재군 전후 시차 설계를 통한 유사 실험 연구이다. 자료수집 기간은 2012년 4월 23일부터 5월 18일까지 총 4주간이었다. 연구대상은 4년제 간호학과의 3학년에 재학 중인 학생을 대상으로 아동간호학 임상실습 중인 학생을 편의표집 하였고, 시차를 이용하여 대조군 18명, 중재군 18명으로 구성하였다. 대조군에게는 기존 임상실습교육이 제공되고, 중재군에게는 임상실습 시간 중 150분을 SIM-PBL로 대체하였다. SIM-PBL의 효과 평가를 위해 시뮬이션을 기반으로 한 임상간호 수행능력 평가(simulation based clinical examination, SCE)와 자아효능감이 이용되었다. 결과 SIM-PBL 교육을 받은 중재군은 대조군과 비교하여, 교육 후 임상간호 수행능력의 향상 정도가 일부 영역에서 통계적으로 유의한 차이를 보였다(신체검진: 3.019, p =.005; 수술 후 교육: t=2.428, p =.021). 그러나 자아효능감은 두 군 사이에 통계적으로 유의한 어떤 차이도 보여주지 못하였다. 결론 본 연구에서 사용된 SIM-PBL은 간호대학생들의 아동대상자를 위한 수술 후 간호 및 투약수행에 대한 임상간호 수행능력의 일부 영역을 향상시키는데 효과적이었다. 본 연구는 시뮬레이션 기반 교육과 문제기반학습의 두 가지 교육방법을 혼합하여 교육 프로그램을 구성하였고, 구조화된 체크리스트 도구를 통해 객관적으로 임상간호 수행능력을 평가하였다는 점에 의의가 있으며, 추후 이러한 교육 프로그램의 적극적 활용 및 중재의 크기에 따라 효과를 다양하게 입증하는 연구가 수행될 것을 제언한다.

• 한국간호교육학회지
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• 제14권2호
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• pp.188-194
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• 2008

Purpose: The purpose of this study was to survey the present status of the gerontological nursing course in Baccalaureate degree programs(BSN) in Korea, so as to provide basic data for developing a standard model for a gerontological nursing curriculum. Method: Data on the contents of a gerontological nursing curriculum was collected from those programs that had a gerontological nursing course. Result: The results show that 48 schools(87.3%) offered a gerontological nursing course. Twenty-five schools(45.5%) had both lectures and clinical practicum, while 23 schools(41.8%) had only lectures. Twenty-seven schools(56%) offered a gerontological nursing course as an elective. Students earned the most number of credits in their senior year. The most common credit system for lecture subjects was 2 credits with 38 schools(79.2%) and a clinical practicum was 1 credit with 20 schools(80%). The issues identified were that gerontological nursing was an elective and not a mandatory course, a lack of clinical lab hours, and a lack of common learning objectives. Conclusion: Recommendations are made for better defined curricula in gerontological nursing. In addition, further investigations of the learners or students entering gerontological nursing to facilitate curriculum development and appropriate instructional strategies are needed.

• 한국간호교육학회지
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• 제12권2호
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• pp.151-161
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• 2006

Purpose: The purpose of this study was to assess the needs of RN-BSN students concerning the RN-BSN curriculum and make suggestions for improvement in the curriculum based on the needs of the students. Method: A descriptive survey study was used. Data were collected from 707 RN-BSN senior students in 21 universities. The research instrument, which was developed after in-depth interviews with 13 RN-BSN students, consisted of 10 curriculum objectives, 34 cultural courses, 48 major courses, three questions on clinical practicum, and teaching methods for 5 required courses. Result: The curriculum objectives selected by the RN-BSN students were problem solving, clinical applicability, critical thinking, creative thinking, and decision making. They wanted cultural courses such as English, understanding of human behavior, social welfare, women's studies, psychology, nutrition science, leadership, recreation, computer applications, exercise and health. They wanted major courses to include the nursing process, nursing research, health assessment, advanced adult nursing, infection control, spiritual/hospice nursing, and nursing of cancer patients. They responded that a clinical practicum was not necessary. They wanted to experience various teaching methods according to particular characteristics of subject being taught. Conclusion: This study suggests some recommendation for improvement of the curriculum based on the needs of RN-BSN students.