• 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 Industrial Convergence
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• v.19 no.6
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• pp.109-121
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• 2021

This study was attempted to understand the phenomenon in depth by exploring the special experiences of occupational health nurses who guided occupational health nursing practice education. Participants were eight occupational health nurses who had experience teaching occupational health nursing practice for more than a semester. Data collected as focus groups were analyzed by phenomenological methods. As a result of the analysis, the experience of student practice education of occupational health nurses was derived into four categories: 'Nursing student practice education started from their own experiences', 'Proceeding nursing student practice despite difficulties', 'Feel rewarding' and 'Presenting alternatives'. An understanding the experience of nursing student practice education by occupational health nurses can be used as a reference to improve or develop occupational health nursing practice curriculum, such as establishing practice regulations suitable for the characteristics of occupational health nursing practice subjects.

• The Journal of Korean Academic Society of Nursing Education
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• v.12 no.1
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• pp.86-94
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• 2006

Purpose: The purpose of this study is to identify the nursing student's e-Learning status. Method: The 48 nursing students were subject to this study. They were introduced to use 'understanding of ABGA' site. And the web log data was analysed. Result: General learning status in nursing education, difference of learning status in each learning type, and 'quiz' area learning status were analysed to see the nursing student's e-Learning status. The result of study showed that the participants didn't get learning that site designer had in mind to give them. Conclusion: It is important to figure out students' actual learning behaviors and reactions of feedbacks. Also, web log data could provide useful data that affect student's behaviors. Based on this study result, the following is suggested. The way to give them effective learning should be considered by the instructor who knows the unsincere type students through web log data.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.8 no.3
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• pp.357-365
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• 2001

Purpose: The purpose of this study was to identify the death orientation of college student nurses and to evaluate the effectiveness in death orientation of a class on 'hospice care'. this was done by investigating the difference between the death orientation before and after the class. Method: The instrument used in this Investigation was the death orientation scale developed by Thorson and Powell (1988). The subjects of the study were the 47 college student nurses in a 'hospice care' class. The research was carried out between March 2, 2001, when the class began, and June 21, 2001 when the class ended The collected data were examined using arithmetic mean, percentage, t-test, ANOVA. Result: The results of the study are as follows : 1. The average death orientation score of the subjects before the class was 2.80. 2. There were a significant difference in the death orientation scores before and after the class (p<0.001). Before the class, 'hospice care', the students had an average score of 2,80. Their average score decreased to 2.55 after the class. Of 25 death orientation items on the scale, 14 items decreased significantly after the class as compared to before the class. 3. According to personal attributes (religion. the existence of religion, the experience of a death in recently) of subjects, there were no significant statistical differences in death orientation (p>0.05). Conclusion: This study showed that a class on hospice care was effective in changing the death orientation of student nurses.

• Child Health Nursing Research
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• v.6 no.3
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• pp.423-436
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• 2000

This study was designed to find the characteristics and patterns in subjectivity of the perspectives on the coping strategies about practical stress in nursing student. Q-methodology was used as a research design and the research procedures were as follows. Q-sampling has been derived from the literature review and a questionnaire. Its credibility and validity were also tested by nursing professors. Total of 34 statements were selected. P-sampling has been drawn and 51 samples were selected. Based on 9 point scale, the selected respondents rated their operant definition on the perspectives on the coping strategies about practical stress in nursing student. The results of above procedures were analyzed by PCQ program. The perspectives on the coping strategies about practical stress in nursing student were analyzed based on the typical array, extreme comments, and the demographic information of study subjects. The results revealed that there were three types of the perspectives on the coping strategies about practical stress in nursing student. The three types were named as follows; 1) The first type, agree of positive change by oneself perspectives, was consisted of 18 subjects. They thought that they did their best positive change for the most effective coping strategies about practical stress. 2) The second type, agree of social support perspectives, was consisted of 13 subjects. They thought that they asked for an other person's help for the most effective coping strategies about practical stress. 3) The third type, agree of looking on avoidance perspectives, was consisted of 5 subjects. They thought that they looked on or avoided problems for the most effective coping strategies about practical stress. As a result, this study discovered three types of the degree of the perspectives on the coping strategies about practical stress in nursing student. By identifying the nature of each of three types, this study can be useful to develop efficient coping strategies about practical stress in nursing student.

• The Journal of Korean Academic Society of Nursing Education
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• v.16 no.2
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• pp.213-221
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• 2010

Purpose: The purpose of this study was to investigate the perception of nursing student's preceptorship and to compare the perception on the readiness of clinical competence between nurse preceptors and senior-level nursing students. Method: Data was collected with self-administered questionnaires and analyzed by descriptive statistics and t-test. Study participants were 65 preceptors in one university hospital and 59 nursing students in the same university. Result: The knowledge and satisfaction about preceptorship in the nurse preceptor was 2.66 and 2.70 out of 5. Most of the preceptors (70%) agreed to the students preceptorship program even though the intention to be a preceptor was very low (14.1%). They responded that the merits of student preceptorship were self-development (29.7%) and knowledge acquisition (29.7%), whereas the disadvantages were increased workload (67.2%) and increased stress (23.4%). Requested rewards were monetary reward (44.4%) and promotion (33.3%). In all areas of clinical competence readiness, students' perception score was higher than preceptors'. Conclusion: Nursing education must reexamine current approaches to clinical teaching and seek methods to better prepare future nurses. These findings may serve as a guide to create an ideal students preceptorship program to place a greater emphasis on the competencies desired for providing high quality nursing services.

• Journal of Korean Academy of Nursing Administration
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• v.8 no.1
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• pp.73-83
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• 2002

To identify the effects of preceptorship on teaching effectiveness at clinical nursing education, a group of nursing students who participate in program under the instruction of the preceptors was compared with the other group of nursing students trained by head nurses.The data were collected from 14 Mary. 2001 to 8 June 2001. The subjects of this study were 85 nursing students trained by the preceptors in the G. medical college hospital in Inchon, and 122 nursing students trained by head nurses at several hospitals in Inchon and Puchon, Korea. The scale for measuring the teaching effectiveness and satisfaction of student for clinical practice developed by Kim, Miae and Lee, Sookja were employed as the tool for the study. The data collected were analysed with SPSS on the teaching effectiveness items, then mean value and SD were evaluated. The t-test were also employed to compare the teaching effectiveness and satisfaction of student for clinical practice of the both groups. The relation of teaching effectives and satisfaction of student for clinical practice were analysed with Pearson's correlation coefficient. The following findings were carried out from this study. 1) The group trained by preceptors showed significant higher teaching effectiveness statistically than the group trained by head nurses, scored mean value of 3.46 and 3.04 respectively in the item of teaching effectiveness. 2) The respective item showing high score of teaching effectiveness in both groups was 'smooth and reasonable dealing on the issues occurred in the wards'. But the items of 'help nursing students to familiarize with other staffs quickly'and 'help always at near' showed low scores. 3) For 5 causal factors classified on the teaching effectiveness, the factor of 'professional knowledge and capability' got the highest score, but 'availability as a supporter' showed the lowest score in both groups. 4) The group trained by preceptors showed significant higher students' satisfaction of clinical practice than the group trained by head nurses, scored mean value of 3.54 and 3.17. 5) Total teaching effectives were posive correlation with students' satisfaction of clinical practice significantly (r=0.603)

• Korean Journal of Adult Nursing
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• v.20 no.5
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• pp.778-790
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• 2008

Purpose: This study was conducted to develop Web-based multimedia contents for supporting student nurses' clinical practice on critical care, and to evaluate learners' responses. Methods: Based on the steps of Assessment, Design, Development, Implementation, & Evaluation(ADDIE) model, a total of 13 self-directed learning modules including live lectures and real video clips were developed through faculty collaboration of nine nursing colleges in Gwangju and Chonnam province. The finally developed multimedia contents were published on the Web of the learning management system at a local e-learning center. Results: The Web contents were evaluated after self-learning by 81 junior college nursing students who were encouraged to study it at their own pace during their two-week clinical practice at a medical or surgical intensive care unit of a university hospital and two hospitals. The knowledge (t = -27.66, p < .001) and self-evaluated clinical performance level(t = 7.54, p < .001) were significantly increased after learning of the Web contents and clinical practice, and satisfaction level that measured post-test only was 4.0 out of 5 point. Conclusion: The use of Web contents for critical care need to be extended as a complimentary material in a class room lecture or clinical practice of students to increase their self-learning ability and understandings of clinical knowledge and situation.

• The Korean Nurse
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• v.5 no.4 s.24
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• pp.20-46
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• 1966

In order to finde out the real facts regarding the morbidity status in the Department of Nursing, College of Medicine, Yonsei Univeristy, a study was done regarding the health of the 600 nursing students who were registered in the Department of Nursing, a

• Journal of Korean Academy of Nursing Administration
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• v.11 no.2
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• pp.119-127
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• 2005

Purpose: The Purpose of this study was to identify the relationship between self-disclosure and role conflict in nursing students. Method: The subjects were 386 nursing students who were in college and university. The data were collected from July 26 to September 18, 2004 by the structured questionnaires. For data analysis, descriptive statistics, Pearson correlation coefficient, and ANOVA & t-test with SAS package were used. Results: 1. The mean of self-disclosure perceived by nursing students was 3.57(${\pm}$.53), and the mean of role conflict perceived by nursing students was 3.62(${\pm}$.49). If the role conflict was divided into subcategory, deficiency of ability and skill was 3.77(${\pm}$.60), role ambiguity was 3.66(${\pm}$.54), and internal conflict was 3.49(${\pm}$.62). 2. 'Role conflict', 'deficiency of ability and skill', 'role ambiguity' and 'internal conflict' were positively related to 'self-disclosure'. 3. 'Self-disclosure' showed a significant difference according to interpersonal relations, meaning on nursing job and 'role conflict' showed a significant difference according to school career, present grade. Conclusion: this study suggested that there are need to implement self-disclosure training program for nursing student to decrease role conflict.