• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.1
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• pp.37-46
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• 2014

Purpose: This study was to measure and identify the differences of perceived confidence in practice of core basic nursing skills performed by new graduate nurses in Korea. Methods: The tool used in this study was a questionnaire for measuring the confidence in 20 items of core basic nursing skills which was structured based on Korean Accreditation Board of Nursing Education tool. 231 new graduate nurses participated in this study. The reliability of this questionnaire had Cronbach's ${\alpha}$ .918. Results: Subjects who experienced simulation education and standard patient education were 86.6% and 35.9%, respectively. Item enema intervention, tracheostomy care, and blood transfusion showed low practice confidence level. These items showed significant differences on whether the subjects experienced simulation and clinical practicum or not. Conclusion: Developing and managing clinical education program under deep cooperation between practicum agency and clinical instructor are needed. Simulation practicum will complement insufficient core basic nursing skills between newly graduated nurses before they allocate at the clinical department.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.647-655
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• 2023

This study is a descriptive research study conducted to confirm the relationship between nursing students' confidence in performing core basic nursing skills and major satisfaction. The study participants and data collection were selected from March 26 to April 9, 2023, for 63 nursing students, and t-test, ANOVA, and correlation analysis were performed using the SPSS 27.0 version for statistical analysis. As a result of the study, nursing students were mainly observed(56.85%), rather than performing core basic nursing skills(38.03%), and 50% of the core basic nursing items were higher than the average score of confidence in performing core basic nursing. The participants who responded that they were satisfied with nursing showed high confidence and major satisfaction in performing core basic nursing, and the two variables showed a high positive correlation (r=0.55, p<0.001).

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.8
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• pp.379-387
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• 2020

This exploratory study evaluated various factors influencing the level of nursing self-confidence in the performance of core nursing skills among nursing students. This study surveyed 131 senior nursing students in U city with a structured self-report questionnaire analyzed by SPSS 23.0 software. The average perception scores for importance, problem-solving process, and self-confidence in the performance of core nursing skills were 4.73, 3.57, and 3.90, respectively. The most significant factors affecting self-confidence in the performance of core nursing skills included problem-solving process (β=.33, p=.001) and nursing satisfaction (β=.27, p=.019). These variables explained 15% of the total variance in self-confidence in the performance of core nursing skills. Based on the results of this study, it is necessary to perform research in order to improve the self-confidence of performing core basic nursing skills among nursing students, and the department of nursing defines students' problems by suggesting changes in the practice environment and various nursing situations to improve interpersonal skills. Therefore, it is necessary to develop a curriculum that can be solved and a program to increase nursing satisfaction.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.1
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• pp.76-85
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• 2017

Purpose: The aim of this study was to explore the effects of imagery training on outcomes of clinical competence, voluntary practice time and basic nursing skills performance during a core basic nursing skills course. Methods: The design was a pre-post test design with two groups consisting of 88 nursing 3rd-year students. Clinical competence was assessed with a pre-post test, and basic nursing skills' performance and voluntary practice time were assessed at the post-test point. Data were collected from March, 2016 to June, 2016. Results: The pre-post differences of all subcategories of clinical competence were significantly improved in the experimental group (p<.05). but the control group did not show significant differences in the teaching/coordinating and professional development areas (p>.05). The experimental group practiced 1.33 hours more than the control group in voluntary practice. The two groups showed no significant difference in basic nursing skills' performance (p>.05). Conclusion: Imagery training during a core basic nursing skills course showed positive effects on nursing students' clinical competence improvement and increase of voluntary practice time.

• 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.

• Journal of the Korean Applied Science and Technology
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• v.35 no.4
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• pp.1359-1368
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• 2018

The purpose of this study was to identify factors related to clinical competence of nursing students and to contribute to the education plan of the undergraduate course for the enhancement of clinical competence. The subjects of the study were 227 students in the 4th grade in the college of nursing. Clinical competence based on the general characteristics of the subject, critical thinking disposition, and core basic nursing skills achievement was conducted by an independent t-test, pearson's corelation coefficient, and linear regression model was used for statistical analysis to investigate factors influencing clinical competence. The results showed that intellectual fairness of critical thinking, achievement in middle and low level of core basic nursing skills had an effect on nursing students' clinical competence, and the higher score had the better clinical competence. Based on the results of this study, it is necessary to improve intellectual fairness and core basic nursing achievement of nursing students and to prepare an educational program to develop the achievement of high level.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.3
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• pp.426-439
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• 2015

Purpose: The purpose of this study was to identify the core competencies of nursing students and to improve competency-based nursing education. Methods: A triangulation method was used. A literature review and focus group interviews (FGI) were used to identify nursing core competencies. The present level of nursing competencies of students was identified through the nursing core performance questionnaire. Results: 1) Nursing core competencies, including 23 different competencies, were categorized into seven areas through a literature review and qualitative research. These competencies included: desirable personality, attitude & interpersonal skills, professionalism, nursing knowledge & basic nursing skills, ability to cope with nursing situations, basic ability in nursing research, coping ability with changes in the healthcare environment, and leadership. 2) Core nursing skills, nursing research, and nursing leadership were the three lowest ranking competencies. Some courses in the curriculum were to be newly established in an e-learning system, student's portfolio in non-curriculum. Conclusions: Further research is needed in order to show effects of the changes. Changes after applying the strategy of a nursing education program will be measured. Continuous research in competency-based nursing education is needed.

• Journal of Multimedia Information System
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• v.7 no.4
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• pp.277-280
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• 2020

Extended reality-assisted training offers repeatable learning opportunities at a low cost. This paper proposes a smart glass application for training core nursing skills to nursing students, who often need to memorize and practice training sequences. The proposed smart glass application interactively presents a series of instructions to help students remember and perform two core nursing skills in the correct order. We conducted a usability test on 30 undergraduate nursing students in their third year using the smart glass application. Our initial findings show that many students have positively evaluated the possibility of using smart glasses for training, but have also encountered several challenges with the smart glass application's user interface, which takes time to adapt.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.1
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• pp.16-28
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• 2021

Purpose: The purpose of this study was to develop nurses' core competencies and sub-competencies and to verify the validity and importance-performance of core competencies. Methods: The core competencies of nurses were derived through an analysis of strengths, weaknesses, opportunities, and threats, as well as a literature analysis of domestic and foreign accreditation institutions. Validity and importance-performance analyses were conducted on the core competencies derived from nursing colleges nationwide. Results: Six core competencies of nurses were revealed: integration of knowledge and nursing skills, critical thinking, communication, leadership, safety management, and global competency. Further, eighteen sub-competencies were derived. The content validity ratio values for the core competencies were higher than 0.74. Communication skills among multidisciplinary teams and communication skills among nursing teams were shown to be the most important competencies to be improved. Conclusion: The results of this study are meaningful in terms of how the core competencies of nurses were derived and evaluated for the fourth cycle of nursing education accreditation according to the changes of time and culture.

• Journal of Digital Convergence
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• v.13 no.4
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• pp.295-302
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• 2015

The purpose of this study was to evaluate the effects of convergence-based reeducation of core basic nursing skills (subcutaneous injection, indwelling catheterization) on competence, knowledge, attitude and confidence for nursing students. Subjects were 34 nursing students and 3rd grade. Experimental treatment and data collection was conducted from December 14 to 29, 2013. Skills for subcutaneous injection including simple blood glucose test and indwelling catheterization were evaluated before and after intervention. Knowledge, attitude and confidence were measured using structured questionnaires. Data were analyzed by the frequency, descriptive statistics and paired t-test using SPSS version 21. As a result, after reeducation, significant improvement was found in competence (p<.001), knowledge (p<.001) and confidence (p<.001) in subcutaneous injection and indwelling catheterization. Convergence-Based reeducation program was found effective to enhance the competence of core basic nursing skills before graduating nursing students. Therefore, it is necessary to continue to develop program and to evaluate the effects with further research.