• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.3
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• pp.465-473
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• 2012

Purpose: The purpose of this study was to investigate the experiences of nursing college students who are now pursuing a bachelor degree of nursing at a three year nursing school. Method: The study employs a Qualitative research method. For this study 19 nursing students of a reformed nursing college were interviewed. All of them are now taking the fourth-year classes. Results: The experiences of the interviewees are categorized into the following five themes: 1) Education reform news that could make the bachelor degree happen; 2) Relaxed but uncomfortably long winter break; 3) Looking forward to the fourth year of nursing education; 4) Facing the fourth year and possible double classes; and 5) Unregrettable choice. The study found that the students are putting their best effort forward for the fourth-year classes in a hope that the bachelor degree could rebuild their self-esteem and self-identity as a full-member of the nursing profession. They also hope that the existing societal prejudice and differential treatments toward them will disappear in future nursing practices. Conclusion: This study concludes with some practical implications for nursing education for reformed nursing schools.

• Research in Community and Public Health Nursing
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• v.17 no.1
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• pp.26-37
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• 2006

Purpose: This study was to investigate the current situation of community health nursing practicum in bachelor programs. Method: Data were collected using a questionnaire consisting of questions on education goals, teaching items, teaching methods, and evaluation methods and items. Forty five nursing departments/colleges or 84.9% of four-year nursing schools in Korea responded to the survey. Result: Nursing process application and understanding about the role and function of community health nurses were major goals of practice education. Community health centers were the most significant practice fields because all nursing schools mentioned them as places for practice. All nursing schools used a specific evaluation tool to measure students outcomes and utilized guidebooks to help students. Conclusion: The results of this study suggest that the goals of practice education should be standardized to improve the quality of education. Besides, evaluation tools that can be used commonly at all nursing schools should be developed to measure the effectiveness of practice education of community health nursing.

• Journal of Korean Academy of Nursing
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• v.13 no.3
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• pp.95-105
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• 1983

The purpose of this study was investigated the effects of education for nursing concept to the nursing students who are not attended to major course of nursing education in nursing college. it is hoped that this education for nursing concept will be contribute to positive nursing conceptualization for nursing students. The data for this study obtained from 118 students in attending college of nursing Ewha womens University(1st year; 62, End year; 56). 1st year students(experimental group) was attended to the education for nursing concept by investigators and 2nd year students(control .group) did not. After then tested to two group: Pre and post test for experimental group and post test only to control group. The results obtained were as follows: 1) In experimental group, pre-test mean score was 116.19(SD 50.46) and post-test mean score was 253.02 (SD 66.56). Therefore post-test mean score was higher than pre-test mean score (p=0.0001). 2) There were different score between the experimental group and control group. Control group was higher(207.58, SD 52.42) than experimental group(116.19, SD 50.46) at the pre-test (p=0.0002), but experimental group(253.02, SD 66.56) was higher than control group. (207 58, SD 52.42) at post-test(p=0.0001). These results implied that early intensive education for nursing concept might have positive effects on nursing conceptualization for nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.3
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• pp.308-319
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• 2015

Purpose: The purpose of this study was to identify the effects size of simulation education targeting korean nurses and nursing students. Methods: Meta-analysis was conducted with 48 papers in domestic master and doctorate degree dissertations and academic journals from 2000 to 2014. Results: The entire effect size in simulation education was relevant to big effect size. Regarding the effect size of individual variables, nurse was identified to have biggest effect size in study subject, standardized patient was identified to have biggest effect size in simulation methods and pediatric nursing was identified to have biggest effect size in study subjects. Effect size in each effect variable was highest in psychomotor domain. Conclusion: This study identified the effect size of simulation education and provided the basic data to contribute to the quality improvement of simulation education which is based on the reasons.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.26 no.3
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• pp.210-220
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• 2019

Purpose: In the nursing profession, it is imperative that students are able to transfer their undergraduate knowledge and skills into practice to become competent nurses. The aim of this study was to illuminate how infection prevention and control (IPC) education would be conducted in undergraduate nursing programs. Methods: A qualitative design utilizing focus group interviews as its data collection method was employed. Twelve professors from twelve South Korean universities that have undergraduate nursing programs were recruited as research participants and divided into two focus groups. Results: Focus group interview analysis showed that IPC education in undergraduate nursing programs for fostering IPC competency was composed of two categories: a pre-clinical course and a clinical course. Each included three subcategories-education contents, education strategies, and considerations of how infection control is taught to students as they continue from beginning to advanced-and the themes of each subcategory were derived. Conclusions: The findings of this study can provide an overview of how nursing professors should teach IPC education to undergraduates. As IPC education for nurses is very important, more in-depth discussions that include educators, clinical mentors, and nursing students regarding IPC education are needed to ensure patients' safety in clinical settings.

• Journal of Korean Academy of Nursing Administration
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• v.21 no.3
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• pp.327-339
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• 2015

Purpose: This study was done to identify the experiences of ethical issues and needs for ethics education in clinical nurses. Methods: A cross-sectional survey was used and data were collected in 2013. Participants were 428 clinical nurses working in the general units of seven medical hospitals. The Ethical Issues in Clinical Practice Tool was used. Data analysis was performed using SPSS/WIN 19.0. Results: 'Providing care with a possible risk to your health' was the most frequent and disturbing ethical problems for nurses. The highest helpful ethical topic was 'the patients' right, autonomy and informed consent'. The ethical issue experience was significantly different according to education level, work units, and type of employment. The necessity of ethics education was statistically different according to age, religion, level of education, duration of working as RN, position, shift type, and continuing education about nursing ethics. Conclusion: The results of this study show that nursing educators need to provide practical ethics education based on frequent ethical issues and helpful education topics. These findings can be used in developing effective education strategies for clinical nurses and nursing organizations to improve nurses' ethical decision-making abilities.

• The Journal of Korean Academic Society of Nursing Education
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• v.12 no.1
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• pp.13-20
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• 2006

Purpose: The purposes of this study were to examine the effects of the Cooperative Clinical Nursing Education Program on the competency and satisfaction of nursing students in clinical practice. Method: The research design was a quasi-experimental pretest-posttest design with a convenience sample of 107 nursing students who were at one College of Nursing located in Seoul. Data were collected using a self-administered questionnaire. Results: Nursing students participated in the program reported higher nursing skills and total satisfaction than control group after completing education program. Conclusion: Cooperative clinical nursing education program for nursing students had positive effects on nursing skills and satisfaction of clinical practice.

• Journal of Korean Academy of Nursing Administration
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• v.19 no.1
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• pp.39-47
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• 2013

Purpose: This practice study was done to describe the process and outcomes of application of Evidence Based Nursing (EBN) Education to nursing management clinical practicum and suggest strategies to diffuse EBN into nursing management education. Methods: Education on the evidence based nursing management process was provided to 65 senior nursing students from a university. Nursing management clinical practicum integrated with EBN. The setting was a five full day-clinical practicum. Group and individual training on EBN process with lectures, small group discussions, conferences, and educational prescription were provided. Outcomes were analyzed using paired t test for 65 participants. Results: Evidence based nursing competency increased significantly showing improvement in understanding EBN, formulating clinical question, searching & classifying the evidence, recognizing level of evidence, considering patient preference, and evaluating outcomes. Nursing students' access and use of evidence based information resource also improved. Conclusion: The results of this study indicate that the application of EBN to nursing management clinical practicum is effective to improve EBN competency in undergraduate students and should be further applied in nursing education using the systematic strategies.

• 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.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.4
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• pp.528-539
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• 2015

Purpose: The purpose of this study was to develop an integrated nursing practicum education matrix based on the learning outcomes of each stage. Methods: In this Delphi technique study, 10 experts, consisting of six professors and four nurses, participated in the development of the matrix. The first step was an in-depth review for the composition of the questionnaire and the second step was the Delphi technique. The Delphi survey was conducted two times in order to complete the components of the matrix. The survey data was analyzed for statistical averages and standard deviations to decide the order of priority. Results: According to each stage (i.e. fundamental stage, competent stage, and proficient stage), the matrix was composed of education contents, methods, evaluation methods, and curriculum outcomes. Conclusion: The integrated nursing practicum education matrix of Y University was completed. The developed matrix will result in a reduction in the gap between nursing education and clinical practice and an improvement in nursing competency.