• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.504-514
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• 2013

Purpose: This study was to identify the educational effects of self directed learning applying basic nursing practice contents of e-learning on nursing students' knowledge, self-confidence, and learning satisfaction. Method: This study applied a quasi-experimental pre-test and post-test control group design with 63 freshman nursing students (31 experimental group, 32 control group) of G. university in Incheon, Korea as subjects. The e-learning content was about the application of topical medications, central line care, and blood transfusion. All were available at the web site in school. Self-directed e-learning was more than 120 min.(3 times a week, 2 weeks)during Sep-Nov in 2011. In both groups, there were no significant difference in general characteristics, self-directed learning readiness, knowledge, and self-confidence for the pre-homogeneity. Results: The experimental group showed a higher level of improvement in knowledge and learning satisfaction but not significantly. However, the self-confidence was significantly improved in the experimental group. Conclusion: When self-directed learning using e-learning contents added to the conventional practical class, it may be beneficial for the nursing students to learn skills effectively.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.24 no.3
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• pp.181-188
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• 2017

Purpose: Competency in physical assessment is an important component of nursing practice. However, some physical assessment skills are not being utilized within the current teacher-centered, content-heavy curriculum. This study was conducted to identify the effects of student-centered, self-directed learning in the physical assessment class. Methods: An experimental study with a post-test only control group design was used to compare an intervention group that was provided self-directed learning classes and a control group that was provided traditional lecture and practice classes. Competency in physical assessment, academic self-confidence, and learning satisfaction were evaluated. Collected data were analyzed using $x^2$-test (Fisher's exact test) and independent t-test. Results: Competency in physical assessment was significantly higher in the experimental group. However, academic self-confidence and learning satisfaction were not significantly different between the groups. Conclusion: The findings in this study indicate that self-directed learning can improve nursing students competency in physical assessment and that self-directed learning is a good education method to improve nursing students' competency in physical assessment during clinical practice and perform quality patient care by making active use of physical assessment skills.

• Journal of Korean Biological Nursing Science
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• v.15 no.4
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• pp.155-163
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• 2013

Purpose: The purpose of this study was to identify the mediating effect of confidence for drug calculation in the relationship between interest in medication and drug calculation competency using learning style. Methods: Participants in this study were 421 nursing students from Busan and Kyungnam province. The scales of learning style, interest in medication, importance of perception, confidence for drug calculation, and drug calculation competency for nursing students were used in this study. Descriptive statistics, $X^2$-test, t-test, Pearson correlation coefficient, and stepwise multiple regression were used for data analysis. Results: Learning styles of the participants were diverger 19.0%, accommodator 30.9%, converger 21.1%, and assimilator 29.0%. The drug dose calculation competency of participants was relatively low with a mean score 66.73. There were significant positive correlations among drug dose calculation competency, interest in medication (r=.31, p<.001), and confidence for drug calculation (r=.44, p<.001). Confidence for drug calculation was a moderator between interests in medication and drug calculation competency. Conclusion: Based on the result of this study, confidence for drug calculation promoting strategy such as medication reconciliation and various learning technology for improving drug calculation competency are needed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.5
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• pp.626-635
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• 2017

This study aimed to identify the factors affecting confidence in performance of fundamental nursing skills in nursing students. Participants were 318 nursing students who haven't had clinical practice experiences to the point of data collection in two universities in B and U cities. Data were analyzed using t-test, ANOVA, Scheff? test, Pearson's correlation coefficients, and stepwise multiple regression. The mean scores of self-directed learning ability, satisfaction with practicum, and confidence in performance of fundamental nursing skills were $3.38{\pm}0.40$, $3.93{\pm}0.59$, and $3.40{\pm}0.61$, respectively. Correlations were found between confidence in performance of fundamental nursing skills and self-directed learning ability (r=.289, p<.001) and satisfaction with practicum (r=.353, p<.001), and between self-directed learning ability and satisfaction with practicum (r=.393, p<.001). Factors influencing the confidence in the performance of fundamental nursing skills were satisfaction with practicum (${\beta}=.24$, p<.001), self-directed learning ability (${\beta}=.15$, p=.010), and attitude to practicum participation (${\beta}=.13$, p=.027). These factors explained 15.6% of the variance in the participants' confidence in performance of fundamental nursing skills. Therefore, effective nursing educational programs need to be developed in order to foster confidence in the performance of fundamental nursing skills of nursing students by enhancing self-directed learning ability, satisfaction with practicum and active attitude to practicum participation.

• International Journal of Contents
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• v.17 no.3
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• pp.30-37
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• 2021

This study aimed to determine the effects of simulation learning program using SBAR (Situation, Background, Assessment, Recommendation) techniques on undergraduate nursing students' clinical judgment and communication skills. A quasi-experimental research design (one-group pretest-posttest design) was used in this study. The participants included 88 students from a nursing college. There were statistically significant differences in clinical judgment, communication clarity, and communication confidence between pre-simulation learning using SBAR and post (t=10.32, p<.0001; t=6.05, p=<.0001; t=7.42, p=<.0001). The simulation learning program using SBAR was found to improve nursing students' clinical judgment as well as clarity and confidence in interprofessional communication.

• Journal of the Korea Society of Computer and Information
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• v.21 no.7
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• pp.93-100
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• 2016

This paper shows what kind of influence the learning motivation factors have on the effectiveness of Flipped Learning Model through the case of operating a JAVA programming subject. The Flipped Learning Approach consisting of Before Class, Before or At Start of Class, and In Class provides the students with learning motivation as well as satisfies Keller's ARCS(Attention, Relevance, Confidence, Satisfaction) to keep them studying steadily. This research conducts the operation of Flipped Learning and gets Exploratory Factor Analysis and Reliability Analysis from the result of the course experience questionnaire at the end of the class. Given this survey result, Flipped Learning approach improves the learners' satisfaction in class and the effectiveness in the fields of understanding learning context more than does the previous lecture-based learning approach by pacing learning procedure and conducting self-directed learning.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.459-469
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• 2022

This study aims to provide basic data for the development of teaching methods to improve the performance confidence of performing core basic nursing skills in nursing students while availing of online education owing to COVID-19. Data were collected from 146 students in the Department of Nursing at N University located in C city. The collected data was analyzed using descriptive statistics, difference, correlation analysis, and multiple regression by using SPSS 23.0 program.. The subjects' performance confidence of core basic nursing skills was dependent on self-directed learning readiness (r=.368, p<.001), intrinsic goal motivation (r=.232, p=.005), extrinsic goal motivation (r=.344, p<.001), task value (r=.237, p=<.001), control of learning beliefs (r=.262, p=<.001), and self-efficacy for learning and performance (r=.443), p<.001) with a significant positive correlation. The results indicate that the factors influencing the subjects' performance confidence of core basic nursing skills were the 4th grade (β=0.413, p<.001), extrinsic goal motivation (β=0.307, p<.001), and self-efficacy for learning and performance (β=0.316, p=.005), and the explanatory power was 35.8% (F=8.354, p<.001). The research results showed that it is necessary to develop and apply various online-centered teaching and learning methods to increase the extrinsic goal motivation and self-efficacy for learning and performance of nursing students to enhance their performance confidence of core basic nursing skills. This will serve as a basis for preparing effective online centered nursing education strategies to improve performance confidence of core basic nursing skills.

• Journal of Korean Academy of Nursing
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• v.53 no.1
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• pp.87-100
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• 2023

Purpose: This study aimed to develop a nursing simulation learning module for coronavirus disease 2019 (COVID-19) patient-care and examine its effects on clinical reasoning competence, clinical competence, performance confidence, and anxiety in COVID-19 patient care for nursing students. Methods: A non-equivalent control group pre- and post-test design was employed. The study participants included 47 nursing students (23 in the experimental group and 24 in the control group) from G City. A simulation learning module for COVID-19 patient-care was developed based on the Jeffries simulation model. The module consisted of a briefing, simulation practice, and debriefing. The effects of the simulation module were measured using clinical reasoning competence, clinical competence, performance confidence, and anxiety in COVID-19 patient-care. Data were analyzed using χ²-test, Fisher's exact test, t-test, Wilcoxon signed-rank test, and Mann-Whitney U test. Results: The levels of clinical reasoning competence, clinical competence, and performance confidence of the experimental group were significantly higher than that of the control group, and the level of anxiety was significantly low after simulation learning. Conclusion: The nursing simulation learning module for COVID-19 patient-care is more effective than the traditional method in terms of improving students' clinical reasoning competence, clinical competence, and performance confidence, and reducing their anxiety. The module is expected to be useful for educational and clinical environments as an effective teaching and learning strategy to empower nursing competency and contribute to nursing education and clinical changes.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.172-182
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• 2016

This study is a descriptive survey research conducted to examine the influence of learning efficacy on nursing students' self-confidence. Research subjects included a total of 231 university students in D city, and the data were analyzed by t-test, ANOVA, Pearson's correlation coefficients, and multiple regression. The study results were as follows: Learning experience was high in the order of vital sign check, intramuscular injection, and subcutaneous injection. Recognition of importance was also high in the order of vein therapy, intramuscular injection, and vital sign check. Self-confidence was high in the order of vital sign check and wearing of protective equipment. As for the learning experience, there were significant differences depending on the students' school year. As for the correlation among all variants, 'learning experience of nursing skills', 'self-confidence', 'learning self-efficacy', and 'self-efficacy' had a positive correlation with each other. Based on these study results, it is necessary to develop an educational strategy that ensures students' education of self-efficacy and improvement of their learning experience to enhance their self-confidence.

• International Journal of Contents
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• v.15 no.3
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• pp.39-46
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• 2019

This study aimed to develop a peer-assisted learning (PAL) program for use in a core nursing skills education course and to investigate the effects of the education program on three key outcomes. A comparative study was conducted through the division of students of a core nursing skills education program into a treatment group and control group. After the programs, self-efficacy, confidence and satisfaction were compared between the groups. The comparison of these three factors indicated that the related scores were significantly higher in the treatment group receiving the education program with the PAL method than those of the control group receiving traditional education. We concluded that self-efficacy gave the nursing students the confidence that they could successfully perform their tasks and motivation to learn. Education programs using the PAL method are suggested as an effective method for the acquisition of skills among nursing students.