The Journal of Korean Academic Society of Nursing Education
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v.7
no.2
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pp.349-359
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2001
The purpose of this study was to find the experiences to be cared of nursing students in the teaching-learning process of nursing education and provided the fundamental data of nursing education. For this study, the analytical theory of Benner's Interpretive Phenomenology was applied and the research question was 'How do the nursing students to be cared in the teaching-learning process of nursing education?' All 64 junior and senior nursing students who volunteered for this study were interviewed. The data was collected by open-ended audiotaped interview or written descriptions of situations they had experienced with a caring faculty member. All the contents of interview were recorded while interviewing with the each participants from the April 1998 to September 2000. The conclusions, obtained from the study on experiences to be cared of nursing students, were as follows ; 1. The nursing students considered the relationship with professor as very important matter. 2. The significant and important themes to nursing student be cared in the teaching-learning process of nursing education were Concern, Support, Information and Acceptance. 3. The result of this study explained the content and stage of nursing education applying 4 themes, therefore its practical use as material of nursing education was considered. Based on this study, the practical use of this results as nursing education data and the experimental study for measuring the effect of caring in the teaching-learning process of nursing education were suggested.
Purpose: This study was conducted to identify the relationship between the transcultural self-efficacy (TSE) and cultural competence of nursing students. Methods: This study was a cross-sectional study. A total of 352 nursing students were recruited from two universities in Incheon and Gyeonggi. The data were analyzed using descriptive statistics, t-test, ANOVA with Scheffe's test, correlation coefficient, and hierarchical multiple regression analysis. Results: The mean score of TSE was 6.20 (out of 10). The mean score of cultural competence was 4.98 (out of 7). TSE was positively correlated with cultural competence (r=.47, p<.001). The practical domain (β=.18, p=.001) and affective domain (β=.35, p<.001) of TSE had a significant effect on cultural competence. TSE accounted for 22.3% of cultural competence. Conclusion: Educational programs for improving cultural competence should include contents to improve the affective and practical domains of TSH. It is also helpful for subjects with various cultural backgrounds to learn interview skills and nursing skills through practice to reinforce cultural competence.
Purpose: This study evaluated the education and training for public health nursing personnel and we suggest a development plan for their education and training. Methods: The data was collected from the annual planning reports of the Department of Health and Welfare Training in the Korea National Institute of Health from 1985 to 2004. Results: The summary of problems on the education and training included 1) unspecific educational goals and objectives, 2) a shortage of education and training programs for improving practical skills and knowledge on health promotion and chronic disease management, and 3) ineffective teaching methods based on lecture. In order to overcome these problems, education & training for public health nursing personnel should 1) establish dear and specific goals and objectives, 2) develop educational programs that focus on the trainee's needs and develop a long term educational program for reinforcing practical competency along with elementary courses for novices & advanced courses for experts, 3) utilize effective teaching methods such as case study, e-learning and applied learning programs. Conclusion: The education and training for public health nursing personnel should be improved in order to reinforce their competency and their ability to cope with the changing health care environment of the 21st century.
Journal of Korean Academy of Fundamentals of Nursing
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v.13
no.2
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pp.182-189
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2006
Purpose: This research was done to identify how PBL education using a simulator affects nursing students' critical thinking, self-efficacy, and meta-cognition by applying and developing a PBL module using the Simman simulator. Method: With a one group pre-post test design, the research was conducted with a convenience sampling on 66 students in C College on Jeju Island for 8 weeks from August to October, 2005. The collected data on critical thinking, self-efficacy, and meta-cognition were analyzed using T-test. SPSS 10.0 was used to assist analysis. For study-related variables, means and standard deviations were used. Results: The finding of the research showed that most of the students were in favor of use of PBL-in the curriculum with more than 50% of the scores indicating satisfaction with content of the teaching, the teaching method, and self-confidence in nursing. The results also showed that there was an increase in interest among the students regarding campus practical education. Conclusion: As the application of the PBL module using the Simman simulator elicited more interest and satisfaction from the students, it is worth using this simulator as a the teaching method to improve the practical education in nursing.
The Journal of Korean Academic Society of Nursing Education
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v.27
no.1
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pp.29-38
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2021
Purpose: The purpose of this study was to describe the meaning of incivility experienced by nursing students in relations with nurses during clinical practice. Methods: This is a descriptive qualitative study that included thirty participants using convenience sampling in universities in S, J, Ch, and C provinces. Data saturation was achieved and methodological rigor was established. Qualitative content analysis was used to inductively determine categories. Results: The four categories derived from analysis were 'left alone at clinical field', 'treated as an assistant', 'not respected as a person' and 'ignored future dreams'. Conclusions: Nursing students continue to carry out repetitive, low-risk tasks, for which they are not properly trained due to the lack of practical guidance in clinical practice. During clinical practice, they are not respected as persons by nurses and are negatively influenced by nurse professionals. A solution to this requires organic cooperation and policy preparation at universities and hospital sites to improve practical training of nursing students.
The Journal of Korean Academic Society of Nursing Education
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v.17
no.2
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pp.218-225
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2011
Purpose: This study was to compare the influencing factors of clinical competence between associate and bachelor nursing students completing nursing courses. Method: The subjects were 429 students completing the nursing courses (172 bachelor course students, and 257 associate course students). The study design was cross sectional. Results: Bachelor students showed a significant higher score in clinical competence than associate students. There were significant influencing factors on clinical competence including critical thinking disposition, professional conduct, communication skill, theoretical education satisfaction, and practice education satisfaction. The strongest factor influencing clinical competence was critical thinking disposition. All the factors mentioned above explained 49% of clinical competence in associate courses, and 40.0% in bachelor courses excluding the factor of practice education satisfaction. The level of theoretical and practice education satisfaction of bachelor courses was significantly lower than associate. Conclusion: It is recommended that associate course nursing students should be encouraged in critical thinking disposition, professional conduct, and communication skill. Bachelor course nursing students should be encouraged in practical education including practical environments, instruction methods, and content for improving clinical competence.
The purpose of this study is the extent of the stress of the nursing students during the period of delivery room practice, according to whether they have their practical experience and in which situations they received. The subject of this study is 62 nursing students (who experienced delivery room pracice at an early stage) in Kang Weon C. Junior College of nursing and 62 nursing students(who experienced delivery room practice at a latter stage) in J.Junior college of Nursing (total 124 students) from March 1988 to December 1988. The results of this study are summerized as follows. 1. According to the general characteristics, it revealed that they have not any relations between the religion, the numbers of family, health status and the extent of stress during the nursing students have experienced in the delivery room practice(p>.05). 2. It revealed that there were much differences to the extent of stress they have experienced during the delivery room practice between the nursing students(who experienced delivery room practice at an early stage) in C.Junior College of Nursing and nursing students(who experienced delivery room practice at a latter stage) in J. Junior College of Nursing(p<.000). 3. In ten items of the stress that was confronted by nursing practice, they had much differences to the extent of stress perception for the students during the period of delivery room practice between each college(p<.05). 4. In the four parts of the clinical practice except for adult nursing practice, they had much differences to the extent of stress according to whether they have their practical experience. However the stress which they experienced in the adult ward during the period of delivery of delivery room nursing practice is too low to be significant(p<.05).
This study aims to confirm the effects of the practical work-oriented educational program applied to the nursing students prior to the commencement of their employment on the ability of the newly recruited nurses in execution of clinical competency, critical thinking and turnover rates. It is a single-group pre-post design and non-equivalent control group design. As for the results of the research, nurses who participated in the practical work-oriented educational program prior to employment displayed an increase in their ability to execute clinical competency and critical thinking capabilities along with the reduction in their turnover rate within 1month after their employment. The results indicate that practical work-oriented educational program form the stage of nursing school years prior to employment at hospital in important and the practical work-oriented educational program attempted as a new means of management of human resources for new nurses can be used as a beneficial program at the time of the development of education programs at the hospitals ans nursing schools.
Journal of the Korea Academia-Industrial cooperation Society
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v.22
no.6
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pp.90-99
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2021
This study was conducted to provide basic data for improving nursing management practice by comparing and analyzing the perceptions of nursing students and clinical instructors about the importance of the learning contents of nursing management and their practical experience. The final 343 copies were analyzed using the Mann-Whitney test and cross-analysis, targeting 4th-grade students and clinical instructors at three universities. Both nursing students and clinical instructors recognized 'communication', 'interpersonal relationship', 'responsibility', 'trust', and 'morality' as important factors in the evaluation items of practice. Among the top 10 most importantly recognized items among nursing-management practice learning content, six items ('infection control', 'nursing record management', 'patient nursing management', 'drug management', 'patient safety', and 'nursing malpractice') were matched in the two groups. Moreover, clinical instructors recognized that interpersonal relationships and relationship ethics were important, while nursing students chose legal responsibility. As a result of the practical experience analysis between the two groups, nursing students had high experience of indirect participation, but the clinical instructors had a high experience of direct instruction. A plan is needed to reduce the difference by establishing an organic partnership relationship between the university and practice institutions and increase the experience of direct practice of nursing students.
Cho, Young Shin;Kwon, Sun Ju;Yun, Mi Young;Lee, Mi Hwa;An, So Hee;Kong, Yu Jeong
Journal of Korean Critical Care Nursing
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v.9
no.2
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pp.1-12
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2016
Purpose: This study aimed to develop a nursing handoff protocol for intensive care units and test its relevance. Methods: This is a methodological research to develop a protocol. A preliminary protocol was developed by composing items and testing content validity through literature review and experts' review. We revised and complemented the preliminary protocol following practical relevance assessment of 38 intensive care unit nurses at a university hospital to test content validity and to assess practical relevance of the final protocol. Results: On the basis of the content validity test for the final protocol, 40 items were adopted. The scores for the practical relevance of the final protocol increased significantly for items such as accuracy of handoff, reduction of handoff-related errors, convenience in using the protocol, reduction in handoff time, and simplification of handoff. Conclusions: The nursing handoff protocol for intensive care units in this study is expected to improve nursing performance with a standardized handoff in intensive care units, promote patient safety, and improve communication among the medical staff.
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