• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.2
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• pp.268-279
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• 2020

This study was undertaken to identify nursing professionalism perceptions among nursing students who had completed a semester of simulation-based education, and to provide the basis for presenting direction of the simulation curriculum that helps in the emergence of a positive nursing professional in future. Data obtained from focus group interviews of study participants determined 17 semantic categories and 6 themes through the process of identifying, comparing, and categorizing meaningful concepts. The perception of nursing students regarding the profession after simulation-based education include 'realization of professionalism', 'ethics and emotions as professional human subjects', 'cultivation of communication skills', 'integrative thinking for problem solving', and 'foundation', and also the importance of a 'foundational knowledge body' and 'reflection of self-capacity'. The results of this study reflect on 5 intuitional areas of a nursing professional: professional self-concept, social awareness, nursing expertise, nursing room role, and independence of nursing. The results of this study indicate that in order to enable nursing students to experience nursing professional intuition through simulation-based hands-on training, it is necessary to actively revise and apply courses for the development of a positive nursing professional intuition through simulation education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.7
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• pp.315-324
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• 2018

This study was conducted to identify and analyze the educational needs for program outcomes in nursing students. Participants included 256 nursing students at K college, and a survey was conducted from October 30 to December 22, 2017. Data was analyzed with SPSS WIN 20.0 using descriptive statistics, t-test, ANOVA, Borich's Needs Analysis, and the Locus for Focus Model. Results found that subjects recognized that the present level was high about 'Apply therapeutic communication skills,' 'Provide fundamental nursing skills' and 'Understanding nursing profession standards'. 'Provide fundamental nursing skills', 'Apply a nursing intervention', 'Understanding legal and ethical standards of nursing practice and implementation' were the most important sub-elements of program outcomes. In according with the Borich's needs value and the Locus for Focus Model, 'Apply a nursing intervention', 'Explain the importance of the role and cooperation within the healthcare team', 'Provide fundamental nursing skills', 'Execute the nursing process', 'Understanding the legal and ethical standards of nursing practice and implement' were identified as the top priorities of educational needs. Results of this study are expected to be used as basic data to develop outcome-based curriculum and nursing education programs.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.342-351
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• 2016

Basic nursing, the course for the nursing students to experience nursing practice before going on to th clinical practice, and is crucial for solving health-related problems of patients. This study is a descriptive research study to analyze the impact factors associated with nursing students' basic nursing skill competency. In this study, total 181 subjects participants, and by using a structured questionnaire. Data were collected by self-written questionnaire method. The collected data were analyzed using the SPSS WIN 22.0 program. Of the general characteristics of the subjects, the difference in basic nursing competency was found according to admission motive, major satisfaction, and interest in practice. Critical thinking disposition and the degree of self-training aid influenced performance of basic nursing skills by nursing students, and these variables explained 23.8% of the total variance of basic nursing skills performance. These findings suggest, in order to improve performance of basic nursing skills in nursing students, it is necessary to use various teaching methods that help improve critical thinking and relevant curriculum that promote self-practice.

• Journal of Digital Convergence
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• v.19 no.7
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• pp.237-243
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• 2021

This study was attempted to identify the difference between nursing competencies and major satisfaction before and after the first clinical practice of nursing college students and use it as basic data for efficient clinical practice education. Data collection by single group pre- and post-design was conducted from February 18 to April 23, 2019 for 201 nursing college students before and after clinical practice for 8 weeks. The collected data were analyzed by frequency, paried t-test, and Pearson's Correlation, Multiple Regression using SPSS/Win 23.0. As a result of the study, Nursing competency increased after the first clinical practice than before, but it was not significant(t=-1.73, p=.084). Among the sub-factors of nursing competency, educational ability(t=-1.97, p=.050) and ethical practical ability(t=-209, p=.038) was found to increase significantly. Major satisfaction was significantly increased after clinical practice than before(t=-2.45, p=.015). After clinical practice, it was found that general satisfaction, relationship satisfaction, and recognition satisfaction which are sub-factors of major satisfaction, had a positive correlation with nursing competency. As a result of analyzing the impact on nursing competency, it was found that recognition satisfaction explains nursing competency as 9.9%. Therefore, it is necessary to reorganize the clinical practice curriculum that can improve nursing competency, develop a program that can improve major satisfaction, and verify the effectiveness.

• Journal of Korean Academy of Nursing Administration
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• v.16 no.2
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• pp.143-151
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• 2010

Purpose: This study was conducted to define nurses' level of self-leadership, self-esteem, and organizational effectiveness, and to examine relationships among above variables. Methods: The subjects of this study were 313 nurses from two general hospitals located in Seoul Metropolitan area in Korea. The data was collected by self-reported instruments: Self-leadership scale, Self-esteem scale, Job satisfaction scale, Organizational commitment scale, and Turnover intention scale, Data was analyzed by descriptive statistics, Pearson correlation coefficient, and stepwise multiple reg res don u dng SPSS-PC program, Results: The average scores of variables were; self-leadership, 3,72/5,00 self-esteem, 3,76/5,00 Job satisfaction, 3,36/5.00 organizational commitment, 3.29/5.00 and turnover intentioncri 2.94/5,00, Self-leadership was dgnificantly correlated to self-esteem, job satisfaction, organizational commitment, and turnover intention. Self-leadership, job satisfaction, and turnover intention explained 52.3% of organizational commitment. Self-leadership and organizational commitment explained 43% of turnover intention. Conclusions: It is recommended to develop standardized self-leadership curriculum in the nursing school to build a foundation of self-leadership from undergraduate nursing students, Educational programs are needed that promote nurses' self-leadership as regular continuing education. Organizational effectiveness would be improved by providing programs to enhance nurses' self-esteem, educational motivation, and organizational commitment, which boost self-leadership.

• Journal of Convergence for Information Technology
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• v.10 no.9
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• pp.71-78
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• 2020

The purpose of this primitive experimental study was to find the effects of peer teaching on self-leadership, psychological capitals(hereafter, psycap) and learning satisfaction of nursing freshmen. The data measured before and after 12 times peer teaching for 30 minutes were analyzed with SPSS 21 for descriptive statistics, t-test, ANOVA and paired t-test. There were significant increases in academic satisfaction of low subjective school grades group, and in resilience of below average prefer discussion group before and after treatment. There were significant differences in self-leadership and psycap before and after treatment(p=.002, p=.044), confidence and resilience among sub-domains of psycap increased significantly(p=.006, p=.015). Finally, peer teaching have increased self-leadership and psycap of nursing freshmen. Therefore, further studies are proposed to apply various types of peer teaching in nursing curriculum.

• Journal of Korean Academy of Nursing
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• v.35 no.3
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• pp.611-620
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• 2005

Purpose: The purpose of this study was to identify the effects of a school-based obesity control program based on behavior modification and self-efficacy for obese elementary school children. The program was composed of strategies to modify diet and exercise habits and to increase self-efficacy. Method: The subjects were 57 obese children (experimental group = 28, control group = 29) whose Rohler index was 150 and over. The program was implemented once a week for 12 weeks from September 16 to December 12, 2003. The data was analyzed by Fisher's exact probability, $x^2$-test, t-test, and Wilcoxon Rank Sum test. Result: The Rohler index, fat mass and lean body mass of the experimental group positively changed after the intervention more than those of the control group, but there was a significant difference in the Rohler index only (t=2.06, p=.045). In addition, obesity stress significantly decreased (z=-2.86, p=.047) and dietary self-efficacy significantly increased (t=2.35, p=.023) in the experimental group than those of the control group. Conclusion: This study supports that a school-based obesity control program based on behavior modification and self-efficacy can be effective in decreasing obesity stress and increasing dietary self-efficacy. Parents, school nurses and the other support groups should be encouraged to participate from the planning stage of the program to be effective in weight control of obese elementary school children. Also school-based program should be implemented as an essential course in the curriculum, not as an elective.

• Journal of the Korea Convergence Society
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• v.11 no.10
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• pp.401-407
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• 2020

This study is the quasi-experimental research of nonequivalent groups and is designed to measure and compare the awareness and knowledge of 2 groups of undergraduate nursing students - one group who received the education of biomedical ethics and brain-death organ donation and the other group who did not receive the education - regarding biomedical ethics and brain-death organ donation. We conducted this research for the 76 undergraduate nursing students of a certain university located in "C" city. Collected data were analyzed by Fischer's exact test and t-test, ANCOVA using SPSS 23.0 program. As result of the research, it was found that there was significant difference in the knowledge of brain-death organ donation between the above 2 groups (t=35.21, p=.000). In this regard, the education of biomedical ethics should be included in the curriculum of undergraduate nursing students in consideration of factors influencing the awareness of biomedical ethics.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.12
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• pp.6387-6394
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• 2013

This study examined the relationship between the critical thinking disposition and problem solving ability as well as the influencing factors the problem solving ability in nursing students. The data was collected from 422 nursing students of 4 colleges and analyzed using the SPSS/WIN 18.0 program. The mean score of the critical thinking disposition was $3.42{\pm}0.42$ and the problem solving ability was $3.84{\pm}0.50$. A significant positive correlation was observed between the critical thinking disposition and problem solving ability. Multiple regression analysis showed that the predictors of the problem solving ability were the critical thinking disposition and interpersonal relationship. These findings suggest that there is a need to increase the critical thinking disposition and problem solving ability in nursing students. These results should be reflected in an evaluation and development of the curriculum and learning method.

• The Journal of the Korea Contents Association
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• v.15 no.10
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• pp.280-291
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• 2015

This study was done to identify the influence of ego-resilience, emotional intelligence and stress coping strategies on college adjustment in nursing students. The subjects consisted of 158 freshmen & sophomores attending three nursing colleges. The data were collected from October 27 to November 7, 2014, using self-report questionnaires. The data were analyzed using t-test, ANOVA, Pearson correlation and multiple regression with SPSS/WIN 21.0 program. A positive correlation was found for college adjustment with ego-resilience, emotional intelligence, stress coping strategies. In addition emotional intelligence, ego-resilience, school record, satisfaction with nursing major, personal relations, gender accounted for 53.9% of variance in college adjustment. The strongest predictor of college adjustment was emotional intelligence. The findings suggest that development of emotional intelligence and ego-resilience in nursing students is important to college adjustment. It is necessary to develop systematic management of the program to integrate the educational curriculum and extra-curricular activities.