• 여성건강간호학회지
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• 제20권4호
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• pp.246-254
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• 2014

Purpose: The purpose of this study was to analyze the effectiveness of simulation-based maternity nursing practice by applying problem based learning (PBL) on the problem solving process, self-confidence in clinical performance and nursing competence of nursing students. Methods: This study was one group pre-posttest design, with 123 third year nursing students. Data were collected from March 19 to May 29, 2013 as the students completed their simulation practice class. Students completed a survey about their problem solving process, self-confidence, and nursing competence at the beginning and the end of the class. Results: Students' problem solving process, self-confidence, and nursing competence showed significant improvements after the simulation-based maternity nursing practice. Conclusion: Therefore, it is recommended that current maternity nursing curriculum should be reviewed and improved, and the students should be provided variety of simulation-based education and maternity nursing skills.

• 한국간호교육학회지
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• 제22권4호
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• pp.462-472
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• 2016

Purpose: The effects of learning styles and nursing professional attitude on the problem-solving ability among nursing students were explained. Methods: A cross-sectional descriptive study was performed with 245 nursing students who completed self-report questionnaires between April 14 and May 7, 2014. Results: The dominant learning styles of the nursing students were assimilating (33.9%) and diverging (33.1%), with converging (11.4%) being the least dominant. Nursing professional attitude in the nursing students was high (mean 65 out of 80). Problem-solving ability in the nursing students was high (mean 159 out of 225), especially among seniors. The relationship between learning styles and problem-solving ability in nursing students was not statistically significant (F=2.44, p=.065), even though nursing students with converging learning style had higher problem-solving ability than nursing students with other learning styles. The problem-solving ability of nursing students was influenced by nursing professional attitude, being a senior and preference for discussion. These variables explained 16.9% of the variance in problem-solving ability. Nursing professional attitude with 12.3% was the most influential. Conclusion: The problem-solving ability of nursing students was more influenced by nursing professional attitude than by learning styles. Therefore, we suggest strategies to develop a positive nursing professional attitude that leads to promoting the problem-solving ability of nursing students.

• 간호행정학회지
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• 제12권2호
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• pp.287-294
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• 2006

Purpose: The purpose of this study was to identify the change of critical thinking disposition and problem solving process in students who experienced problem-based learning. Method: This research design was one group pre-post test design. Twenty-five nursing students who participated in ‘'Nursing Process' course with two PBL packages for a semester in 2004 were the subjects of this study. The data were analyzed by repeated measures of ANOVA, and content analysis. Result: The problem defining in problem solving process was improved significantly, but there was no significant difference in the critical thinking disposition. Conclusion: The results of this study suggest that PBL has a positive effect on nursing students' problem solving process, But for a more significant effect on a continuous base for critical thinking of nursing students, faculties should use web based and simulation-based education for self directed learning along with clinical situation-based scenarios.

• 간호행정학회지
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• 제16권2호
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• pp.190-197
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• 2010

Purpose: The purpose of this study was to investigate factors which influence freshmen nursing students' problem solving abilities. Method: The data were collected from 119 students by means of self-reported questionnaires measuring problem solving abilities, critical thinking disposition, and self-directed learning, on March 7th and 11th, 2010. Result: For problem solving ability categories, the level of problem discovery was the highest followed by solution plan, problem definition, solution evaluation and solution implementation. The influencing factors on problem solving abilities of nursing students were critical thinking disposition, self-directed learning and gender. Conclusion: Using the results of this study as a foundation, nursing education curriculum should be comprised of critical thinking skills and self-directed skills for the improvement of nursing students' problem solving abilities. It is also recommended that further studies be conducted in order to investigate comprehensive curriculum designs that allow for maximum accumulation of these proficiencies.

• 기본간호학회지
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• 제16권1호
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• pp.64-72
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• 2009

Purpose: The objective of this study was to identify the effects of problem based learning (PBL) combined with simulation on the basic nursing competency of nursing students. Method: A pretest-posttest design with a nonequivalent control group was used to examine the effects of problem based learning combined with simulation for 9 weeks in a group of 283 nursing students. The PBL group of 141 students participated in PBL classes with simulation, 4 hours a week for 9 weeks compared to control group of 142 students who received the usual fundamental nursing class. Results: The group that had PBL with simulation showed significant increases in problem solving and self-directed learning competency, although there were no significant changes in communication competency as compared to the control group. Conclusion: The findings of this study demonstrate that PBL with simulation for nursing students may increase problem solving and self-directed learning competency and suggest that utilizing this teaching-learning method may be beneficial as an effective nursing education strategy.

• 보건의료산업학회지
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• 제6권4호
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• pp.245-254
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• 2012

The purpose of this study was to approve the effects of nursing simulation-based education on problem solving process and self-efficacy for nursing students. The nursing students of 244 participated the nursing simulation-based education of 60 hours. The questionnaire survey on problem solving process and self-efficacy were conducted 2 time(before education, after education) to the nursing students. The data were analyzed by the SPSS 12.0 program. The results were as follows; There was a statistically significant increase in problem solving process(t=2.637, p=.012) but no statistically significants self-efficacy(t=0.135, p=.743) effects of nursing simulation-based training in nursing college students. There was a significant positive correlation between problem solving process and self-efficacy(r=0.737, p=.017). In conclusion, the study found that nursing simulation-based education for nursing students may increase problem solving process but no effective self-efficacy.

• 대한간호학회지
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• 제7권1호
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• pp.1-9
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• 1977

Primary function of health record is that as tool of communication between the health processionals with the mutual goal, the promotion of health care standard. Studies have been carried out world over oil tile subject, among those, Weed's Problem-Oriented Health Record is considered a paramount achievement. This study was designed to assess tile possibility of implementing tile problem-oriented health record system through ail experiment in order to provide data for nurse administrators infiltrating reformation of recording system and format. Record of 29 patients admitted at Korea University Hospital, Seoul, from March through June, 1976 for 4 to 14 days were sampled. Nursing notes were recorded by research assistants; senior nursing student trailed extensively by the researcher oil Problem-Oriented Records, oil Problem Oriented Nursing Record format (experimental group) and analysis were carried out comparative, with that of traditional nursing records noted by other nursing personnel (control group) on the same patient. Attitude towards Problem Oriented Nursing Record system and format were attained through questionaries responded by the 51 research assistants. Results are as fellows: Comparative analysis revealed that: 1. Assessment of patients' health problems recorded significantly more in traditional records. 2. Focus of health Problem differed; traditional records slowed significantly higher frequency in medical and procedure as focus while problem oriented records on nursing focus problems. 3. Problem- Oriented records were better organized, Mean value scores of attitude towards Problem- Oriented Records revealed that: Positive value scores on all 4 categories: 1) Assessment of nursing needs, 2) Nursing care planning 3) Patient progress assessment and 4) Tool of teaching and learning revealed that the Problem-Oriented Nursing Record is positively accepted by tile respondents. Recommendation Further experiments on implementation of Problem- Oriented Health Record are recommended: experiment involving all health professionals, in larger scope and longitudinal.

• 기본간호학회지
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• 제20권3호
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• pp.239-247
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• 2013

Purpose: This study was done to investigate the relationship between metacognition, learning flow, and problem solving ability in simulation learning of nursing students and to identify the factors influencing problem solving ability. Methods: The study sample was 136 nursing students. Data were collected from September to November, 2012 using a structured questionnaire on metacognition, learning flow and problem solving ability. Descriptive statistics, Pearson correlation and stepwise multiple regression analysis were used with the SPSS win 20.0 program to analyze the data. Results: There were significant positive correlations between metacognition, learning flow and problem solving ability. Learning flow was a significant factor affecting problem solving ability. These variables accounted for 33% of variance. Conclusion: These results suggest that simulation learning has a positive effect on nursing students' learning outcomes.

• 한국간호교육학회지
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• 제17권3호
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• pp.433-443
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• 2011

Purpose: This study aimed at (a) developing an instructional model of creative thinking education on the problem-based learning method (C-PBL) in undergraduate nursing curriculum at one University, and (b) examining its effect on nursing students' level of creativity and outcomes from problem-based learning. Methods: The C-PBL model was implemented on 43 juniors of the experimental group with a 30 hour-nursing class during one semester. The control group, with 54 seniors, received 4 hours of problem based learning training in an adult nursing class. Pre-and post-tests were done with the Torrance Tests of Creative Thinking for creative thinking ability, the Integrated Creativity Instrument for creative motivation and attitudes, the Problem Solving Competency questionnaire, and the Self-Directed Learning Instrument. Results: The C-PBL model was developed using a caring situation scenario to solve nursing problems with 3 training steps of 'encountering a patient in a caring situation', 'exploring nursing knowledge', and 'designing creative caring beyond given knowledge'. Between the experimental group and the control group, there were significant differences in creativity (p<.010), problem-solving ability (p<.010), and self-directed ability (p<.010). Conclusion: This C-PBL method could contribute in increasing creative competency as well as problem-solving ability for nursing students.

• Child Health Nursing Research
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• 제15권1호
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• pp.15-23
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• 2009

Purpose: This research was done to provide fundamental data to improve learning methods in Pediatric nursing and meet the needs of the students in actual nursing by analyzing nurse student experiences with problem-based learning in Pediatric nursing. Method: Using the 31 Q-samples selected, 20 nursing students from J college were selected as p-samples. The students were personally interviewed in January or February 2008. Result: The result of the study showed 3 types. The first type was the "negative resister", who failed to adapt to the problem-based learning and resists negatively. The second type was the "active receiver", who participated in the process of the problem-based learning and received it actively. The third type was the "passive accepters", who accepted problem-based learning but worried because they were familiar only with traditional learning. Conclusions: In this study, problem-based learning was used for classes in the science of pediatric nursing. The findings indicate that preparation for learning and details should be considered when developing and using modules for pediatric nursing. Further study on the development of problem-based learning modules is also indicated.