• Journal of Korean Academy of Fundamentals of Nursing
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• v.23 no.4
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• pp.430-439
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• 2016

Purpose: The purpose of this study was to contribute to the development of an efficient teaching-learning method by analyzing effects of writing reflective journals on meta-cognition and problem solving ability in nursing students in education applying blended learning for fundamental nursing skills. Methods: The research design was a one-group pretest-posttest design, done to assess changes in meta-cognition and problem solving ability. Participants were 63 nursing students taking the fundamental nursing skills course at one college in Gyeonggi Province. The course was offered from March 21 to June 3, 2016. Data were collected using pre and post tests given before and after writing of reflective journals in blended learning. Data were analyzed using t-test, ANOVA, $Scheff{\acute{e}}^{\prime}s$ test and paired t-test with SPSS Statistics version 20.0. Results: The results of this study show that scores for meta-cognition and problem solving ability of these students were all above average. There was a statistically significant difference in meta-cognition between pre and post writing of reflective journals but not for problem-solving ability. Conclusion: The findings indicate that writing a reflective journal in blended learning is an efficient teaching-learning method to improve meta-cognition in nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.4
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• pp.508-516
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• 2019

Purpose: This study was conducted to examine the effects of jigsaw cooperative learning on the communication ability, problem solving ability, critical thinking disposition, self-directed learning ability and cooperation of nursing students. Methods: A one-group, pre-post design was utilized with 92 nursing students as subjects. The data were analyzed using descriptive statistics and paired t-tests using SPSS/WIN 24.0. Results: The scores on problem solving ability, self-directed learning ability and cooperation were significantly increased after the education intervention. Conclusion: These findings indicate that cooperation learning is an effective intervention for improving problem-solving, self-directed learning ability, and cooperation in nursing education.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.347-356
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• 2016

The purpose of this study was to develop and examine the effectiveness (knowledge, attitude, skills of Evidence-Based Practice, and problem solving skills) of nursing information literacy competency enhancement program for nursing students. It is a pre-post design study carried out with a single group of 72 sophomores in a nursing college. Nursing information literacy competency enhancement program of 6 times (8 hours) was provided to nursing students. Our results have demonstrated that knowledge, attitude, skills of evidence-based practice, and problem solving skills were significantly higher in nursing students. In conclusion, the nursing information literacy competency enhancement program was effective in promoting knowledge, attitude, skills of evidence-based practice and problem solving skills. Based on our results, the nursing information literacy competency enhancement program can provide a basis for enhancing evidence-based nursing practice competencies and problem solving skills of nursing students.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.22 no.4
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• pp.424-432
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• 2015

Purpose: In this study the time point of effects that repeat exposure to simulation-based nursing training has on stress, interest in learning, and problem-solving abilities were identified. Methods: Participants for this study were 75 nursing college students in Seoul. In a preliminary survey data were collected and measured for the general characteristics, stress, interest in learning, and problem-solving abilities of the students. Then, stress was assessed before performance of each of four-rounds of simulation training scenarios. After each simulation round, interest in learning and problem-solving abilities were assessed. Results: With respect to stress, no significant differences were found when comparing the results of the preliminary survey to those of each of the simulation-based training exercises. For the sub-items of interest in learning, interest in nursing knowledge and interest in clinical training significantly increased between the preliminary survey and the $4^{th}$ survey. Interest in lab training increased significantly at the $1^{st}$ survey. Problem solving abilities showed a significant increase from the preliminary at each of the survey points. Conclusion: Increasing the exposure of nursing students to simulation-based training enhances their interest in learning and problem-solving abilities. Therefore it is necessary to have education strategies that includes various simulation experiences for students.

• Journal of Korean Academy of Rural Health Nursing
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• v.19 no.1
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• pp.35-43
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• 2024

Purpose: This study aimed to explore the influence of knowledge, problem-solving processes, and self-efficacy on the clinical competency of nursing students in the home health nursing management of diabetes mellitus (DM). Methods: The subjects of this study were 136 nursing students. Data were collected from April 18 to April 29, 2022, and analyzed using the SPSS 23.0 program. Results: The total mean scores of nursing students' knowledge, problem-solving process, self-efficacy, and clinical competency in DM home health nursing management were 71.24, 3.92, 7.47, and 4.09, respectively. Clinical competency was significantly and positively correlated with the problem-solving process (r=.60, p<.001) and self-efficacy (r=.48, p<.001) but not with knowledge (r=.09, p=.311). The problem-solving process was also positively correlated with self-efficacy (r=.41, p<.001). Regression analysis revealed a 41.4% variance in the nursing student's clinical competency with problem-solving process (β=.47, p<.001) and self-efficacy (β=.28, p<.001). Conclusion: The results of this study provide valuable evidence for the development of educational interventions aimed at enhancing the clinical competency of nursing students in relation to home-visit healthcare services for DM management.

• The Korean Journal of Rehabilitation Nursing
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• v.6 no.2
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• pp.183-191
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• 2003

Purpose: To examine the effect of the solution-focused group counseling program on the nursing students' problem-solving capacity. Methods: The research design was one-group pretest-posttest design in quasi-experimental research. The subjects were 16 sophomore nursing students being in K university located in D city, Korea. The period of this research was from January 9 to February 20, 2002, from January 10 to February 21, 2003. The group counseling program that was developed by Kim, Hyeon Mi (2001) on the basis of the fundamental principles of solution-focused therapy of de Shazer, et al. (1986) and the solution-focused group counseling process proposed by Selekman (1991), LaFountain, et al. (1996) and Metcalf (1998) was used after being modified and complemented for the nursing students. The group counseling was carried out six times for 120 minutes per week. The instruments used for this study were the Problem Solving Inventory developed by Heppner and Petersen (1982) and Scaling question. Collected data were analyzed by paired t-test with SPSS program. Results: 1) Problem solving capacity increased after solution-focused group counseling program, but a significant difference was not revealed(t=0.835, p=0.057). 2) The scores of self-confidence with the problem-solving were significantly increased when it was compared with the 1st and the 6th(t=3.587, p=0.001). Conclusion: It seems that the solution-focused group counseling program should be considered as an effective nursing intervention program for the nursing students by improving self-confidence with the problem-solving. As a results, this study suggests that the specific techniques used in the solution focused therapy should be applied actively in areas of counseling and communication training for the nursing students and nurses.

• Women's Health Nursing
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• v.29 no.3
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• pp.229-238
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• 2023

Purpose: This study analyzed the effects of virtual reality simulation-based problem-based learning on nursing students' critical thinking ability, problem-solving ability, and self-efficacy in the nursing care of women undergoing induction of labor. Methods: A nonequivalent control group pretest and posttest design was employed. The study participants included 52 nursing students (24 in the experimental group and 28 in the control group). The experimental group took a problem-based learning (PBL) class in the first week, and then engaged in self-directed learning using virtual reality simulation. In the second week, lectures about emergency nursing care for induction of labor and drug administration were given. The control group participated in PBL in the first week and lectures in the second week. The study was conducted from April 17 to May 19, 2023. Data were analyzed using the chi-square test, Fisher exact test, analysis of variance, and the independent t-test. Results: Before-and-after differences between the two groups were statistically significant in problem solving ability (t=-5.47, p<.001) and self-efficacy (t=-5.87, p<.001). Critical thinking ability did not show a statistically significant difference between the two groups. The score for satisfaction with the virtual reality simulation program was 3.64±5.88 out of 5 in the experimental group. Conclusion: PBL education using a virtual reality simulation was found to be an effective way of teaching. Although convenience sampling was used, PBL education using virtual reality can be used as an educational strategy to enhance nursing students' problem-solving ability and self-efficacy.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.4
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• pp.348-356
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• 2020

Purpose: This study aimed to identify the effect of nursing students' empathy and self-esteem on problem-solving ability through the mediated effect of communication skills. Methods: Data were collected from 179 nursing students between 1 October and 30 October, 2018 from three universities in Gyeonggi-Do. Data on subjects' general characteristics, empathy, self-esteem, communication skills, and problem solving ability were collected using a structured self-reporting questionnaire. Results: Of the total subjects, 89.9% were female. The subjects' empathy was 3.40±0.36, self-esteem was 3.16±0.56, communication skills was 3.65±0.48, and problem-solving ability was 3.52±0.42. Communication skills showed a partial mediating effect on the relationship between empathy and problem solving ability. Communication skills also showed a partial mediating effect on the relationship between self-esteem and problem solving ability. Conclusion: These findings indicate that it will be more effective to develop strategies that can improve empathy, self-esteem, and communication skills together when developing programs that improve problem-solving ability.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.2
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• pp.226-234
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• 2011

Purpose: The purpose of this study was to identify the effect of a simulation-based practice on clinical performance and problem solving processes for nursing students. Method: The study used a one group pre-post test design. Students experienced a simulation-based practice that included team base learning, skill training, taking a high-fidelity simulation with SimMan 3G, and also being debriefed for 12 weeks (August 2010 to December 2010). The pre-test and post-test were conducted to compare the differences in knowledge, clinical nursing skills, and problem solving processes. Result: After students had received the simulation-based practice, they showed statistically significant higher knowledge (t=14.73, p<.001) and clinical nursing skills (t=15.47, p<.001) than before. However, there was no significant difference in the problem solving process score (t=1.53, p=.127). Conclusion: This study showed that knowledge and clinical nursing skills were significantly improved by the simulation-based practice. Further research would be required to identify how the problem solving process that uses simulation-based practice could be developed further.

• Korean Journal of Adult Nursing
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• v.23 no.1
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• pp.1-9
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• 2011

Purpose: To evaluate undergraduate nursing students' ability in clinical competence, critical thinking, and problem solving following enrollment in a clinical reasoning course. Methods: A clinical reasoning course utilizing a human patient simulator and scenarios was offered to 22 senior students at a College of Nursing in Seoul. Students' clinical competence was measured with a checklist of 15 items by analyzing students' performance recorded on video tapes for eight scenarios. Critical thinking disposition and problem solving were measured by a self-administered questionnaire before and after the course. Data were analyzed using descriptive statistics and Wilcoxon signed-rank test. Results: The high scored items of clinical competence were: 'obtain relevant subjective/objective data', 'interpret vital signs', 'communicate with healthcare providers', and 'utilize standard precautions including handwashing.' Students' critical thinking and problem solving scores following the course were increased with statistical significance. Conclusion: A clinical reasoning course utilizing a human patient simulator creates a realistic clinical environment for nursing students and provides the opportunity to obtain clinical competence, critical thinking, and problem solving skills.