• Research in Community and Public Health Nursing
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• v.21 no.1
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• pp.1-11
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• 2010

Purpose: The purposes of this study were to compare the degree of anger expression, assertive behavior, and self-esteem between a nursing student group and an educational student group, and to identify factors affecting their self-esteem. Methods: This study adopted the descriptive comparative design. Data were collected by interviewing 97 nursing students and 89 educational students from three nursing schools and one educational school in Daegu, Korea from November to December, 2008. Results: Major findings of this study were as follows. 1) The educational student group had a higher self-esteem score than the nursing student group. 2) There were significant correlations among anger expression, assertive behavior, and self-esteem. 3) Self-esteem was significantly associated with Grade Point Average (GPA) and assertive behavior in the nursing student group with 17.2% variance, and with assertive behavior and anger-out in the educational student group with 24.1% variance. Conclusion: These results may contribute to better understanding of hurt, anger expression, assertive behavior, and self-esteem in nursing students and educational students. Based on the results, there, it is required to develop programs that prompt students' self-esteem.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.15 no.1
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• pp.22-33
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• 2008

Purpose: The purpose of this study was to compare frequency and importance of nursing practice in novice nurses and student nurses. Method: A descriptive design was used with convenience sampling of 292 novice nurses in 2 hospitals with 500 beds and 214 student nurses from 4 universities. Data were collected using a structured questionnaire. Results: 1) The total score for frequency of nursing practice was $2.58{\pm}0.41$ and for the importance of nursing practice was $3.03{\pm}0.36$ in novice nurses and in student nurses the frequency score was $2.66{\pm}0.69$ and the total score for importance was $3.24{\pm}0.35$. 2) The total score for frequency was not different between novice and student nurses, but 9 of the top 10 categories in order of frequency were significantly different. 3) The score for importance between novice nurses and student nurses was significantly different with the student nurses having higher scores than the novice nurses. 4) Frequency scores were not different for students in universities compared to students in community colleges. Conclusion: Novice nurses perform skills associated with medication, but student nurses do not and therefore do not recognize the importance of these skills. Education in nursing needs to identify strategies to strengthen practice in this vulnerable area.

• The Journal of Korean Academic Society of Nursing Education
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• v.10 no.2
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• pp.220-228
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• 2004

The purpose of this study was to identify the student nurses's attitude toward computerization and the factors related to their attitude. The subjects were 636 student nurses studying at one nursing college in Seoul, Korea. Questionnaires were used developed by Hwang & Park(2001) based on the Stronge & Brodt' s study(1985). Cronbach's alpha of the instrument in this study was. 81. The data were collected from September through November in 2003. Major results of this study were as follows. 97% Student nurses have personal computer, the mean hours of using computer were 2.51 and the mean hours of connecting internet were 2.19. The Attitude toward computerization were positive, the mean score was 3.43. Those who were higher grade, and thought that computer would be needed in nursing education, and perceived benefits of computerization, had more favorable attitude toward computerization. The result showed that positive attitude of student nurses would be needed in effective computerization of the health care system, therefore nursing education system and curriculum will be changed on student nurses's need.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.1
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• pp.398-407
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• 2018

This study examined the concept of nursing student's ethical competence. The concept analysis process by Walker and Avant was used to clarify the meaning of nursing student's ethical competence. As a result, the concept of nursing student's ethical competence was defined in terms of ethical sensitivity, ethical judgement, willingness to implement ethical behavior, and execution power of ethical behavior. Self-understanding, supportive environment, experience of ethical conflict and experience of ethical education can be seen as antecedents for nursing student's ethical competence. The nursing student's ethical competence results in nursing professionalism, satisfaction with nursing, and patient safety. The results of the analysis establish a basis for an instrument to evaluate nursing student's ethical competence. This will guide educators, as well as managers in healthcare, to develop an education program for improvement nursing student's ethical competence.

• Journal of Korean Clinical Health Science
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• v.4 no.2
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• pp.571-581
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• 2016

Purpose. This study was to identify the relationship between self-directed learning and nursing student's satisfaction of clinical practice. Methods. This study was designed to measure the level of satisfaction according to the contents, guidance, environment, time, and the evaluation of clinical practice. Two hundred thirty-one nursing student from baccalaureate program in H-gun was sampled. A scale consisting of 75 questions, developed by the researcher, was used to gather data from September 14 through 27, 2012. The data was analyzed by descriptive statistics, paired t-test, pearson correlation, and multiple linear regression using the SPSS WIN 18.0 program. Results. The results were summarized : Self-directed learning didn't show a significant different by grade(t=0.83, p=.934). Nursing student's satisfaction of clinical practice didn't show a significant different by grade(t=0.26, p=.798). The relationship between self-directed learning correlated with the degree of nursing student's satisfaction in clinical practice(r=.44, p<.001). The factors of self-directed learning described nursing student's satisfaction of clinical practice as $R^2$=.215(F=9.858, p<.001). Conclusions. It was found that a higher degree of satisfaction in clinical practice depends on a higher degree of self-directed learning. Therefore, nursing faculty should plan intervention to improve satisfaction level of clinical practice by fostering self-directed learning.

• Journal of Korean Academy of Nursing Administration
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• v.17 no.1
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• pp.74-87
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• 2011

Purpose: The purpose of this study was to identify key abilities needed to develop for student nurses. Methods: A methodological research design was used in this study. The abilities for student nurses were developed through literature review and educational objectives analysis of 60 nursing colleges in Korea. Results: Finally, the abilities required to develop for student nurses in higher education were 8 cluster of abilities and 19 abilities such as problem solving ability, relationship ability, professional ability, ability in information processing, globalization, voluntary service. Conclusion: To perceive and achieve abilities for student nurses in higher education has to be needed a systematic approach in setting objectives, to improve curriculum and to develop program and educational methods.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.1
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• pp.29-38
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• 2018

Purpose: The purpose of this study was to investigate the effect of career decision self-efficacy on major satisfaction among nursing students, and to examine the moderating effect of professor-student interaction on career decision self-efficacy and major satisfaction. Methods: This study analyzed the data of 307 students among fourth-year university nursing students in A and C cities from May 2017 to July 2017 using the SPSS 24.0 statistics program. Results: There were significantly positive relationships between career decision self-efficacy, major satisfaction, and professor-student interaction. The professor-student interaction showed moderating effects in the relationship between career decision self-efficacy and major satisfaction, with 52.7% of explanatory power. Conclusion: This finding suggests the importance of career decision self-efficacy and the moderating effects of professor-student interaction to increase nursing students' satisfaction in their major. Therefore, it is necessary to make diverse efforts in the field of education to improve students' career decision self-efficacy and professor-student interaction.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.1
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• pp.5-13
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• 2016

Purpose: The purpose of this study is to provide essential resources on various evaluation strategies by identifying relationships between professor-evaluation, peer-evaluation, and self-evaluation of the core basic nursing skills in nursing students. Methods: Forty third-year nursing students who participated in core basic nursing skills were given the same checklist that was used for assessment by the examiners. Then, the scores of the professor and the students were compared and analyzed with SPSS/WIN 18.0. Results: The scores of the student peer (178.54) and student self-evaluation(177.74) was significantly higher than the scores of professor-evaluation (172.05),(F=5.03, p=.008). There was a significant, positive correlation between the professor-evaluation and the student-peer-evaluation in skill-scores(r=.47, p=.002) and attitude-scores(r=.52, p<.001). In addition, the professor-evaluation and the self-evaluation each showed a significant, positive correlation in skill-scores(r=.61, p<.001) and attitude-scores(r=.36, p=.023). Conclusion: The study result indicates that in order to expand the evaluation method, the professor evaluation, as well as the student self and the peer evaluation, will contribute to improve the educational achievement of learners.

• Korean Journal of Adult Nursing
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• v.27 no.5
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• pp.527-536
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• 2015

Purpose: The purpose of this study was to analyze the trend of nursing theories by Korean Journal of Adult Nursing (KJAN) for the last five years and to provide future directions for improvement. Methods: The study analyzed data collected from 323 research papers published in KJAN between 2010~2014. Descriptive analysis was conducted with a focus on frequency and percentage for the quantitative analysis. Qualitative analysis was performed for the analysis of nursing theories. Results: As for research topics, the analysis results based on the meta-paradigm of nursing show that the most frequent factors of analysis were adult patients in the area of human beings, hospitals in the area of environment, depression, anxiety, and suicide in the area of health, and all the influential factors in the area of nursing. The analysis results of uses of nursing theories in the papers reveal that only 4(1.2%) out of total 323 papers used the nursing theories, which indicates that the linkage and utilization of nursing theories in the published papers for the last five years were poor. Conclusion: We needs to make efforts at the society level to activate nursing theory utilization in research which is beloved to connect nursing practice, education, and research.

• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.2
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• pp.360-368
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• 2001

This research was an attempt to find out an entrance experience into major subject of student nurse. The purpose of this study was to understand an lived learning experience of student nurse. Method of the study was applied a phenomenological approach used by Colaizzi's analytic technique. Participants were 33 sophomore student nurse from TC University. The investigator conducted participated observations and in-depth unstructured interviews which were audio taped under the permission of student nurse, formulating meanings, themes and theme clusters. Results of the study were revealed 6 categories, 14 theme clusters, and 31 themes. Six categories include 'feeling anxious about clinical application', 'making superficial class', 'evaluation for ability of memory', 'deficit of academic evaluation criteria', 'insufficiency of textbook' and 'deficit for uniqueness of nursing science'. This findings confirm the fact that the student nurse's entrance experience was complicated and diversely influenced by their learning experiences. In conclusion, this study will prove helpful not only in understanding student nurse's entrance experience about their specialities but also in developing curriculum for nursing education.