• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.1
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• pp.408-417
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• 2015

The aim of the study was to verify the effects of simulation-based stroke care education on the nursing performance ability and satisfaction among nursing students. The study used a nonequivalent control group pretest-posttest design. A total of 64 nursing students in a nursing college participated in this study. The participants were assigned conveniently according to the academic year to either the experimental group in 2013 (n = 32) or control group in 2014 (n = 32). The experimental group received a simulation-based stroke care education, and the control group received a clinical placement with self-directed practicum. The data was analyzed using the Mann-Whitney U test. The results showed that the scores of the overall nursing performance ability (z = -3.373, p < .001) and satisfaction (z = -3.245, p = .001) in the experimental group were significantly higher than those in the control group. Overall, simulation-based stroke care education is an effective teaching strategy of improving the nursing performance ability and satisfaction among nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.81-90
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• 2016

The objective of this study was to investigate the effect of an education method applying the flipped learning technique for college students. Both self-directed learning readiness and educational performance before and after applying the flipped learning were examined. After applying the flipped learning technique, teacher-student interaction, learning satisfaction, and learning motivation were identified. The correlation of each variable was examined after applying the flipped learning technique to investigate its influence on learning motivation. A total of 68 second-year nursing students enrolled in E University were analyzed. A difference between before and after applying the flipped learning was analyzed by the paired t-test; a correlation between the variables was analyzed via Pearson's correlation coefficient; and an influence on the dependent variable learning motivation was analyzed using the stepwise multiple regression analysis. The results showed that self-directed learning readiness increased before and after applying the flipped learning technique with statistical significance, and the difference of educational performance was not significant. After an education session applying the flipped learning technique, a learning motivation demonstrated a significantly positive correlation with self-directed learning readiness (r=0.33, p=.006), college student educational performance (r=0.51, p<.001), teacher-student interaction (r=0.72, p<.001), and learning satisfaction (r=0.79, p<.001). A significantly positive correlation was also observed between the other variables. Factors influencing learning motivation were learning satisfaction and teacher-student interaction. The explanatory power for learning motivation in the regression model considering these two variables was 71.3% (F=80.66, p<.001). Therefore, to enhance learning motivation in applying the flipped learning technique, it is necessary to increase learning satisfaction and to establish a strategy that further vitalizes the teacher-student interaction.

• Journal of Industrial Convergence
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• v.21 no.2
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• pp.53-59
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• 2023

The purpose of this study was to identify the influencing factors on the intention of career choice toward psychiatric nurses among nursing students. The participants were 261 senior nursing students from five schools in D and W metropolitan cities. Data were collected from August 1 to 20, 2019, and analyzed by descriptive statistics, t-test, Pearson Correlation Coefficient, and multiple regression using SPSS 26.0 program. In the multiple regression analysis, age (𝛽=.13, p=.048), satisfaction of mental health nursing practicum (𝛽=.16, p=.035) were significant factors on intention of career choice toward mental nurses with 10.3% of total explanatory power. Therefore, it is necessary to improve the practice satisfaction of nursing students by improving the practice environment and clinical nursing instructors' teaching competence. In addition, an further study was proposed that can identify various variables that affect the career choice of mental health nurses by expanding the subjects.

• Women's Health Nursing
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• v.29 no.3
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• pp.219-228
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• 2023

Purpose: Preterm birth is increasing, and obstetric nurses should have the competency to provide timely care. Therefore, training is necessary in the maternal nursing practicum. This study aimed to investigate the effects of practice education using a preterm-labor assessment algorithm on preterm labor-related knowledge and clinical practice confidence in senior nursing students. Methods: A pre-post quasi-experimental design with three groups was used for 61 students. The preterm-labor assessment algorithm was modified into three modules from the preterm-labor assessment algorithm by March of Dimes. We evaluated preterm labor-related knowledge, clinical practice confidence, and educational satisfaction. Data were analyzed with the paired t-test and repeated-measures analysis of variance. Results: The practice education using a preterm-labor assessment algorithm significantly improved both preterm labor-related knowledge and clinical practice confidence (paired t=-7.17, p<.001; paired t=-5.51, p<.001, respectively). The effects of the practice education using a preterm-labor assessment algorithm on knowledge lasted until 8 weeks but decreased significantly at 11 and 13 weeks after the program, while the clinical practice confidence significantly decreased at 8 weeks post-program. Conclusion: The practice education using a preterm-labor assessment algorithm was effective in improving preterm labor-related knowledge and clinical practice confidence. The findings suggest that follow-up education should be conducted at 8 weeks, or as soon as possible thereafter, to maintain knowledge and clinical confidence, and the effects should be evaluated.

• Research in Community and Public Health Nursing
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• v.30 no.4
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• pp.539-549
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• 2019

Purpose: The aim of this study was to identify the factors related to the social distance toward older adults in nursing college students. Methods: The participants comprised 137 students in a nursing college. Data were collected using self-report questionnaires in March 2019. The measurement instruments included social distance scales, the Fact on Aging Quiz (FAQ I), a 20-item semantic differential scale (to assess attitudes), and the perceived elderly stigma scale. The data were analyzed using descriptive statistics, independent t-tests, one-way analysis of variance (ANOVA), Pearson's correlation coefficient, and a multiple regression analysis. Results: The total score for social distance toward older adults was 3.98±0.54 out of a maximum of 5. Social distance had a statistically significant relationship with knowledge (r=.20, p=.022), attitudes toward older adults (r=-.31, p<.001), and elderly stigma (r=-.27 p=.008). The factors affecting social distance were education in geriatrics (β=.33, p=.004), grade (β=-.29, p=.014), attitudes (β=-.21, p=.018), academic major satisfaction (β=.19, p=.028), and knowledge (β=.15, p=.048); the explanatory power of the model was 34%. Conclusion: There is a need for departmental efforts that nursing students acquire correct knowledge about the life and health of the elderly with the aging process and develop positive attitudes toward older adults through various experiences in gerontological nursing practicum and community senior-college student link programs.

• The Journal of the Korea Contents Association
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• v.13 no.2
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• pp.341-347
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• 2013

There are insufficient cadaver-used practice programs for paramedic student education. To provide the basic data for the effective cadaver practice program, the study interviewed 255 students in department of EMT, who attended cadaver practicum. The results indicated that the average satisfaction level in education was 4.5 out of 5 and in relation to allotted time was 3.61 out of 5. The average understanding level of was 4.5 out of 5. In conclusion, senior students who have already taken clinical education & clinical procedure are recommended to focus on clinical anatomy practice and lower grade students are recommended to focus on understanding human body structure in cadaver-used practice program.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.3
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• pp.298-307
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• 2015

Purpose: The purpose of this study was to examine the effects of simulation-based learning on the knowledge about and performance confidence in the nursing care of children with asthma. Methods: A one-group pre- and post- study design was used. A total of 70 nursing students participated in the study. In groups of five, the participants experienced simulation-based learning during their child health nursing practicum. The given scenario was about nursing care for children with asthma. The simulation learning was provided for 3 hours, and included a group discussion before the simulation and a debriefing. Results: After the simulation, knowledge about and performance confidence in the nursing care of children with asthma significantly increased. The nursing students reported a high level of satisfaction with the simulation-based learning. There was a significant positive correlation between knowledge and performance confidence. Conclusion: Simulation-based learning was effective for nursing students in the nursing care of children with asthma. Our results suggest utilizing this new way of learning to strengthen the clinical experience of child health nursing in nursing students.

• PNF and Movement
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• v.12 no.2
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• pp.81-88
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• 2014

Purpose: The purpose of this study is to examine the needs of prior field learning and the academic achievement of field experience learning in a college. Methods: This study was performed from May 1 to October 30, and students were given questionnaire. The research questionnaire as follows: (1) to investigate the academic achievement after field experience learning, (2) to verify the needs of field experience learning. A statistical analysis was performed using SPSS 17.0 for window version. Results: The results was as follows : First, satisfaction of field learning had scored good(47.2%) in lesson goal, good(51.8%) in acquisition of knowledge and techniques, good(51.0%) in preparation of study and good(45.9%) in association. Second, curriculum of field learning had scored normal(35.5%) in prior education, good(47.4%) in composition, good(50.8%) in guidance and good(47.2%) in contents. Third, curriculum of field learning had scored good(44.6%) in duration, good(46.1%) in numbers, good(51.3%) in convenience and normal(38.1%) in means of transportation. Forth, needs of field learning had scored good(46.6%) in field learning of practicum, good(48.2%) in field learning of theory subject, 3-4 times(42.0%) in frequency of field learning and 2hours(57.3%) in a field learning hour. Conclusion: These findings suggest that college student's thinking of field experience learning is positive. Field experience learning provided that college students have directly an opportunity of gaining valuable experience to feel the field.

• Women's Health Nursing
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• v.28 no.3
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• pp.174-186
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• 2022

Purpose: This study aimed to investigate the effects of virtual reality used in maternal-child nursing clinical practicums on nursing students' competencies through a systematic review. Methods: The inclusion criteria were peer-reviewed papers in English or Korean presenting analytic studies of maternal-child nursing practicums using virtual reality. An electronic literature search of the Cochrane Library, CINAHL, EMBASE, ERIC, PubMed, and Research Information Sharing System databases was performed using combinations of the keywords "nursing student," "virtual reality," "augmented reality," "mixed reality," and "virtual simulation" from February 4 to 15, 2022. Quality appraisal was performed using the RoB 2 and ROBINS-I tools for randomized controlled trials (RCTs) and non-RCTs, respectively. Results: Of the seven articles identified, the RCT study (n=1) was deemed to have a high risk of bias, with some items indeterminable due to a lack of reported details. Most of the non-RCT studies (n=6) had a moderate or serious risk of bias related to selection and measurement issues. Clinical education using virtual reality had positive effects on knowledge, skills, satisfaction, self-efficacy, and needs improvement; however, it did not affect critical thinking or self-directed learning. Conclusion: This study demonstrated that using virtual reality for maternal-child nursing clinical practicums had educational effects on a variety of students' competencies. Considering the challenges of providing direct care in clinical practicums, virtual reality can be a viable tool that supplements maternal-child nursing experience. Greater rigor and fuller reporting of study details are required for future research.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.51-65
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• 2019

The purpose of this study was to collect information for the improvement of sewing practice classes and to draw implications by carrying out an investigation into the perception and needs of 185 students in the first grade of high school for sewing practice classes. The results of the study are as follows. First, most of the students perceived that the instructional objectives of the practicum as the utilization in everyday life. The students' perception of the class was moderately positive. In terms of the subfactors, the participation level appeared to be the highest while the comprehension level was the lowest. Also, the utilization level showed the greatest difference between male and female students. The results suggest that female students were more positive in their perception of the class than the male students because of the significant difference in the subfactors of class perception, excluding utility and teaching learning method satisfaction. Second, it appeared that the students were likely to use these skills in everyday life as a result of the sewing practice classes. In terms of the practice content, students preferred working individually in terms of organizing their own projects, making their own selections, and freely deciding the size of their products. This study demonstrated that the students preferred teacher-centered classes when acquiring skills and knowledge and student-centered classes when brainstorming and performing the teacher's role. In terms of instructional management, the students preferred four to six 50-minute long lessons per semester and no group work involved.