• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.10
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• pp.6176-6186
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• 2014

This study was designed to clarify the learning motivations, academic self-efficacy, and problem-solving processes in the educational evaluative method in the fundamental nursing practice using moving pictures. The learning motivations and academic self-efficacy showed statistical differences based on the students' motivations of selecting, their satisfaction with the major and nursing practice, helpfulness of moving pictures, and the suitability of practical tests using a checklist. Problem-solving processes revealed statistical differences based on the students' motivations of selecting the nursing department, their satisfaction with the major and fundamental nursing their satisfaction with the major and nursing practice, the helpfulness of moving pictures, and the suitability of practical tests using a checklist. The learning motivations showed significant positive interrelations with the academic self-efficacy and problem-solving processes. In conclusion, the educational evaluative method in the fundamental nursing practice using moving pictures was related to the nursing students' learning motivations, academic self-efficacy, and problem-solving processes.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.4
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• pp.482-490
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• 2014

Purpose: This research compares self-leadership, team efficacy, problem solving processes and task satisfaction in response to teaching methods applied to nursing students, and determines whether variations exist. Method: This research experiments before and after the training of a nonequivalent group. The subjects were 36 learners of action learning methods and 39 learners of nursing course methods, and the research took place from October through December 2012. Results: Prior to the training, the general features and measurable variables of the two groups of subjects were similar, and self-leadership, team efficacy, problem solving process and task satisfaction in both groups were elevated compared to pre-training. In particular, in comparison with the nursing course, there was a notable difference in scores, the action learning method receiving high scores in the problem solving process (t=2.92, p=.005) and task satisfaction (t=2.54, p=.013) Conclusion: It is recommended that educators not only conduct the practice training course for teaching methods, but also incorporate action learning.

• 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 the Convergence on Culture Technology
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• v.8 no.1
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• pp.167-174
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• 2022

The purpose of this study was to evaluate the effect of academic stress, self-efficacy and problem solving ability on subjective happiness of nursing college students. Participants in this study were 348 nursing students from 2 universities in B city. Data analysis was performed using SPSS 22.0 program with real number, percentage, mean, standard deviation, t-test, ANOVA, Pearson correlation coefficient, and multiple regression analysis. The mean score for subjective happiness was 41.91±9.53(range: 9 to 63). Subjective happiness negatively correlated with academic stress(r=-.523, p<.001) and positively correlated with self-efficacy(r=.515, p<.001), problem solving ability(r=.466, p<.001). Significant predictors of subjective happiness included academic stress((β=-.351, p<.001), self-esteem(β=.255, p<.001), and problem solving ability(β=.132, p=.049), and the explanation power was 37.2%. Therefore, we need various program development that can enhance self-efficacy, problem solving ability, and academic stress management in order to improve nursing students' subjective happiness.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.9
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• pp.589-598
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• 2016

The aim of this study was to investigate the relationship among the variables and the influence of academic self-efficacy and critical thinking disposition on the problem solving ability of nursing students. A descriptive research design was employed in this study. The participants were 404 sophomore nursing students in D city, who were surveyed between May 2 and May 20, 2016, using self-report questionnaire. The data were analyzed with SPSS WIN 21.0 using descriptive statistics, ANOVA, t-test, Scheffe test, Pearson's correlation coefficient, and multiple stepwise regression analysis. Significant correlations among the academic self-efficacy, critical thinking disposition, and problem solving ability were found. In academic self-efficacy and critical thinking disposition, there were significant differences in gender, academic credit, interpersonal relationship, and satisfaction with nursing as a major. The problem solving ability showed statistically significant differences in academic credit, interpersonal relationships, and satisfaction with nursing as a major. The regression model explained 51.7% of the effect on the problem solving ability. Academic self-efficacy and critical thinking disposition were factors influencing the problem solving ability of nursing students. Based on these results, to increase problem solving ability of nursing students, it will be necessary to develop an educational program and strategy for improving the academic self-efficacy and critical thinking disposition.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.245-252
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• 2023

The purpose of this study was to investigate the effect of academic engagement, academic self-efficacy of problem solving ability in nursing students. Data were collected from 219 nursing students in B city and analyzed by descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression using SPSS/WIN 22.0. The degree of problem solving ability in nursing students was 4.00±0.51. There were significant differences in problem solving ability with major satisfaction(F=9.476, p<.001), class satisfaction (F=3.079, p<.001). There was positive correlation between problem solving ability and academic engagement (r=.560, p<.001), academic self-efficacy(r=.634, p<.001). There was positive correlation between academic engagement and academic self-efficacy(r=.769, p<.001). The factors affecting problem solving ability of the study subjects were academic engagement(β=.177, p=.031), academic self-efficacy(β=.498, p<.001), with an explanatory power of 41.0%. Therefore to increase aacademic engagement and academic self-efficacy of nursing students, it is necessary to develop the program for improving the problem solving ability of nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.598-608
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• 2016

This study examined the relationships among patient safety competence, critical thinking disposition, problem-solving competence, and self-efficacy of clinical nurses to identify the factors influencing the patient safety competence. A convenience sample of 373 nurses working in 4 general hospitals in a Metropolitan area in Korea was selected. After obtaining IRB approval, data collection was done with a structured self-administered questionnaire from October 14th to November 4th, 2014. The data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient and multiple regression analysis using the SPSS WIN 21.0 program. The participants showed a moderate level of patient safety competence ($3.75{\pm}0.37$), of critical thinking disposition ($3.43{\pm}0.27$), of problem solving competence ($3.54{\pm}0.30$), and of self-efficacy ($3.58{\pm}0.47$). The patient safety competence of the participants showed a significant correlation with the critical thinking disposition (r=.493, p<.001), problem solving competence (r=.616, p<.001), and self-efficacy (r=.475, p<.001). The significant factors influencing the patient safety competence were problem solving competence (${\beta}=.403$, p<.001), self-efficacy (${\beta}=.156$, p=.005), critical thinking disposition (${\beta}=.130$, p=.018), and having the experience of reporting patient safety accidents (${\beta}=.137$, p=.002). The results suggest that educational programs to enhance the critical thinking disposition, problem-solving competence, and self-efficacy would develop the patient safety competence of clinical nurses. In addition, more effort should be placed into reinforcing the patient safety competence by activating the report of patient safety accidents.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.3
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• pp.389-398
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• 2018

This study examined the influence of problem solving ability, communication skill and self-efficacy on clinical competence of nursing students. The research subjects were 184 grade 4 nursing students in D and G city. Data were collected from September 1 to September 10, 2016 and analyzed by independent t-test, one-way ANOVA, Pearson's correlation, and stepwise multiple regression using the IBM SPSS/WIN 20.0 program. The results showed that the problem solving ability was 3.60, communication skill was 3.79, and self-efficacy was 3.45. The clinical competence was positively correlated with problem solving ability, communication skill and self-efficacy. Problem solving ability (${\beta}=0.283$, p<0.001), self-efficacy (${\beta}=0.249$, p<0.001), motivation for nursing (${\beta}=0.182$, p=0.002), communication skills (${\beta}=0.176$, p=0.016), and interpersonal relationships (${\beta}=0.101$, p=0.082) explained 42.8% of the total variance in clinical competence of nursing students. The most significant predictors of clinical competence were problem solving ability, followed by self-efficacy and communication skills. Therefore, it is necessary to develop an empowerment program to improve problem solving ability, self-efficacy and communication skills of nursing students.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.214-220
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• 2000

The difference (bias) between self-efficacy and chemistry problem-solving ability was investigated for 96 (male: 48, female: 48) high school students. A self-efficacy instrument was administered, which asked the confidence in solving algorithmic and conceptual problems successfully. Their chemistry problem-solving ability was then assessed with 10 algorithmic and 10 conceptual problems as same in the self-efficacy instrument. Although students had higher scores in the algorithmic problems, no significant difference was found in the self-efficacy to solve the two different forms of problems. Therefore, the bias scores in the conceptual problems were higher than those in the algorithmic problems. Two-way ANOVA results for the bias in the algorithmic problems revealed a significant interaction between gender and the previous achievement level. Analysis of simple effects indicated that the bias scores of high-achieving boys were significantly higher than those of high-achieving girls. While most high-achieving boys were in the overconfident category, high-achieving girls were more likely to be in the underconfident category.

• Journal of the Korea Society of Computer and Information
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• v.22 no.1
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• pp.123-134
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• 2017

The ability to use information technology has become increasingly important as technological advances continue to sweep through the computing world, and education for improving computational thinking has become globally instituted. In South Korea, informatics subjects have been modified in the 2015 curriculum and are now compulsory in primary and secondary education. However, despite substantial financial investment and numerous studies promoting informatics education, there continues to be a serious lack of pre-service teachers capable of teaching computational thinking. This study investigated pre-service teacher programming education using App Inventor, their perceptions of App Inventor, and how use of the program affected teacher problem-solving abilities and self-efficacy. In the pre-test, the control group and experimental group showed no statistically significant difference; however, the post-test revealed that the two groups showed statistically significant differences in problem-solving skills and self-efficacy. The participants initially showed interest in using App Inventor; however, after practice-teaching and project-based learning, the participants demonstrated a growing negativity toward the program when they made errors and the functional limits of App Inventor became apparent. Although most participants stated that they would not use App Inventor in their classes, the positive statistically significant differences in problem-solving skills and self-efficacy indicate that this study could be utilized as a basis for building a teaching-learning program using App Inventor and creating an educational plan for teaching computational thinking.