• 한국간호교육학회지
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• 제17권1호
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• pp.62-71
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• 2011

Purpose: The purpose of this study was to examine the relationship between professional nursing values and career preparation behaviors in senior nursing students. Method: The sample consisted of 199 nursing students before getting jobs who attended a nursing vocational college in Daegu and a nursing department of a university in J city of Chungcheongbuk-do. The data were collected from the first of May to the first of June in 2010. Results: The mean score was 106.76 for professional nursing values. The highest reported score of the nursing professional values domains was professionalism of nursing and was followed by nursing practical role and professional self-concept. The mean score was 42.66 for career preparation behavior. There was alow correlation between professional nursing values and career preparation behaviors. Conclusion: This finding suggests nursing students have differences from career preparation behaviors according to viewpoints about nursing as a professional job. Therefore, it is necessary to develop new curriculum and reinforce existing education for developing of professional nursing values. Moreover, nursing education institutes should set up educational objectives related to their general characteristics for improving career preparation behavior.

• 한국간호교육학회지
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• 제26권1호
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• pp.16-24
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• 2020

Purpose: This study examined the effects of guided imagery on stress, state anxiety, test anxiety and core basic nursing skill performance score of undergraduate nursing student. Methods: An equivalent control group pretest-posttest design was utilized. A total of 45 senior nursing students were randomly assigned to either an intervention group to receive guided imagery, or a control group (experimental group=23 students, control group=22 students). The guided imagery was provided via audio files to the intervention group for eight minutes, once a day for five days. The pretest was given before the intervention to measure variables for both groups, and the posttest was performed immediately afterward and three days after the intervention. Results: Significant differences were found between the two groups in stress ((F=4.94, p=.012), state anxiety (F=5.99, p=.005), and basic core nursing skill performance scores (Z=-2.45, p=.015). Conclusion: Guided imagery for nursing students has been identified as effective for stress, state anxiety, and basic core nursing skill performance scores. Guided imagery can be used as an effective intervention before performance tests. These study results can provide useful data for nursing education.

• 성인간호학회지
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• 제23권1호
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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.

• 기본간호학회지
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• 제23권4호
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• pp.373-382
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• 2016

Purpose: This study was done in order to identify nursing students' professional self-concept, self-leadership and clinical competence and to analyze the correlation among the variables and the factors influencing clinical competence. Methods: The research participants were 294 senior nursing students in the nursing departments of 3 universities located in Jeollabuk-do. The students had completed 3 semesters of clinical practice. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and Multiple Regression. Results: Participants' scores for professional self-concept, self-leadership, clinical competence were $2.78{\pm}0.36$, $3.63{\pm}0.47$, $3.80{\pm}0.40$ respectively. Professional self-concept, self-leadership and clinical competence had positive correlations. Factors influencing nursing students' clinical competence included professional self-concepts in professional practice, self-expectations in self-leadership, constructive thinking, self-compensation and self-criticism in that order, and these variables explained 48%of the variance in clinical competence. Conclusion: Based on these results, it is important to develop and apply educational programs to increase professional self-concept and self-leadership in order to improve nursing students' clinical competence.

• 한국간호교육학회지
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• 제25권2호
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• pp.163-172
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• 2019

Purpose: The purpose of this study was to identify the effects of nursing students' belongingness and self-esteem on self-directed learning in clinical practice. Methods: The participants were 163 senior nursing students. Using a structured-questionnaire, data were collected from September to October 2016. Data were analyzed using independent t-test, ANOVA, $Scheff\acute{e}$, test Pearson's correlation coefficients, and multiple linear regression. Results: Self-directed learning in clinical practice had statistically significant correlation with belongingness (r=.47, p<.001) and self-esteem (r=.52, p<.001). Factors affecting self-directed learning were self-esteem (${\beta}=.38$, p<.001), belongingness (${\beta}=.30$, p<.001), and more than 5 members of clinical practice (${\beta}=.15$, p=.017). These three variables explained 35% of self-directed learning. Conclusion: In order to enhance self-directed learning in clinical practice of nursing students, nursing schools should provide training to increase self-esteem in nursing students. In addition, an appropriate number of students should be considered, so that they can have a well-developed sense of belonging to clinical practice.

• 동서간호학연구지
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• 제26권2호
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• pp.130-138
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• 2020

Purpose: This study aimed to evaluate the effects of team-based simulation training (TBST) on patient safety confidence and nursing competency among nursing students. Methods: This study used a one group pretest-posttest design. Among the senior nursing students enrolled in an academic course in one nursing school, the convenience sample of 114 students was recruited. Participants received 15-session TBST (2 hours per session) over 8 weeks and completed the patient safety confidence and nursing competency scales, and a questionnaire of participants' responses to TBST. Data were analyzed using a descriptive statistics test, a paired t-test, and Pearson correlation coefficients. Results: The results of this study showed that patient safety confidence and nursing competency significantly improved after TBST and there was a positive correlation between these variables. Conclusion: The findings indicate that TBST is effective for improving nursing students' patient safety confidence and nursing competency, and thus, team-based strategies can be useful to attain the goals of nursing education. Furthermore, the results of this study suggest further research to refine the relations between patient safety and nursing competency.

• 대한간호학회지
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• 제36권4호
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• pp.645-651
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• 2006

Purpose. This study investigated changes in attitudes toward elders in general and elders with dementia after students finished a gerontological nursing practicum. Methods. Questionnaires developed for Asian cultures were administered pre practicum, immediately post practicum, and at 8-months follow up to 31 senior students in a baccalaureate nursing program. The 1-week practicum occurred at two adult day care centers: a center for elders with dementia and a center for elders with stroke. Repeated measures ANOVA and Bonferroni correction procedures were used to analyze data. Results. Students' evaluation of elder vitality and flexibility increased significantly at post practicum, however this increase was not sustained at follow up. Score of generosity of elders, the only positively evaluated dimension for elders in general, improved partly at post practicum. Students evaluated flexibility and generosity of elders with dementia more negatively than general elders. All of the decreased attitudes at follow up were not significantly different from those at pre practicum. Conclusions. Students had more negative attitudes toward elders with dementia. Attitudes of students in direct contact with elders with dementia were improved through the practicum regarding generosity and flexibility. However the sustainability of the immediate effect was not observed at follow up.

• 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.

• 한국간호교육학회지
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• 제16권1호
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• pp.61-71
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• 2010

Purpose: This study aims to understand the meaning of happiness among undergraduate nursing students through small group art works. Method: A qualitative study design was utilized. Data were collected from the students' clinical experiences and were analyzed with qualitative content analysis. The texts were a collage and related essays written by 36 senior nursing students about the impressions on happiness through small group art works. Result: There were three categories and sixteen themes classified. The three categories that emerged were definitions of happiness, feelings about happiness, and attitudes toward happiness. First category includes seven themes: hope, youth, balance, values, life, self-consciousness and companionship. Second category includes five themes: pleasantness, joy, preciousness, conflict, and disappointment. The third category includes four themes: doing something to be happy internally, doing comprehensive nursing care as a professional nurse, understanding that physical splendor isn't requirement for happiness, and letting everyday life be faithful. Conclusion: The results of this study may affect the students‘ major in human service area of understanding about the nursing students’ genuine happiness or human flourishment.

• Perspectives in Nursing Science
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• 제8권2호
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• pp.86-96
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• 2011

Purpose: This study examined the effects of simulation-based education on knowledge about and self-confidence in maternity nursing care in senior students. Methods: One group, pre-post design, was utilized with 28 students. The simulation-based maternity nursing education that consisted of two sessions each 2 hours long for intrapartum and postpartum care was provided to 4 small groups. An expert panel of 3 maternity clinical instructors developed the module with a high-fidelity maternal simulator. Core items of knowledge about and self-confidence in maternity nursing care were measured with 13 items before and after the sessions. Results: The knowledge score did not increase significantly (z=-1.95, p=.05); however, self-confidence in maternity nursing care showed a significant change in the posttest (z=-2.82, p<.001). The subjective evaluation of the students indicated that the simulation-based education was helpful in preparing for clinical practicum as far as interaction with clients, psychological readiness to practice, and learning efficiencies. Conclusion: The simulation-based nursing education was useful in improving self-confidence in clinical performance for childbirth and postpartum care in nursing students. Along with the application of diverse scenarios in simulations, modules with standard patients and role-plays are also recommended for maternity nursing practicum to empower the competency of the students.