• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.2
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• pp.228-240
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• 2013

Purpose: This study was to evaluate the applicability of an emergent care management simulation practicum which is for enhancing nursing students' emergent care management competency based on the Nursing Education Simulation Model. Methods: One group pre-post experimental design was conducted for evaluation of the applicability of the simulation practicum. A convenient sample of 60 senior nursing students was participated. The simulation practicum was provided for 26 hours per student at the end of the first semester of senior year. Educational practices in simulation scale, simulation design scale and learning outcomes were measured. Higher positive correlations between variables represent applicability. Descriptive analysis, paired t-test and Pearson correlation coefficient were used for data analyses. Results: Among contractual components of nursing education simulation model, educational practices in simulation and simulation design (r=.80, p<.010), learning outcomes (r=.71-.28, p<.050), simulation design and learning outcomes (r=.72-.30, p<.050) were significantly correlated. Critical thinking (t=-3.63, p<.050) and problem solving competence (t=-2.55, p<.050) were significantly increased by this simulation practicum. It represents the applicability of an emergent care management simulation practicum. Conclusion: This emergent care management simulation practicum was appropriate to enhance the nursing students' emergent care management coping competency.

• Women's Health Nursing
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• v.18 no.4
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• pp.312-320
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• 2012

Purpose: This study was conducted to examine the effects of simulation-based education on communication skill and clinical competence in maternity nursing practicum. Methods: This study used a non-equivalent control pretest-posttest design. The simulation-based education in maternity nursing practicum consisted of two clinical situation scenarios pertaining to patients with normal and high-risk deliveries. The control group consisted of 35 students in 2010 and the experimental group consisted of 35 students in 2009. The experimental group was given the simulation-based education using a high-fidelity patient simulator over 3 sessions, whereas the control group was given a conventional pre-clinical practice orientation before maternity nursing clinical practicum. Data were collected using a questionnaire, which included questions to assess communication skill and clinical competence. Data were analyzed using SPSS/WIN 18.0. Results: Members of the experimental group, who received the simulation-based education, showed significantly higher communication skill and clinical competence scores than the control group (t=-2.39, p = .020; t=-2.71, p = .009). Conclusion: The simulation-based education in maternity nursing practicum is effective in promoting communication skill and clinical competence. With application of diverse clinical situation scenarios, it is recommended to develop and apply simulation-based education using a high-fidelity simulator in the area of maternity nursing.

• The Journal of Korean Academic Society of Nursing Education
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• v.11 no.2
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• pp.169-176
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• 2005

Purpose: The purpose of this study was to analyze the present status of practicum of fundamentals of nursing in baccalaureate nursing programs. Method: This study used a descriptive design surveying status of practicum of fundamentals of nursing from 47 schools. The instruments developed by investigator based on Shin's(2003) findings. The data collected were analyzed by SAS and the content analyses. Result: 1) The aims of fundamental nursing practicum were 'the acquirement of knowledge on fundamental nursing skill and attitude, and their implementations'. 2) 45 schools had their own practicum labs and the number of a group was 5 or 6. The mean number of student was 37.8 and the mean size of the labs was 169m2(${\pm}\;93.6$). 3) The credit of lecture and practicum ranged from 3 to 4 and in 32% schools, one professor and one teaching assistant were responsible for the practicum of fundamental nursing. 4) The teaching methods of practicum were shown as demonstration, role play, case study presentation, special lecture, video, computer simulation, and so forth. 5) The practice evaluation was used practice examination and students' self evaluation. Conclusion: The studies require of the contents and the evaluation method corresponding to the course objectives.

• The Journal of Korean Academic Society of Nursing Education
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• v.30 no.1
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• pp.29-38
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• 2024

Purpose: This study aimed to investigate student nurses' satisfaction by type of clinical practicum and to determine predictors of clinical competence in pediatric nursing. Methods: A total of 189 Junior and Senior student nurses across seven colleges in the Busan Metropolitan City were enrolled in the study. The participants completed a structured questionnaire containing items about their learning satisfaction with different types of pediatric nursing practicums and their clinical competence. Data were analyzed using the mean, standard deviation, independent t-test, ANOVA, and multiple regression analysis. Results: Regarding satisfaction with each type of clinical practicum, the mean satisfaction score (out of 10) was 8.18±2.26 for on-site clinical rotations and 7.35±2.20 for alternative practicums. Among the different types of alternative practicum approaches, those with a satisfaction score of 7 or higher included fundamental nursing skills, watching videos, simulation etc., while those with a satisfaction score of less than 6 were virtual simulation and problem-based learning. The predictors of clinical competence in pediatric nursing were learning satisfaction with practice, school year, and alternative practicum, accounting for 35.0% of the variance in clinical competency. Conclusion: It would be helpful to combine on-site clinical rotations with alternative practicum approaches and to develop various alternative practice programs using simulation practice, virtual reality, immersive interactive systems, and standardized patients to enhance students' clinical competency.

• Journal of East-West Nursing Research
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• v.24 no.2
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• pp.91-100
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• 2018

Purpose: This study was conducted to identify the effects of a simulation practicum using standardized patients on nursing student's communication skills, critical thinking disposition and clinical competency. Methods: A one group pretest-posttest design was used. The participants consisted of 45 fourth year nursing students at G university. This study developed 2 scenarios for patients with diabetes mellitus and the simulation was conducted for an average of approximately 14 hours. Data were analyzed with descriptive analysis, t-tests and Cronbach's ${\alpha}$ using SPSS 21.0 program. Results: Communication skills, clinical competency and self-confidence for diabetic care were statistically improved; however, critical thinking disposition was not improved compared to that of pretest. Conclusion: Simulation practicum using standardized patients may be effective in enhancing communication skills, clinical competency and self-confidence for diabetic care among nursing students. In addition, standardized patients simulation program to promote the critical thinking needs to be developed and further research related to standardized patients simulation is in need.

• Women's Health Nursing
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• v.20 no.2
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• pp.173-183
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• 2014

Purpose: This study was done to examine current status of women's health nursing practicum and identify necessary core nursing skills in this practicum area. Moreover, one syllabus and evaluation sheets for women's health nursing clinical practicum at one university were reviewed. Methods: A survey design was used with 81 educators who were teaching maternity or women's health nursing and its practicum. Results: Most clinical sites for practicum were university hospitals (43.0%), women's hospitals (32.7%), or general hospitals (17.3%); but the majority (77.8%) of educators expressed difficulty in finding appropriate practicum places. Common teaching and learning methods were clinical guides for practicum (44.6%), e-learning content (30.2%), and simulation (23.6%). Core nursing skills for this practicum included assessment of stages of labor, preparation of uterine-fetal monitoring devices and interpretation of results, monitoring uterus and fetal activity, and performing Leopold's maneuver. For postpartum care, the following were included; postpartum fundal massage, assessment of breast engorgement, fundus height, and episiotomy sites, inserting urinary catheter, and teaching the use of patient-controlled analgesia. Conclusion: To improve the quality of clinical practicum, development of a clear course syllabus, standardized clinical guidebook, and core nursing skills is required and should be shared with all relevant nurse educators.

• Journal of Convergence for Information Technology
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• v.11 no.10
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• pp.60-67
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• 2021

The purpose of this study is to investigate the effect of online psychiatric nursing practicum including virtual simulation on goal commitment, self-efficacy, critical thinking disposition, and problem solving ability of nursing students in the COVID-19 situation with difficult clinical practice. The subjects of this study were collected using an online questionnaire for third-year nursing students located in A city, and 31 students participated in the final. The results of this study showed that goal commitment and critical thinking disposition were improved in the post-test compared to the pre-test, but were not statistically significant. Self-efficacy (t=4.222, p<.001) and problem solving ability (t=6.807, p<.001) were signifincantly improved after than before online practicum. This findings indicate that online psychiatric nursing practicum including virtual simulation is effective in improving self-efficacy and problem solving ability. As it is difficult to perform nursing practice directly in the clinical field due to the recent COVID-19, it is expected that the limitations of online practicum can be overcome by utilizing various online contents including virtual simulations in online psychiatric nursing practicum.

• Journal of Convergence for Information Technology
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• v.9 no.10
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• pp.16-27
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• 2019

The purpose of this study was to develop and evaluate the effects of a simulation-based convergence practicum education program among senior nursing students. A repeated measure experimental design was used. A total of 77 senior nursing students were recruited from a university located in G city. Data was collected at baseline, program completion, and 2 month following completion of the practicum. Repeated measure ANOVA was used to evaluate the effects of the program. There were statistically significant improvements between baseline and program completion and between the baseline and 2 month follow-up. However, there was no significant differences between the program completion and 2 month follow-up. The study demonstrated that simulation-based convergence practicum education was an effective strategy to increase study outcomes and reduce clinical practice stress among senior nursing students. Further studies are needed to evaluate the effects of the program using randomized controlled trials.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.1
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• pp.37-46
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• 2014

Purpose: This study was to measure and identify the differences of perceived confidence in practice of core basic nursing skills performed by new graduate nurses in Korea. Methods: The tool used in this study was a questionnaire for measuring the confidence in 20 items of core basic nursing skills which was structured based on Korean Accreditation Board of Nursing Education tool. 231 new graduate nurses participated in this study. The reliability of this questionnaire had Cronbach's ${\alpha}$ .918. Results: Subjects who experienced simulation education and standard patient education were 86.6% and 35.9%, respectively. Item enema intervention, tracheostomy care, and blood transfusion showed low practice confidence level. These items showed significant differences on whether the subjects experienced simulation and clinical practicum or not. Conclusion: Developing and managing clinical education program under deep cooperation between practicum agency and clinical instructor are needed. Simulation practicum will complement insufficient core basic nursing skills between newly graduated nurses before they allocate at the clinical department.

• The Journal of the Korea Contents Association
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• v.14 no.2
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• pp.396-408
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• 2014

The purpose of this study is to examine the effect of the psychiatric nursing simulation practicum, which was developed for the therapeutic relationship forming and communication, psychiatric nursing assessment training utilizing simulated patients, on self-directed learning, learning self-efficacy and learning satisfaction. As a one group pre-test and post-test design, this test conducted 8 hours of intervention on 119 senior nursing students as study subjects. As a result, self-directed learning and learning self-efficacy were seen to be significantly improved after the program compared to before the program, and these variables displayed a moderate-level static correlation with learning satisfaction. These results can be deemed representative of the fact that, concerning psychiatric nursing practicum, a simulation teaching using simulated patients is effective. The results of this study are expected to contribute to improving field-centered psychiatric nursing practicum and the quality of psychiatric clinical work.