• The Korean Nurse
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• v.31 no.5
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• pp.65-71
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• 1992

In nursing, a practice discipline, it has been argued whether the mastery of clinical competence depends on types of learning styles, learning experience, and the use of specialized skills. All these problems are not limited to nursing education. Later educators identified the importance of reflective learning which is a vital element in any form of learning and that teachers and students need to consider how they can incorporate some forms of reflection in the courses. The purpose of this study is to review educational articles for understanding better what reflection in learning is, to identify the theme which is of important relevance to professional practice, from the book, Educating the reflective practitioner, and to discuss the theme within nursing education. Reflection in learning was defined by Dewey(1933) as the process which is involved the perception of relationships and connections between the parts of an experience. This experience is passed on when two people becoming involved with each other in a conversation. schon(1987) emphasized that learning conversation, which is a part of the interaction of student and teacher, is an important factor of the process of reflection-om-actopm. In clinical nursing education, good relationships between teacher and student, faculty's role, interpersonal skills are critical in learning conversation. Then Practing nurses who accept the need to choose nursing actionss on the basis of reflection, who accepet the necessity for understanding and being able to communicate the reasons for action are a powerfful force for the development of nursing into an increasingly more effective profession for the benefit of patients.

• The Journal of Korean Academic Society of Nursing Education
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• v.4 no.2
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• pp.249-263
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• 1998

The competence of newly graduated nurses is based on various clinical expriences gained when they were students. Therefore, instructors of nursing students, professors in nursing schools or directors in hospitals must play a critical role in assisting them to obtain various knowledge and experienced nursing skills. The purpose of this study was to investigate nursing care activities and nursing care hours practiced by nursing students in a general hospital. The subject students were total 214 nursing students, 2nd graders(sophomores) and 3rd graders(juniors) from 5 Junior Nursing Colleges in Seoul and they practiced at S general hospital to gain clinical experience. The data were collected for 4 days. The tools for this study were the direct nursing care activity list consisted of 15 nursing areas and the indirect nursing care activity list consisted of 9 nursing areas. The subject students were supposed to record their own score. The results of this study are ; 1. The nursing care hours per nursing student 1) The average total nursing care hours a day per each nursing student are 362.65 mins(6.04hr), the direct nursing care hours per each nursing stuent are 202.09 mins(direct nursing care rate 56.0%) and it is higher than the indirect nursing care hours, 159.75mins(indirect nursing care rate 44.0%). The direct nursing care rate of each student by a team approach in the evening shift(56.3%) is higher than that in the day shift(55.8%). 2) The hours of checking vital signs are the longest(47.35mins) among the direct nursing care activites and next is in order of counseling 8l emotional support, nurse rounds, and accompaning a patient during examination. The hours of reporting are the longest(32.39mins) among the indirect nursing care activites, and next is the activities related to education such as reviewing chart, looking up references, etc. 3) The freqency of checking vital signs practiced by nursing student is the highest(the average of 55.7 times) among the direct nursing care activities and next is in order of nurse rounds, assistance of feeding, and counseling & emotional support. The required time for nursing students to accompany their patient during examination is the longest(20.7mins) and next are in order of restriction on patient' activity, orientated by a head nurse, skin care, sitz bath, bathing & hair shampoo, and assisting with patients' exercise. 2. The nursing care hours per grader 1) The average hours of total nursing care per a nursing student are 369.2mins(6.2hrs) to 2nd graders, 355.9mins(5.9 hrs) to third graders. The direct nursing care rate per each nursing student to 3rd graders(59.3%) was higher than that to End graders(52.8%). 2) For 2nd graders, the highly marked nursing activities are teaching associated with direct nursing care activities such as drawing up papers, looking up references, reviewing charts, and being orientated by staff nurses. For 3rd graders, measurments, observations, and nurse rounds in indirect nursing care activities are taken highly 3) The most frequent practice of the nursing care activites is checking vital signs : 65 times to 3rd graders and 46.5 times to 2nd graders. Our suggestions based on the results of this study are : 1. It is recommanded to repeat the same designed study in a variety of clinical fields for further study. 2. It is recommanded to collect data not by self-record method but by observated method. 3. It is needed for nursing instructors in Nursing Schools and in hospitals to develop the guidelines and check-list of clinical practice courses.

• Korean Journal of Adult Nursing
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• v.15 no.3
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• pp.373-382
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• 2003

Purpose: The purpose of this study is to investigate the perception of nursing students' on-site clinical experience at intensive care unit(ICU), which will help on developing fundamental tool to enhance the effect of their clinical practice. Method: Van Manens hermeneutic-phenomenological method has been used to analyze the data. Participants consisted of 74 third-year nursing students who performed the clinical practice at an ICU in C university hospital. The students got the group interviews and kept the clinical diaries. Data was collected from series of group interviews and contents of the students clinical diaries. Result: Major concerns related to students clinical practice were found as follows : "being nervous about unfamiliar machines and situations", "being frustrated about the patients", "feeling of helplessness", "being stupefied from witnessing a death", "realizing the importance of health", "realizing individual patient's precious value through family's love", "realizing the importance of treating a patient as humanbein g", "realizing the differences between theory and practice", "modelizing two aspects of nursing: professional and personal", "readiness to become a capable nurse". Conclusion: We are able to obtain in-depth understandings about the nursing students lived experience of clinical practice at the ICU. Based upon this, there is a need to develop a better nursing intervention enhance the effectiveness of the nursing students clinical practice.

• Research in Community and Public Health Nursing
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• v.28 no.2
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• pp.182-195
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• 2017

Purpose: This study explores school nurses' emergency care experiences and their needs for systemic institutional support. Methods: Data were collected in 2016 from the interviews with five focus groups comprising thirty school nurses. Qualitative content analysis was then performed using the collected data. Results: The study found that school nurses were vulnerable to over-reaction in uncertain situations as the school's sole health service provider. The study's findings are divided into ten categories. 1) Major obstacles to overcome as the sole health service provider, 2) Assessing an uncertain situation and making appropriate decisions, 3) Providing limited first aid while maintaining control over the situation, 4) Referring or transferring a student to a hospital that creates tensions and raises cost, 5) Becoming an advocate for information disclosure and treatment, 6) Ensuring follow-up actions and proper transfer of responsibility, 7) Making preparations for future emergency, 8) Responding to conflicts arising from over-reaction as a safeguard and professional expertise, 9) Need for the development of standardized manual for school emergency care, 10) Need for practical case-based training. Conclusion: The findings of this study should contribute to the development of the programs aimed at improving school emergency care and the professional competence of school nurse.

• Journal of Korean Academy of Nursing Administration
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• v.9 no.4
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• pp.585-597
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• 2003

Purpose: The purpose of this research is to find out how clinical nurse's recognition is effected to nursing organization through compensation justice, and then will support important basic data to management of nursing organization. Methods: Data collection was held through April 1st to 30th in 2003, The Subjects were 375 who were working at 5 hospitals in Seoul and has experiences at least over one year. Result: The average score of nurses' organizational commitment was 3.95 on a 7 point scale, and job satisfaction was 2.80 on a 5 point scale, and distribute justice was 2 on a 5 point scale, and procedural justice was 2.32 on a 5 point scale. We realize the distribute justice of compensation justice showed outstanding difference by age, education back-ground, experience, status of job, religious and types of hospital foundation, comparing the procedural justice only showed the difference by marriage status and type of hospital foundation, Through the study of how compensation-justice effect to organizational commitment, distribute justice never effect instead of procedural justice made effect 30.4% overall transition, as well as procedural justice explain 31.5% of job satisfaction. Conclusion: Finally we have data on the clinical nurse's recognition of compensation justice distribute justice and procedural justice are generally low, job satisfaction and organizational commitment are average. Job satisfaction and organizational commitment are depend upon age and educational level seriously.

• Journal of Korean Public Health Nursing
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• v.32 no.3
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• pp.424-437
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• 2018

Purpose: This study was to conducted to search for factors influencing the confidence of core fundamental nursing skill performance (CC) based on comparative analysis, of the relationship between problem solving ability (PS), self-directed learning ability (SL) and CC of nursing students. Methods: This study was conducted based on questionnaires (208) given to senior nursing students. Data were analyzed by the t-test, ANNOVA and Scheffe's test. Moreover, Pearson's correlation coefficient and hierarchical regression were conducted to determine the relationship between items. Results: Proving Solving ability differed significantly in SC. In addition, satisfaction with core fundamental nursing skills (SL) differed significantly by gender, academic performance of last semester, support for nursing, and SC. Moreover, PS was found to have a normal relationship with SL and CC, and SL was found to have a normal relationship with CC. Conclusion: Education strategy should include methods of increasing the PS of student to improve CC in nursing education. Moreover, SL education should be used to increase nursing tasks and effective adaptation to their circumstances as a clinical nurse after graduation.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.1
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• pp.81-93
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• 2003

Purpose: The purpose of this study was to develop a PBL module in maternity nursing based on the clinical cases. A PBL module applied to maternity nursing class to test the effects on improving the learning ability of students. And it would be used for developing further PBL module even more perfectly. Method: We selected the concept of the PBL module which is based on the purpose of the contents of maternity nursing class and national test held by Korean Nursing Association. The module scenario was composed up of the cases of clinical practices and was also checked by clinical practice professionals as well as the nursing professionals in other colleges. We used this PBL module for the 20 second grade student nurses in K college for 6 weeks. Besides, we checked self-analyses on the PBL class, assessments done by students on the PBL class itself and on the academic adviser and analyzed the students' subjective statements on the PBL class . Results: The achievements of the experimental students given a PBL class, are better than those of the control group statistically. And the experimental group do their almost all learning planned actively for themselves and show their positive responses on the PBL class being helpful in practicing clinical cases. Conclusion: PBL class could be considered the method to fortify student nurses' abilities on adjusting themselves to clinical real situations through the learning planned by themselves. Afterwards it is necessary to activate PBL class in nurse education. Most of all, it is more important that nurse educators should recognize the values of this PBL class and try to apply it in reality.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.213-221
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• 2023

This study is a descriptive research study to confirm the relationship between nurse image, major satisfaction, nursing professionalism, and anxiety of nursing students who experienced COVID-19. Data was collected from May to July 2022. The participants were 230 nursing students in S-city, Gyeonggi-do. As a result of the study, the participantt's nurse image showed a positive correlation with nursing professionalism (r=.635, p<.001) and major satisfaction (r=.581 p<.001), and nursing professionalism and major satisfaction (r=.504, p<.001) was found to be positively correlated. There was a negative correlation between nursing professionalism and anxiety (r=-.143, p=.030). As a result of this study, nursing students who experienced COVID-19 should seek various intervention programs to increase nurse image, major satisfaction, and nursing professionalism and lower anxiety.

• Journal of Korean Academy of Nursing Administration
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• v.7 no.3
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• pp.497-509
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• 2001

The purpose of this study was to examine frequency of job performance, level of urgency, index of importance experienced by 138 new nurses who were working at 6 hospitals that had over 400 bed in Incheon and Bucheon. The data were analyzed using a SPSS program for descriptive statistics [numbers of job performance, level of urgency, index of importance(job performance+1/4 level of urgency)]. Some of the most frequent job performance were application of aseptic technique, application of principle of infection control, and medication (IV, PO, IM, supply fluid and electrolyte). Some of the most uncommon job performance were activity as a lecturer in nursing department, activity of arrangement of community resources, and participation in multidisciplinary conference. Some of the highest level of urgency were use of aseptic technique, CPR, application of principle of infection control, defibrillation for dysrhythmia, blood transfusion, observation of patient's status in procedure (operation), v/s check, intervention for improvement of respiratory function and medication of antihypertensives. Some of the lowest level of urgency were activity as a lecturer in nursing department, preceptor's activity, supervisor and delegation of job to nurse aids, attendance at nursing conference, activity of arrangement of community resources, participation in clinical teaching practice, participation in multidisciplinary conference, and delegation of patient care. Those were indirect patient care. The order was physiologic integration(60.99%), safety and effective nursing environment, psychosocial care, and health maintenance and improvement. The most importance item in maintenance of physiologic integration was medication. Some of the highest index of importance were aseptic technique and application of principle of infection control, v/s check, observation of patient's status in operation and medication. Some of the lowest index of importance were activity as a lecturer in nursing department, preceptor's activity, activity of arrangement of community resources, participation in multidisciplinary conference, nursing conference, participation in clinical teaching, and delegation of job to nurse aids.

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.229-240
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• 2014

Acquiring professional knowledge and clinical practice of nursing students is a major barrier to campus life and nursing education is needed the programs for considering student's stress and personal characteristics. This study was to understand relation among self-leadership, self-efficacy, interpersonal relationship and college life satisfaction in nursing students. We conducted a survey of 375 students in 4 nursing colleges during the period from March 2nd to 31st. 2014. The study found a positive correlation and significant direct effects between self-leadership, self-efficacy, interpersonal relationship and college life satisfaction and these variables explained 26.8% of college life satisfaction. Therefore, self-leadership of students can improve self-efficacy, interpersonal relationship, furthermore, improve ultimately college life satisfaction. According to this study, to improve college life satisfaction, student's personal characteristics should be considered and education programs for self-leadership, self-efficacy and interpersonal relationship be reflected in curriculum.