• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.1
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• pp.54-64
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• 2015

Purpose: The purpose of this study was to investigate the effects of simulation in nursing education based on caring for elderly cognition disorder patients. The education consisted of a caring program for patients that included a process of assessment of a patient's mental status, diagnosis of the patient's health condition, and intervention to address the problems by using therapeutic communication. Methods: A nonequivalent control group pretest-posttest design was used. A total of 69 subjects (undergraduate students) participated in the education and they were assigned to two groups: the experimental group (n=32) and the control group (n=37). Data-gathering structured questionnaires that included communication competence, academic self-efficacy, and attitudes about the elderly. The data were collected from October 2013 to December 2013, and statistical analyses were conducted with-test and t-test using the SPSS 21.0 program. Results: With respect to education, there was significant improvement in communication competence in the experiment group (t=2.41, p=.022) compared with in the control group (t=.69, p=.494). However, there was no statistically significant difference in academic self-efficacy and attitude about the elderly. Conclusion: Simulation-based education should continue to be developed further for better elderly-patient care. Integrated education in particular using a high-fidelity simulator will contribute to improvements in nursing competence in this area.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.4
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• pp.518-527
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• 2015

Purpose: This study aimed to identify a relationship between the communication competence and social anxiety in nursing students. Methods: With a cross-sectional survey, a convenience sampling of 303 nursing students was taken from P-university in Y-city. The instrument for the study was a questionnaire that is consisted of the general characteristics, an Interaction Anxiousness Scale (IAS) and a Global Interpersonal Communication Competence Scale (GICC). Data was analyzed using descriptive statistics, t-test, one-way ANOVA, Kruskal-Wallis, Pearson's correlation coefficients and stepwise multiple regression with SPSS version 21.0. Results: The mean score of the IAS was $41.89{\pm}8.74$ and the GICC was $3.51{\pm}0.34$. Communication competence significantly differed by the satisfaction of major (F=10.86, p<.001). In addition, the satisfaction of interpersonal relationships was significantly different in both communication competence (F=17.52, p<.001) and social anxiety (F=23.85, p<.001). Social anxiety had a negative correlation with communication competence (r=-.48, p<.001). Social anxiety accounted for 55.3% of the variance -social relaxation (${\beta}$=-.62), assertiveness (${\beta}$=-.18), interaction management (${\beta}$=.14) and efficiency (${\beta}$=-.13)- of communication competence's subcategories. Conclusion: It was found that communication competence has an influence on social anxiety. Therefore, education programs are needed to promote communication competence for a decline of social anxiety in nursing students.

• Journal of the Health Care and Life Science
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• v.8 no.2
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• pp.95-104
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• 2020

This study was conducted in order to examine the effects of humanistic knowledge and empathy ability on cultural competence of nursing students. A convenience sample of 250 nursing students were recruited. The average scores were 2.50 for humanistic knowledge, 3.40 for empathy ability, and 3.33 for cultural competence. Humanistic knowledge had positive correlation with cultural competence. Also, the empathy ability was positively correlated with humanistic knowledge and cultural competence. Finally, cultural competence, empathy ability and level of academic score have shown to influence cultural competence. The research founds that humanistic knowledge, empathy ability and level of academic score influenced cultural competence of nursing students. Therefore, this study provides the basic information for improving the curriculum and quality of nursing for nursing students' cultural competency enhancement.

• The Journal of Korean Academic Society of Nursing Education
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• v.12 no.1
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• pp.60-69
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• 2006

Purpose: This study was to explore the clinical competence according to clinical ladder of operating room nurses. Method: The subjects were 125 the operating room nurses working at five university hospitals in four city. The instrument to measure the clinical competency and clinical performance of OR nurses was developed by researcher. It consisted of 12 domains of clinical competence and 23 items of clinical performance. Results: Clinical competence and clinical performance of OR nurses group devided into 4 groups by clinical ladder such as 0-12month, 13-36 mon. 37-84 mon. over 85 month were significantly different. More experienced nurses performed higher level of clinical performance and competency in 23 items and 12 domains. Conclusion: It will be needed to add concrete behavioral patterns and behavioral indicators of nursing competencies, per stage of the clinical ladder, by repetitive studies on nurses of various hospitals and to confirm the validity.

• Korean Journal of Human Ecology
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• v.13 no.6
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• pp.833-845
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• 2004

This study examines different individual and environmental factors that affect children's self-control. For an analysis, locus of control, perceived competence, and achievement motivation were all included in individual variables. For family variables, mothers' parenting and patents' marriage conflict were examined. For classroom psycho-social environment, teacher support, peer relationship, class involvement, and teachers' supervision were used. The sample consisted of 548 fifth and sixth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, frequency, percentage, Pearson's correlation, and Hierarchical Regression. Several major results were found from the analysis: First, locus of control, perceived competence, and achievement motivation had a positive correlation with children's self-control. Second, mothers' affective parenting had a positive correlation with children's self-control. However, mothers' controlling parenting and parents' marriage conflict had a negative correlation with it. Third, teacher support, peer relationship, and class involvement had a positive correlation with children's self-control. In addition, teacher supervision had a positive correlation with girls' self-control. Fourth, class involvement, locus of control, and academic competence were important variables predicting boys' self-control. On the other hand, Class involvement, achievement motivation, academic competence, teacher's supervision, and mothers' controlling parenting were important variables predicting girl's self-control.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.1
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• pp.16-27
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• 2015

Purpose: This study evaluates the level of cultural competence (CC) and educational needs for cultural competence in nursing (CCN) in undergraduate nursing students. Methods: A self-report instrument was used to measure CC and educational needs for CCN. Questionnaires were completed by 330 nursing students in three nursing colleges. Descriptive statistics, a t-test, an ANOVA, Pearson correlation analyses, and multiple regression were used to analyze the data. Results: The mean CC score was 2.99 and the mean CCN educational needs score was 7.1. CC positively correlated with educational needs for CCN. The regression model explained 36% of the variance in CC. Factors affecting CC were school grades, multicultural education experience, frequency of meeting foreigners, length of encounters with foreigners, foreign-language fluency, and degree of interest in multicultural nursing. Conclusion: To strengthen the CC of students, nursing educators should develop an educational program for CCN and incorporate CCN into nursing school curricula.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.2
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• pp.186-196
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• 2021

Purpose: The purpose of this study was to investigate interpersonal competence and social support and their mediating effects on the relationship between caring efficacy and empathy in nursing students. Methods: This study used a cross-sectional design. Data collection was conducted from February 5 to February 12, 2019, from 254 students enrolled in the Department of Nursing in Jeollabuk-do and Chungcheongbuk-do. Data analysis was conducted using the SPSS/WIN 21.0 program. Results: As a result of verifying the mediating effects of social support and interpersonal competence on the relationship between the empathy ability and caring efficacy of nursing college students, it was found that social support and interpersonal competence partially mediated the relationship between the two variables (Z=1.68, p=.046). Conclusion: Through this study, a theoretical basis was provided that when applied to an educational program could improve nursing students' caring efficacy. Content that can improve not only empathy but also social support and interpersonal competence should be included.

• The Journal of Korean Academic Society of Nursing Education
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• v.28 no.4
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• pp.389-399
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• 2022

Purpose: This study aimed to develop a multicultural education program that includes contact with persons from multiple cultures and to report on the program's effects on intercultural communication competence and nursing professionalism. Methods: A multicultural education program that included contact with persons from multiple cultures was developed, and a quasi-experimental study was performed using a non-equivalent control group pretest-posttest design. The experimental group comprised 32 participants, and the control group comprised 26 participants. An online survey was conducted before and immediately after the intervention to collect data. Results: The experimental and control groups' mean scores for intercultural communication competence before the intervention were 3.67 and 3.84, respectively, while their mean scores for nursing professionalism were 3.87 and 3.69, respectively. After the intervention, both the intercultural communication competence score and the nursing professionalism score improved to 4.02 in the experimental group. The study demonstrated significant improvement in intercultural communication competence and nursing professionalism after the multicultural education program was conducted. Conclusion: The study's results demonstrate the need to develop a multicultural education program including contact and communication with persons from multiple cultures, such as international students, women who immigrated for marriage, immigrant workers, and multicultural families.

• Korean journal of communication and information
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• v.37
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• pp.43-72
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• 2007

This article is media education uses type of a middle high school students and research about effect that is taking media education. Measured media education uses motivation, studies own effect academic self-efficacy, media competence and school achievement for this research. As analysis result, priority media education uses motive was 'teaching convenience/help sought', 'Information/education method picking up sought', 'new teaching/communication thoroughgoing sought', 'ability elevation pursuit', 'self-regulating education sought', 'up-to-dateness sought', 'New knowledge/education sought' of order. By next time, only 'new knowl edge/education sought' motive caused positive effect in studies own effect among media education uses motive. Among media education uses motive, 'teaching convenience/help sought', 'Information/education method picking up sought', 'New study/communication thoroughgoing sought', 'self-regulating education sought', 'up-to-dateness sought' motive caused positive effect in media competence. Also, it caused positive effect among media education uses motive 'self-regulating education sought' and 'new knowledge/education sought' in students' school achievement. Finally, 'academic self-efficacy' is 'media competence' more in school achievement influence. Media education influenced new teaching method and ability elevation to some students. But, academic self-efficacy and school achievement did not cause big effect students. However, media education influenced in some students' media competence elevation.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.387-394
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• 2011

Purpose: The purpose of this study was to investigate self-directed learning and critical thinking disposition which influence clinical competence in nursing students. Method: As a descriptive study, a total of 271 third year students were recruited from a nursing college in Daegu. A structured questionnaire was self-administered from June 7, 2011 to June 10, 2011. The data were analyzed using SPSS/WIN version 12. Results: In self-directed learning, there were significant differences in gender (t=2.26, p=.025), satisfaction of major (F=7.77, p=.001), and satisfaction of clinical experience (F=10.39, p<.001). Critical thinking disposition differed in gender (t=2.82, p=.005). Moreover gender (t=4.00, p<.001), satisfaction of achievement (F=6.50, p=.002), satisfaction of major (F=4.24, p=.015), and satisfaction of clinical experience (F=9.54, p<.001) differed with clinical competence. Clinical competence was positively related to self-directed learning (r=.45, p<.001) and critical thinking disposition (r=.51, p<.001). According to the result of multiple regression, critical thinking disposition (t=5.80, p<.001), satisfaction of achievement (t=3.33, p=.001), gender (t=2.93, p=.004) and self-directed learning (t=2.35, p=.019) were significant factors of clinical competence explaining 33.0% of the variances. Conclusion: Critical thinking disposition, satisfaction of clinical experience, gender and self-directed learning had a positive effect on clinical competence in nursing students. To enhance clinical competence for nursing students, it is necessary to develop self-learning teaching strategy and curriculum.