• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.1
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• pp.25-33
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• 2012

Purpose: In order to know where to begin, where to focus and how to tailor training and support, nurse educators usually start their work with an assessment of student needs. The purpose of this study was to investigate the needs of nursing students for clinical nursing education. Methods: The participants were 344 nursing students who had experienced clinical practice for one or more years. The instrument was established by a literature review and verified by 9 experts. Data was analyzed using the SPSS program and content analysis. Results: Clinical nursing educational needs of the nursing students were as follows. In preparation for clinical practice, the need for the 'open-lab of fundamental nursing practice' was the highest. In the needs to the clinical nurse educator, nursing students strongly demanded that the clinical teachers show cooperation and respect for students. In the nursing activities, nursing students demanded nursing activities, which included doing measurements, managing infection and nursing responsibilities. Conclusion: To achieve the goals of education, it is important to understand the opinions of students. Therefore, these results will contribute to improving clinical nursing education to achieve nursing competency as a professional nurse.

• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.577-587
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• 2017

The purpose of this study was to test the effects of simulation practice education on clinical judgment, self-confidence, and clinical performance ability of nursing student. This study used a one group, pre-post test design. The subject of this study were 45 second grade nursing students who participated in the simulation practice education. Data were collected before and after the simulation practice education using the questionnaire. As a result of this research, the improvements of the clinical judgment, self-confidence, and clinical performance ability were statistically significant. Therefore, the simulation practice education has a positive effect on nursing students in terms of the clinical judgment, self-confidence, and clinical performance ability.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.378-387
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• 2019

Purpose: This article is a comprehensive review for concept clarification of critical thinking, clinical reasoning, and clinical judgment, which still lack a consensus and are of mixed use. Methods: Norris's method of concept clarification was used to review concepts that have no clear definition or conceptualization yet. Results: This review summarized literature from various disciplines, classified each concept based on similarities and differences, and provided hypothetic conceptual schema. Conclusion: Clinical reasoning and clinical judgment are clinical situation specific concepts, while critical thinking is a concept applied in general situations. Critical thinking is a broader concept and serves as a foundation for clinical reasoning and clinical judgment. Clinical reasoning precedes clinical judgment. Clinical judgement implies the end point or conclusion of clinical reasoning. Each of critical thinking, clinical reasoning, and clinical judgment is a cognitive and affective process not a psychomotor process. The concept of clinical competency involves action taken after the cognitive processes of clinical reasoning and clinical judgment.

• Women's Health Nursing
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• v.12 no.1
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• pp.12-21
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• 2006

Purpose: This study was performed to provide data for improvement in clinical practice education through analyzing the status of clinical practice education in maternity nursing in four year course nursing schools in Korea. Method: Analyzed subjects were 43 schools out of 53 four year course nursing schools in Korea. Result: Credits in theory and clinical practice are on the decline. The relationship between goals and areas of clinical practice was not sufficient. The department was not efficient in meeting the demands between theory and practice. The number of students in a group according to clinical areas were thoughtfully assigned, and clinical practice was performed based on real situations. Instructors for clinical practice used practice lecturers, part-time lecturers, preceptors, and assistant instructors including faculty. Methods of practice education and evaluation were varied. Conclusion: A suitable philosophy and goals of clinical practice education maternity nursing should be established at this point in time. Furthermore, a study should be performed to analyze the relationship between goals and contents of clinical practice for maternity nursing. In addition, a standardized tool should be developed to evaluate clinical practice.

• Korean Medical Education Review
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• v.17 no.1
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• pp.10-14
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• 2015

The mission of the modern medical school includes education, research, and patient care. The clinical clerkship is an important part of the core curriculum, and hospital facilities are needed for the clinical clerkship. However, unfortunately, education has moved to the periphery during the past several decades because of the dominance of research and patient care. This may lead to obstacles in the education of future physicians in the long term. To promote their education mission, teaching hospitals need to recognize and share the importance of this mission. In addition to the certification of teaching hospitals, a new paradigm for teaching hospitals should be introduced to produce a high quality clinical clerkship and postgraduate medical education. The relevant government departments need to allocate and expand financial support to medical schools and teaching hospitals, and to unify supervision of basic and postgraduate medical education.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.2
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• pp.251-264
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• 2013

Purpose: The purpose of this study was to ascertain the current state of clinical nursing education at hospitals. Methods: Questionnaires were sent out to 236 hospitals which have over 300 beds. Out of these, 116 hospitals responded, and the collected data was analyzed by mean, frequency, t-test, and ANOVA test. Results: These hospitals have teaching agreements with 4.2 nursing colleges and clinical education lasts 8 months. Clinical education status regarding hospital characteristics, between a university hospital, non-university hospitals, among advanced general hospitals, general hospitals, and special hospitals showed statistical differences in colleges per hospital and nurses' degree. 37.9% of cases have no internal regulation for nursing education, and in 68.1% of cases, students' practice was limited to simple nursing care. The current primary guide for student's practice was head nurse (61.25%), and the course professor took charge of mainly the conference. The difficulties as an educational hospital are increases in work load, difficulties in teaching, excessive number of students, simultaneous practical training, complaints from patients, lack in training manpower, and stress. Conclusion: This study determined that the big hospitals are heavily burdened by nursing education and that it will be necessary to establish standards for educational hospitals to ensure higher quality education.

• YAKHAK HOEJI
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• v.57 no.3
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• pp.219-225
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• 2013

The Korean pharmacy education has introduced new curriculum since 2011. In the new curriculum, pharmacy students have been provided strenthen experimental education and clinical pharmacy has been more important than previous curriculum. Thus, faculties in the college of pharmacy should prepare the circumstances correlated with the changed curriculum. To accomplish successful setting, all faculty and practice experts must work together and need financial assisstant from the college. However, there are many different obstacles among 35 colleges of pharmacy in Korea. In order to narrow a gap among students and find the way to overcome it together, we studied the problem of preparation process in Korean colleges of Pharmacy. We studied the process of practical education in college of pharmacy by means of self-reporting questionnaire from November 29th 2012 to December 31th 2012. The questionaire comprised of syllabus related to clinical pharmacy, the number of professor in charge of clinical pharmacy or pharmacotherapeutics, the plan of securing faculties in the field of clinical pharmacy, the budget, site, instrument for preparing experimental education, the lesson time number of experimental education, MOU, education and treatment of preceptor in the practice site and committee of experimental education in the college. Total 21 of 35 colleges participated in this survey. They showed different composition of syllabus, budget, the circumstances of experimental education, the education and treatment of preceptor. Most colleges are unclear the site and preceptor of experimental education and they did not contract the MOU with the sites. 9 of 21 also did not have the committee of experimental education in the colleges. From 2013, some colleges of pharmacy start actual experimental education. Inadequete preparation and different quality of education can make student incomplete pharmacists, so it will be negative effect on public health. To overcome challenge and obtain desirable goal, funding/administrative assistant from the college and networking within 35 colleges of pharmacy are needed.

• The Korean Nurse
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• v.32 no.5
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• pp.93-105
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• 1994

Nursing is indeed a practice discipline with experiential learning in clinical practice areas comprising an overwhelming portion of a Nursing Student's education. The statement is used to provide a basis for discussion of some issues involved in relation to clinical nursing education. However the lack of substantial research in the area of clinical nursing education would suggest that this 'heart' of the nursing student's professional education has olng been ignored. The purpose of this study is to critically review and analysis then suggest effective approaches of clinical nursing education. First. the curriculum can be developed by faculty consistently. Curriculum design begins with the writing of philosophy and the selection of objectives for the program. The philosophy must include a statement of beliefs and intrinc values about human being. nursing and teaching learning process. Second. faculty practice can be narrowed practice-theory gaps. Third. clinical teaching strategies can be used many different methods in order to facilitate development of clinical judgement and decision making. Fourth, clinical teacher's rols can influence student's learning attitude and intrinsic value; relating to students as mature individuals; creating an atomosphere where in the student felt comfortable approaching the instructor; providing support crisis situations. Fifth. clinical nursing evaluation can be developed the integrated models.

• The Journal of Korean Academic Society of Nursing Education
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• v.8 no.1
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• pp.84-94
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• 2002

The purpose of this descriptive study was to identify problems and solving strategies on student evaluation of clinical nursing education. Subjects were 239 nurses in 18 hospitals from February to July, 1999. Content analysis using qualitative research method was used to analyze data taking into account the semi-structured questionnaire. The results of this study were as follows: Four categories about problems and solving strategies on the evaluation of clinical nursing education were identified: 'The environment of the clinical nursing education'; 'contents and items of evaluation tool'; 'criteria of evaluation tool'; and 'problems with evaluators in clinical settings'. The problems of the environment of the clinical nursing education were due to the lack of co-ordination between nursing schools and hospitals. In order to solve these problems, the following strategies were suggested: 'initiate a joint meeting between nursing schools and hospitals'; 'do not change the clinical settings frequently'; 'evaluate students after being familiar with them'; and 'evaluate them immediately after clinical practice was ended'. In the problems of contents and items of the evaluation tool, the contents of the tool were very abstract and general. The strategies for treating these problems were to evaluate student using the concrete evaluation items'; refrain from evaluation of nursing knowledge', develop the evaluation tools that are fit for a specific clinical setting'; develop the evaluation tools in line with students' knowledge level; and 'carry out evaluation using the proper contents of tool. The problems of criteria of the evaluation tools were the results of the lack of the clear criteria. The strategies for treating these problems were 'develop the criteria of the evaluation tool'; simplify the range of the cores or evaluate students using check-list'; to evaluate students in objective manner'. The problem of evaluators in clinical settings was due to the failure by evaluators who were not prepared for the task. The strategies were 'to educate and prepare the evaluators before evaluation'.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.289-299
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• 2019

Purpose: This study aimed to examine the effects of simulation-based education on nursing knowledge, anxiety, and clinical performance ability in nursing students before their first clinical practice. Methods: Third-year university students who had not yet entered their first clinical practice were recruited to participate in the study. Nineteen students formed the experimental group and participated in simulation-based education for 7 sessions. The 19 students in the control group were provided with clinical practice orientation in the form of traditional lectures. Outcome measures assessed nursing knowledge, clinical practice anxiety, and clinical performance ability. Data were collected before and immediately after the simulation-based education and after six weeks of clinical practice. Results: Nursing knowledge and clinical anxiety were not statistically significant between the groups. However, there was a significant improvement in the clinical performance abilities of the experimental group. Among the subcategories, the ability to apply the nursing process and the ability to educate and cooperate were shown to maintain significant differences from the control group by the end of the six weeks of clinical practice. Conclusion: The simulation prior to nursing students' first clinical practice could be useful to improve clinical performance ability. Nursing educators should consider building programs to reduce anxiety and improve performance ability through simulations.