• Child Health Nursing Research
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• 제5권1호
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• pp.5-17
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• 1999

This study was designed to determine the schemata and their characteristics of stress experience the subjectivity of stress experience(structure of subjectivity) would be a basic step for the effective clinical education through the stress management for characteristics of these types. Q-methodological method was used for that purpose. The research method statements were collected prior to the study through indepth interviews. For the study, 31 Q-statements were selected. There were 34 nursing students as subjects for the research. The 34 nursing students sorted the 31 statements using the principal of forced normal distribution. The principle of forced normal distribution, which has 9 scales to measure the individual opinions, was called. Q-factor analysis by using PC QUANL program supply the material. According to the outcomes of this study, there were 3 types of special opinion about the stress experience of clinical practice. The first type is called 'Influence of practical atmosphere type'. Members of this type experienced stress by an inadequate orientation and undesirable role model of nursing. The second type is called 'conflict of nursing role type'. Members of this type experienced stress by an inadequate orientation and undesirable role model of nursing. The third type is called 'Lack of confidence type'. Members of this type experienced stress because of a lack of confidence for their own nursing knowledge and skill. As a result, we now need further study to identify individual psychological aspects of stress for clinical practice. The findings will guide the development in effective approaches for clinical education. Finally, the result of the study will provide us the need for developing systematic and integrated practice education program for students and active involvement of clinical instructor.

• 동서간호학연구지
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• 제14권1호
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• pp.5-13
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• 2008

Purpose: The study was to identify the relationship among perceived stress, coping strategies and satisfaction f clinical experience in nursing students and to examine difference of grade. Methods: A total 238 nursing students (second grade: 141 students, third grade: 97 students) from K. Womens' College were provided with self reported questionnaires from July 26, 2006 to July. 30, 2006. Perceived stress was measured using Perceived Stress Scale. Coping was measured using Coping Responses Inventory-Adult form. Satisfaction of clinical experience was measured using Satisfaction Inventory. The data were analyzed by descriptive statistics, t-test, ANOVA and Pearson's Correlation Coefficient with SPSS 12.0 program. Result: Participants showed that a high level of perceived stress score $2.71{\pm}.47$ of total 4 (2nd grad) and $2.67{\pm}.35$ of total 4 (3rd grade). Approach Coping Scales score of coping strategies was $68.19{\pm}6.06$ (2nd grade), $63.38{\pm}6.69$ (3rd grade) of total 96, then coping mechanism's mean among 2nd grade nursing students was higher than 3rd grade nursing students. Satisfaction score of clinical experience in 2nd grade nursing students was $3.01{\pm}.32$ and higher than 3rd grade ($2.99{\pm}.38$). There was a negative correlation r=-.264 (p=.000) between perceived stress during clinical practice and satisfaction. It was statistically significant. There was a positive correlation r=.154 (p<.05) between satisfaction score of clinical experience in nursing students and approach coping scales score. Conclusion: With these findings, we found that the more approach coping level, the more satisfaction of clinical practice. It is needed to developing effective teaching method and coping strategies for nursing students to improve their coping ability and prepare qualified nursing profession.

• 한국간호교육학회지
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• 제10권1호
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• pp.161-171
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• 2004

Purpose: The purpose of the study is to investigate the reality of nursing students lived experience of clinical practice nursing of dementia patients, which will provide the basic research material to enhance the effect of their clinical practice. Method: Van Manens hermeneutic-phenomenological method has been used to analyze the data. Participants consisted of 8 second-year nursing students who did the clinical practice at a dementia unit in C hospital. Data was collected from in-depth face to face interviews. Result: $\ulcorner$being confused by the unfamiliar environment of nursing practice$\lrcorner$, $\ulcorner$being disordered about the patients' duality behaviour$\lrcorner$, $\ulcorner$perceiving necessity to accept patients' behaviors$\lrcorner$,$\ulcorner$feeling personal connections likely to grandmother$\lrcorner$, $\ulcorner$realizing the patients affection of their family$\lrcorner$,$\ulcorner$being frustrated by the patients' hopelessness$\lrcorner$,$\ulcorner$lessening biased view on dementia$\lrcorner$, $\ulcorner$feeling the anxiety about the unsecured future$\lrcorner$, $\ulcorner$realizing the necessity of the gradual and individual care$\lrcorner$,$\ulcorner$understanding the nursing of dementia as comprehensive nursing$\lrcorner$Conclusion: We are able to obtain an in-depth understanding about the nursing students lived experience of clinical practice nursing of dementia patients. Based upon this, there is a need to develop a better nursing intervention in order to enhance the effect of the nursing students clinical practice.

• Archives of Plastic Surgery
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• 제32권6호
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• pp.675-682
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• 2005

This is the evaluation report of clinical competence of undergraduate medical students in Plastic Surgery field using OSCE(Objective Structured Clinical Examination) executed in three years. OSCE comprises of assessment of subject, choice of clinical stations sampling, identification of components of clinical competence to be evaluated, the level of performance required, development of specification table, editing of OSCE presentation page and assessment of practicability and results exploitation. About fifty students were examined annually. Seven station stimuli with simulated patient participation were carried out. The mean OSCE score was $82.3{\pm}6.19$. The reliability of the total station was 0.72. The examination shows a positive response to the OSCE. Our experience shows OSCE's feasibility for Plastic Surgery during the initial course of education. Referring to our experiences, the Korean Society of Plastic and Reconstructive Surgeons (KPRS) applied the OSCE test for Korean Plastic Surgery Board Certification

• 문화기술의 융합
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• 제10권3호
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• pp.219-226
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• 2024

본 연구는 간호대학생의 시뮬레이션 실습교육 경험, 임상실습 만족도, 문제해결능력 및 임상수행능력과의 관계를 파악하기 위한 연구이다. 연구설계는 서술적 상관관계 연구로 연구참여자는 3학년 간호대학생으로 교육과정에 시뮬레이션 실습교육이 있는 일개 대학의 학생 95명과 교육과정에 시뮬레이션 실습교육이 없는 일개 대학의 학생 102명으로 총 197명으로 구성되었다. 수집된 자료분석은 빈도분석, 기술통계, Independent t-test, Pearson correlation을 이용하였다. 연구결과 시뮬레이션 실습교육 경험이 있는 간호대학생은 임상실습에서 임상실습 만족도와 임상수행능력에 유의한 차이를 나타냈다. 그러나 문제해결능력은 유의한 차이가 없었다. 또한 시뮬레이션 실습교육 경험, 임상실습 만족도, 임상수행능력과의 상관관계가 있음을 확인할 수 있었다. 본 연구결과에 근거하여 간호대학생의 임상실습의 효과성을 높이기 위한 다양한 상황의 시뮬레이션 교육프로그램을 개발하고 활용할 수 있을 것이다.

• 한국응급구조학회지
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• 제22권2호
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• pp.67-77
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• 2018

Purpose: This study was conducted to identify the factors influencing performance confidence by knowledge and experience of respiratory-assistant therapy in paramedic students. Methods: A descriptive survey study used a convenience sample comprising 387 students from September 15 to October 31, 2016. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and regression analysis. Results: Knowledge was statistically significant by college(3-year), acquired certification, and observation experience in respiratory-assistant therapy. Performance confidence was statistically significant by sex, academic grade($3.0{\leq}$), acquired certification, and observation and performance experience in respiratory-assistant therapy. There was a significant correlation between knowledge and acquired certification, clinical practice, and major satisfaction. There was a significant correlation between performance confidence and acquired certification, clinical practice, major satisfaction, and knowledge. Regression analysis revealed that performance confidence accounted for 22.9% of the variance by academic grade(3.0~3.99), acquired certification, and major satisfaction. Conclusion: For paramedic students in clinical practice and in-school classes, it is important to improve performance confidence by combining training instruction with experience and education of respiratory-assistant therapy.

• 의학교육논단
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• 제17권3호
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• pp.122-130
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• 2015

This study evaluated the meaning of the clinical clerkship through in-depth interviews with students who had experienced a clinical clerkship. The clinical clerkship is one of the most important steps in the curriculum for becoming a doctor. While students perform actual clinical practice, the experience also reinforces a great deal of medical knowledge and competence as a reserve doctor. However, departments that operate inefficiently have caused some problems. Therefore, this study analyzed the data from interviews of 25 students who finished the clinical clerkship in terms of the meaning of the clinical clerkship, the attitude of the students toward work in clinical practice, the attitude of professors toward the clinical clerkship, benefits, and drawbacks. Comments are feedback from a student's experience in the clinical clerkship, and they may be an important resource illuminating the current status of clinical practice. This study also discusses how to run an effective clinical clerkship by checking in with students on the problems they face in clinical practice.

• 한국간호교육학회지
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• 제17권3호
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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.

• 대한간호학회지
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• 제25권2호
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• pp.279-294
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• 1995

The purpose of this study was to determine values and value changes in clinical nurses in clinical situations. A survey was conducted of 200 nurses of one of university hospital in Seoul Korea. This study was conducted between July 1 and July 5, 1994, using the Survey of Interpersonal Values (SIV) developed by L. V. Gordon, and standardized for Korea by Kyung Hye Lee & Eung Yun Hwang. The results of the study were as follows, 1. The clinical nurses surveyed showed Independence(18.32 : 63rd percentile) as their highest value, with Support(14.8 : 62nd percentile) next and then Benevolence(16.28 53rd percentile), Leadership(9.06 : 46th percentile), Conformity(18.15 : 42nd percentile) and Recognition(18.32 : 41s1 percentile) in that order in the area of general values. Using a standardised women's value Indicator, the clinical nurses value orientation was within the 32nd∼69th percentile indicating means found among Korean women in general. 2. Looking at how the values were related to demographics, Leadership was most highly valued among the 30∼34 year olds and least valued among the 25∼29 year olds. Unmarried nurses valued Independence more than married nurses did, and junior college graduate nurses valued Conformity more than baccalaureate graduate nurses did. 3. The study showed that the values of with less than one year (16.00) clinical experience were higher than those who had over 10 years (13.60) clinical experience (p<.05). Therefore clinical experience did not positively influence value orientation for clinical nurses. 4. There was no significant differences in the value of nurses in relation to their workplace, their level of motivation, or their aptitude. The study shows that clinical nurses have similar values compared with ordinary Korean women. This means that professional nurses may not be able to satisfy client needs and also that they do not have satisfaction and a positive attitude regarding the nursing profession. Therefore it is suggested that new strategies and continuing education programs be established to help clinical nurses fomulate higher values.

• 한국간호교육학회지
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• 제27권3호
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• pp.321-332
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• 2021

Purpose: The purpose of this study is to determine the influence of the learning environment on nursing students' clinical practice education and the violence experienced during clinical practice on vocational identity. Methods: The design of the study was a descriptive survey, and data were collected from November 15 to November 27, 2019. The data of the study were obtained from 515 nursing students attending three universities using self-administered questionnaires. Data were analyzed using the SPSS 25.0 program. Results: For the experience of violence, verbal violence (98.3%) was the type most commonly experienced, and patients (97.7%) were the most frequent perpetrators. The clinical learning environment was perceived differently according to gender, personality, interpersonal relationship, satisfaction with nursing, clinical practice satisfaction, violence prevention education, the need for violence prevention education, sexual violence experiences, and violent perpetrators. The most influential factor on vocational identity was satisfaction with the nursing major (β=0.24, p<.001), followed by extroverted personality (β=0.18, p<.001), clinical learning environment (β=0.15, p=.001), satisfaction with clinical practice (β=0.15, p=.002), and the experience of violence by patients (β=-0.10, p=.016), which together explained 24.1% of the variance in the model. Conclusion: It is necessary to make efforts to ensure that students do not experience violence during clinical practice, to maintain a close cooperative relationship between university and clinical institutions to improve the learning environment for clinical practice, and to make the clinical field an educational learning environment.