• Journal of Korean Public Health Nursing
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• v.27 no.1
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• pp.40-49
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• 2013

Purpose: To describe nursing students' perceptions of their experiences on the home visiting simulation in community health nursing practicum. Methods: Descriptive survey method was used to evaluate students' experiences from the home visiting simulation. Results: The simulation was divided into three sections: orientation, facilitating the scenario and debriefing. The orientation was held for fifteen minutes, and four sessions of the simulation were implemented for 180 minutes. Sixty-one nursing students participated (91.8% female) and the mean age was $21.4{\pm}2.4$ years. No one had prior simulation experiences. Participants experienced reflective thinking during the scenario implementation and debriefing session. They perceived the home visiting simulation as an active learning and realistic training environment. However, participants expressed difficulties in focusing on the simulation when their peers played a patient role. In addition, peer patient role-players expressed the role burden. Conclusion: The home visiting simulation is a feasible and effective method for attaining goals a community health nursing clinical course for students. It can be used as a part of an orientation before the clinical rotation or as an evaluation after the clinical rotation. To provide a realism, we recommend using standardized patients. And further research on the effects of using standardized patients is recommended.

• Journal of Convergence for Information Technology
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• v.9 no.8
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• pp.93-101
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• 2019

The aim of this research is to examine demand of disaster nursing education and core competencies of clinical nurses, and identify elements affecting their core competencies. The data analysis found that there was difference in demand of disaster nursing education(p=.036) depending on disaster experiences, and that there were differences in core competencies depending on age(p=.013), department(p=.007), experiences of disaster nursing education(p<.001), and consciousness of disaster preparedness(p<.001). In addition, it was identified that consciousness of disaster preparedness(p=.003) and experiences of disaster nursing education(p<.001) are the elements affecting core competencies in disaster nursing. It is expected that the findings of this research will be used as basic resources to improve the ability to quickly respond to disaster, and to explore development of education programs on clinical practices.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.4
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• pp.337-346
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• 2018

Purpose: The aim of this study was to understand and describe difficulties and needs experienced by head nurses in the clinical practice education of nursing students. Methods: A qualitative descriptive method was employed. A convenience sampling method was used to recruit participants from four hospitals in South Korea. Twenty-one head nurses participated in the first interview and 17 of them participated in the second interview. Data were collected through two in-depth interviews and field notes were written. Qualitative content analysis method was utilized for data analysis using ATLAS.ti 6.2 software. Results: Thirty-one codes and twelve categories were identified. Four themes emerged from data analysis, which included 'too many tasks', 'limitations of student education', 'many differences', and 'lack of support and resources.' Conclusion: This qualitative study described head nurses' many difficulties and needs in the clinical practice education of nursing students. The results of this study provide valuable understanding and knowledge of head nurses' experiences in students' clinical education, which leads to improvement of the quality of clinical education for nursing students.

• Research in Mathematical Education
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• v.20 no.1
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• pp.11-19
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• 2016

Investigating students' lived mathematical experiences presents dual challenges for the researcher. On the one hand, we must respect that students' experiences are not directly accessible to us and are likely very different from our own experiences. On the other hand, we might not want to rely upon the students' own characterizations of what constitutes mathematics because these characterizations could be limited to the formal products students learn in school. I suggest a characterization of mathematics as objectified action, which would lead the researcher to focus on students' operations-mental actions organized as objects within structures so that they can be acted upon. Teachers' and researchers' models of these operations and structures can be used as a launching point for understanding students' experiences of mathematics. Teaching experiments and clinical interviews provide a means for the teacher-researcher to infer students' available operations and structures on the basis of their physical activity (including verbalizations) and to begin harmonizing with their mathematical experience.

• Korean Journal of Occupational Health Nursing
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• v.17 no.1
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• pp.76-85
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• 2008

Purpose: The purpose of this study were to explore workplace violence experiences and to analyze differences of violence experiences based on the department and harmers to nurses in hospitals. Method: Data were collected from the self-reported survey of 496 nurses and nurse aids in three hospitals in D area in Korea from April to May in 2007. The data were analyzed by descriptive statistics and logistic regression analysis using SPSS Win 12.0. Result: The nurses in hospitals experienced offensive verbal abuse (88.4%), verbal threat (36.5%), physical violence (24.5%), serious physical violence (2.2%), and sexual harrassment (25.7%) during last one year in hospitals. Nursing staffs in hospital demonstrated different violent experiences by age and service areas. Conclusion: These findings revealed high rates of violence experiences of nursing staffs in hospital. Thus, hospitals should develop policies, guidelines, and programs for preventing and managing workplace violence.

• Asian Pacific Journal of Cancer Prevention
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• v.15 no.5
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• pp.1955-1960
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• 2014

Background: This study was performed to determine the experiences of nursing students in caring for paediatric cancer patients and their families. Materials and Methods: This qualitative survey was carried out with 14 students studying in the nursing department of the Faculty of Health Sciences of a university in Edirne, Turkey. Data were obtained through focus group interviews and evaluated based on a qualitative content analysis. Results: It was determined that students, for the most part, experienced problems related to communication, sadness, helplessness, fear, anxiety, resentment and anger. In addition, the students were affected most often by effects of the disease and invasive procedures on paediatric cancer patients and their families during the process of caring for them in the oncology clinic. Conclusions: It would be useful to inform nursing students, prior to clinical practice, about the special needs of paediatric cancer patients and families who stay in oncology clinics, and to follow up with appropriate guidance during the clinical practices.

• Women's Health Nursing
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• v.28 no.2
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• pp.154-164
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• 2022

Purpose: This study aimed to describe clinical nurses' lived experiences of workplace verbal violence through qualitative research using descriptive phenomenology. Methods: Six female Korean nurses who had less than 5 years of clinical experience and had experienced verbal violence in the workplace within the past year participated in the study. Data were collected through one-on-one in-depth interviews with the participants and analyzed using Colaizzi's phenomenological method. Results: A total of 27 codes, eight themes, and four theme clusters were derived from the participants' statements. The four theme clusters of the clinical nurses' experiences of verbal violence in the workplace were as follows: "tip of the iceberg," "beyond me and my control," "fear and resignation," and "personal burden." The participants recognized that nurses experienced verbal violence daily, and that the causes of and responses to verbal violence were determined by external situational factors rather than nurses' individual problems. This suggests that nurses felt that they had no choice but to personally cope with verbal violence and bear the consequences due to systematic indifference and silence about verbal violence experienced by clinical nurses. Conclusion: The findings show that verbal violence was pervasive and unmerited, yet often endured at the cost of a personal burden to nurses. A clear definition of verbal violence and education for employees are needed, and a reporting system should be established to report all forms of violence regardless of the severity of the incident.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.941-949
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• 2023

In this paper, the purpose of this qualitative research was to explore the communication experiences of nursing students during their clinical practice in the context of the COVID-19 pandemic among 4th grade nursing students. Data collection involved collecting reflective journals from 87 4th grade nursing college students who participated in clinical practice from December 19, 2022, to February 10, 2023. Participants were asked to freely write about their experiences following their clinical practice. The reflective journals were analyzed using Thematic Analysis by Braun & Clarke. In the context of the COVID-19 pandemic, the research findings have yielded 142 meaningful statements, 30 provisional themes, 9 sub-themes, and 4 central themes regarding the communication experiences of nursing college students during their clinical practice. The four central themes identified are as follows: "A mask that became a language barrier", "Broken Communication", "Fear that the quality of nursing care will decline", "Body and mind overcoming difficulties." In conclusion, this study has facilitated an understanding of the communication experiences of nursing college students during clinical practice in the context of the COVID-19 pandemic. Additionally, this research can serve as foundational information for improving ineffective communication due to the use of various medical equipment required in infectious disease situations and for developing practical strategies in nursing education under infectious disease conditions.

• Journal of Korean Academy of Nursing Administration
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• v.20 no.5
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• pp.514-524
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• 2014

Purpose: The purpose of this study was to explore the experiences of clinical nurses over 40 years of age who were shift workers. Methods: Data were collected from in-depth interviews with 10 clinical nurses over 40 years of age who had at least 10 years of clinical experience and who worked in 5 acute care hospitals. The data were analyzed using Braun & Clark's thematic analysis. Results: One main theme, 3 themes, and 9 subthemes were derived. The main theme was "Sustaining a position still in conflict", and themes were as follows; "Being trained as a professional nurse", "Having unfavorable working conditions and damaged self-esteem", "Trying hard to get a sense of value as an experienced nurse" Conclusion: The results of this study show the issues of age and generational diversities in nurses in acute care hospitals. It is necessary to explore various ways to utilize the experience of older clinical nurses for the integrity of nursing organization and the development of the nursing profession.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.1
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• pp.129-137
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• 2014

Purpose: The purpose of this study was to understand the positioning which was perceived by nursing students from their clinical practice experiences. Methods: The data were 80 narratives of practice experience written by 20 nursing students. Using qualitative contents analysis, nursing students' reflective narratives were analyzed in the aspects of the positioning which including personal characteristics, designated social role, and ethical order. Results: In personal characteristics, nursing students positioned themselves as they had vague fear and cold feet about the physical and personal environment of the clinical setting. In the aspects of the designated social role, they positioned themselves to learn more knowledge and skills of the nursing, to put effort in maintaining good relationship with their patients and other nurses, and to evaluate the nurses on their job performances and professional attitudes. In ethical order, nursing students positioned themselves as a person who worries about their work as a future professional nurse. Conclusion: The result of this study can be used to better understand nursing students and application of the nursing students' narratives in the clinical practice education, and to facilitate positive outcomes and transitions from nursing students to nurses.