• 성인간호학회지
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• 제21권5호
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• pp.468-476
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• 2009

Purpose: This study was to develop the clinical competency evaluation, and to examine the effects of the developed evaluation by comparing it with existing evaluation on clinical competency, communication skill, and self-efficacy of nursing students. Methods: Design was a randomized control group post-test design. The subjects were 102 senior nursing students(Experimental group: 48, Control group: 54) at K university in seoul, Korea. The experimental group took the clinical competency evaluation using standardized patients and the control group took the existing evaluation using a doll. The clinical competency and communication skills were measured by evaluators, and self-efficacy was self reported by the nursing students. Results: The experimental group had higher scores in clinical competency, communication skills, and self-efficacy than those in the control group. Conclusion: Through these results, practice education of nursing education programs need to activate the clinical competency evaluation using standardized patients.

• 한국간호교육학회지
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• 제22권2호
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• pp.125-136
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• 2016

Purpose: This study aimed to identify the relationship between positive affectivity, self-leadership, and satisfaction of clinical practice among nursing students. Methods: This study was a descriptive correlational study. A total of 205 participants were obtained by convenience sampling from third- and fourth-year nursing students in three nursing schools. The data were collected by using a self-reporting questionnaire. Collected data were analyzed with SPSS Win 18.0. Results: Mean scores were 3.40 (5-point scale) for positive affectivity, 3.68 (5-point scale) for self-leadership, and 3.30 (5-point scale) for satisfaction of nursing clinical practice. There was a significant positive correlation of nursing students among positive affectivity (r=.43, p<.001), self-leadership (r=.41, p<.001), and satisfaction of clinical practice. The predictors were levels of satisfaction about nursing major, grade, positive affectivity, and rehearsal, which accounted for 34% of the variance in satisfaction with clinical practice nursing students. Conclusion: It is necessary to enhance the levels of satisfaction about nursing major, the level of positive affectivity, and self-leadership in nursing students. The results of this study delineate the need for the development and application of diverse educational programs that can increase positive affectivity and self-leadership for clinical practice.

• 대한간호학회지
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• 제47권6호
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• pp.842-853
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• 2017

Purpose: This study was conducted to identify effects of debriefing based on the clinical judgment model for nursing students on their knowledge, skill performance, clinical judgment, self-confidence and learner satisfaction during simulation based end-of-life care (ELC) education. Methods: Simulation based ELC education was developed in six steps as follows: selection of learning subjects and objects, development of learning tools, a trial run of simulation-based education, students' skill training, and evaluators' training. Forty-eight senior nursing students (25 in the experimental group and 23 in the control group) participated in the simulation-based ELC education using a high-fidelity simulator. Debriefing based on the clinical judgment was compared with the usual debriefing. Results: ANCOVA showed that there were differences in knowledge (F=4.81, p=.034), skill performance (F=68.33, p<.001), clinical judgment (F=18.33, p<.001) and self-confidence (F=4.85, p=.033), but no difference in satisfaction (t=-0.38, p=.704) between the experimental and control groups. Conclusion: This study found that debriefing based on the clinical judgement model is effective for supporting nursing students for reflecting on clinical judgment and improving their diverse competencies in complex clinical settings such as ELC.

• 한국간호교육학회지
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• 제25권3호
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• pp.331-343
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• 2019

Purpose: This study focuses on investigating the effectiveness of simulation education on emergency management using a low-fidelity simulator as related to clinical skill performance, self-confidence, knowledge, learning satisfaction, and critical thinking disposition in new nurses. Methods: A pre-post test experimental design of nonequivalent control group was applied. Fifty-five new nurses were recruited, 28 nurses for the experimental group and 27 nurses for the control group. A simulation education for emergency management comprising knowledge lecture, team learning, skill education, team simulation, and debriefing was developed and implemented from Feb. 14 to 27, 2015. Data were analyzed with percentage, average, and standard deviation, chi-square, and t-test using SPSS. Results: The experimental group showed significantly higher knowledge (t=5.81, p<.001), clinical skill performance (t=10.08, p<.001), self-confidence (t=-6.24, p<.001), critical thinking disposition (t=2.42, p=.019), and learning satisfaction (t=4.21, p<.001) for emergency management compared with the control group who had traditional lecture education. Conclusion: The results indicate that a simulation education using a low-fidelity simulator is an efficient teaching method for new nurses to deepen their clinical skill performance, self-confidence, knowledge, learning satisfaction, and critical thinking disposition in learning emergency management.

• 한국간호교육학회지
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• 제24권2호
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• pp.168-180
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• 2018

Purpose: The purpose of this study was to explore preceptees' experience among nursing students in the Clinical Nursing Practice program as integral practice. Specific aims were to identify problems students face as preceptees at a clinical practice and how they interact with preceptors and others. Methods: Grounded theory methodology was utilized. Data were collected from interactive field notes and transcribed notes with individual in-depth interview from 12 senior nursing students who had experiences as a preceptee in the Clinical Nursing Practice. Results: Through constant comparative analysis, a core category emerged as "Being refined while taking a firm stand with lack." The process of "Being refined while taking a firm stand with lack" consisted of four phases: sailing phase, adaptation phase, achievement phase and wistful returning phase. Conclusion: The findings of the study indicate that there is a need for nursing students to understand the limitations and strengths to learning experiences in preceptorship. In addition, the Clinical Nursing Practice as an integral practice program is needed to improve nursing capacity and for proper adaptation to real clinical environment among graduating students.

• 한국간호교육학회지
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• 제17권2호
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• pp.235-245
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• 2011

Purpose: The purpose of this study was to identify effectiveness of fundamental nursing practices in clinical settings. Method: This study adopted the triangulation method. Using one group pre-post test design, this study identified differences in self efficacy between pre and post clinical practice. The study was also designed to describe the nursing student's experience of clinical practice by using content analysis Results: 1) All students experienced bedmaking, BST check, V/C check, positioning, transferring, assisting with moving and positioning, and ROM. Sixty percent of students experienced giving oral care, and forty percent experienced shampooing patient's hair. 2) While the mean score of self efficacy was 3.88 in the pre-test, it decreased to 3.76 in the post-test. They were statistically different from each other. 3) Seven categories were elicited from the result of content analysis on the nursing student's experience, which were 'ignorant stranger', 'facing the gap between theory and practice', 'resolving the uncertainty of clinical setting', 'getting used to fundamental nursing practice', 'motivated by a desire to study and self-development', 'understanding the nursing profession's job', and 'being helpful for the future career'. Conclusion: Fundamental nursing practice in clinical settings is a useful strategy that improves fundamental nursing skills and motivates student's self-development.

• 한국간호교육학회지
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• 제15권1호
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• pp.15-21
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• 2009

Purpose: This study was performed to identify the level of career identity and clinical competency and the relationships between them in nursing students. Method: Subjects were junior students of 2 colleges in Daegu(N=217). A self-rating questionnaire included demographic data, career identity of nursing students and the clinical competency Korean scale. We received consents from teachers and students. The data was analyzed by frequency, percentage, t-test, ANOVA and Pearson's correlation coefficient using the SPSS 12.0 Program. Result: The mean score of career identity was 31.90 points and clinical competency was 145.13. Career identity showed a significant difference in the age, satisfaction of college entrance and satisfaction of clinical practice. Clinical competency showed a significant difference in the sex, marriage, satisfaction of college entrance and satisfaction of clinical practice. The data showed a negative correlation between career identity and clinical competency. Conclusion: It is necessary to find affecting factors on career identity of nursing students and to develop objective tools for clinical competency and to improve clinical competency programs.

• 한국간호교육학회지
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• 제23권3호
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• pp.330-340
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• 2017

Purpose: This study was conducted to explore the relationship between simulation-based clinical judgment and performance ability for tracheal suction in nursing students. Methods: With a convenience sampling, 207 nursing students participated in this descriptive study. Lasater clinical judgment rubric was used for self-reported clinical judgment in addition to observe the skill of tracheal suction using a checklist. Data were analyzed by descriptive statistics, t-test and Pearson's correlation coefficients using the SPSS/WIN 22. Results: A scenario with pneumonia patient was developed to observe the skill of tracheal suction during simulation-based practices. Then self-reported clinical judgment was scored. The mean score of total sum of clinical judgment, total mean of clinical judgment, and performance skill were $36.44{\pm}4.82$, $13.44{\pm}1.71$, and $42.32{\pm}5.05$, respectively. Statistically, students having good skills in suction showed significant differences in clinical judgment of interpreting (p=.031) compared to students having fair skills. Conclusion: The results of this study show that a structured debriefing method utilizing Lasater clinical judgment rubric is helpful. Also, simulation-based practice related to adult nursing in the respiratory system was useful for increasing the core basic skills among nursing students.

• 한국간호교육학회지
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• 제16권1호
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• pp.14-23
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• 2010

Purpose: The purpose of this study was to investigate the relationship among stress, depression, coping styles and satisfaction of clinical practice in nursing students. Method: Two hundred fifty-eight nursing college students in 1 city were selected by convenient sample. A questionnaire measured the level of stress, depression, coping styles and satisfaction of clinical practice. The data were analyzed using descriptive statistics, t-test, ANOVA, and Pearson's correlation coefficient. Result: The mean score of stress was 2.82 (${\pm}.39$), depression was 19.23 (${\pm}7.70$), coping styles was 2.42 (${\pm}.42$), and satisfaction of clinical practice was 2.81 (${\pm}.41$). There were significant differences on four variables according to the satisfaction of a nursing major. Stress had a significant positive correlation with depression, and a negative correlation with problem focused coping and satisfaction of clinical practice. Depression had a significant negative correlation with satisfaction of clinical practice. Emotional focused coping had a significant positive correlation with depression, and problem focused coping had a significant negative correlation with depression. Conclusion: From the studies reviewed, one can expect a positive effect on decreasing stress and depression among nursing students when the nursing educators use counseling and instruction for clinical practice.

• 디지털융복합연구
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• 제17권12호
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• pp.399-412
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• 2019

본 연구는 일반간호사가 간호대학생의 임상실습을 지도한 경험을 탐색하기 위해 경남지역에 위치한 3개 종합병원에 근무하는 일반간호사 8명을 대상으로 심층면담을 실시하였다. 본 연구는 면담을 통해 수집된 자료를 주제분석 방법으로 분석한 질적 연구이다. 본 연구에서 일반간호사가 간호대학생의 임상실습을 지도한 경험은 3개 주제와 8개 범주, 25개 하위범주로 구조화되었다. 3개의 주제는 '학생과 함께 성장하기', '나침판 없이 학생 가르치기', '역할 속에서 균형 잡기'였다. 본 연구결과를 근거로 일반간호사에게 간호대학생의 임상실습을 위임하기 위해서는 임상실습지도에 필요한 지침과 교육 프로토콜을 개발하여 교육할 것과 간호대학생의 임상실습지도를 전담하는 임상실습 전담 교육간호사의 도입을 제안한다.