• The Journal of Korean Academic Society of Nursing Education
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• v.16 no.1
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• pp.24-32
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• 2010

Purpose: This study was conducted to evaluate the results after implementing a simulation based critical care nursing education with $MicroSim^{(R)}$. Method: Simulation based education was used for a clinical scenario on a patient with chronic obstructive pulmonary disease(COPD) and acute coronary syndrome(ACS). Self-learning program was used for an acute asthma attack and acute myocardial infarction(AMI) in the $MicroSim^{(R)}$. A total of 97 nursing students were chosen. A pretest and posttest was conducted to evaluate learning achievement, clinical performance ability and self-directed learning. Result: Learning achievement and clinical performance ability significantly increased but self-directed learning did not. Conclusion: Simulation based education used with $MicroSim^{(R)}$ was useful for improving learning achievement and clinical performance ability of nursing students. Further studies are needed to compare the effects of simulation based education.

• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.2
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• pp.217-228
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• 2001

This study was designed to compare the effect of internship and preceptorship on satisfaction of clinical practice in nursing students. A total of 46 third grade students were assigned to 2 groups; 23 to inturnship group, 23 to preceptorship group. Satisfaction scores of clinical practice instruction and practice environment in internship group were higher than satisfactory scores of preceptorship group. There were no difference between satisfactory scores of clinical practice contents, clinical practice hour and clinical practice environment in internship and preceptorship. Satisfaction scores on clinical practice weren't significantly correlated with school credits. There were significant correlations among clinical practice contents, practice environment, practice instruction and clinical practice hour. There were significant correlations among clinical practice instruction, practice environment and clinical practice evaluation. Clinical practice instruction was the highest factor predicting satisfaction of clinical practice. In stepwise multiple regression analysis, 100% of the variance in satisfaction of clinical practice was accounted for by clinical practice instruction(59.1%), clinical practice contents(14.9%), clinical practice environment(12.3), clinical practice hour(8.8%), and clinical practice evaluation(5.5%).

• The Journal of Korean Academic Society of Nursing Education
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• v.10 no.2
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• pp.271-277
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• 2004

Purpose: The purpose of this study was to identify the relationship of clinical competency and self-directed learning in nursing students. Method: This study was conducted at two nursing colleges with students in a 2 year undergraduate nursing program. Data were collected from 182 students by means of self reporting questionnaires from October 1 to October 8, 2004. The data were analyzed by SPSS 10.0 PC programs using descriptive statistics, one-way ANOVA, Pearson correlation coefficient. Result: The questionnaire of students' clinical competency consisted of nineteen items based on a five point summated rating scale and was categorized into six subscales by factor analysis. The six subscales are nursing process, major nursing intervention, education for clients, observation and physical examination, and fundamental nursing. The more adaptable to major, the higher clinical competency (F= 3.406, p= .035) and self-directed learning (F= 7.444, p= .001). There was a positive correlation between students' clinical competency and self-directed learning (r= .367, p= .001). Conclusion: we concluded that future research should explore strategies for the development of self-directed learning to improve clinical competency of nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.4
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• pp.471-483
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• 2019

Purpose: The purpose of this study was to explore the experiences of perception of nursing students' rights participating in clinical practice. Methods: This descriptive study carried out purposeful sampling. The participants were 17 nursing students, who had experience of participating in clinical practice for more than 12 weeks. Data were collected through focus group interviews. Twelve subjects were in their third year and five in their fourth year. All were practicing in secondary general and tertiary university hospitals. The data were analyzed using classical content analysis method. Results: The researchers extracted 23 codes representing the nursing students' rights of clinical practice, which were grouped into 4 categories and 11 subcategories. The 4 categories were 'deep disappointment as an alienated person in a clinical field', 'clinical practice experience that cannot be given up despite difficulties', 'need for a practice environment that takes care of nursing students', and 'hope for support, advocacy and respect'. Conclusion: Nursing students cannot claim rights at this time, but expressed the desire to build a support system so that these parts can be improved in the future. Therefore, nursing education institutions and clinical fields should maintain diverse efforts through reciprocal relationships.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.4
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• pp.663-674
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• 2013

Purpose: This study was to scrutinize not merely the nomenclature of clinical competency suggested in nursing literature but also what core clinical competency nursing students should be focused on for improving competency-based curriculum. Methods: A comprehensive review on 69 domestic and 89 foreign related literature was conducted. After reviewing the full text of a total of 158 articles, only 23 articles with measurement tools were selected for scrutinizing while 135 articles with obscure definitions of clinical competency were excluded. Results: Clinical competencies including 120 concepts were identified. Those concepts were categorized as 30 clinical competencies according to their similarities. Seven core clinical competencies including 1)nursing knowledge, 2)nursing skill, 3)interpersonal skill/cooperation, 4)problem-solving, 5)professionalism, 6)nursing management/leadership and 7)research ability were derived from the 30 clinical competencies through the categorizing process. Conclusion: Teaching & learning strategies should focus on the integration of nursing theories and clinical practices based on competency-based curriculum considering the 7 core clinical competencies. Nonetheless, they include somewhat abstract concepts and some were not concrete enough to be applied to the nursing curriculum. Thus, further research is needed in order to develop consensus-driven clinical competencies and competency modeling which can suggest the interrelation between the core competencies.

• Journal of Korean Academy of Nursing
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• v.23 no.4
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• pp.544-554
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• 1993

The study was designed to identify the attitude of nursing students to clinical education through Q-methodology. A C sample was developed through a review of the literature and interviews. Twenty - seven statements made up the finalized Q- sample. This was out of an initial 143 statements developed through consultation with eight professors. The P sample consisted of 25 nursing students in S Health Junior College.0 statements were written on seperate cards and were given to the 25 subjects to sort according to degree of agreement or disagreement. The Q-sorts by each subject were coded and analyzed with QUANL PC Program. The analysis discovered three major attitudes, namely “amicable adaptation” 〈type 1), “Nightingale social service” (type 2), and “realistic occupation pursuit” (type 3). The correlation was .465 between type 1 and type 2, .293 between type 1 and type 3, and .273 between type 2 and type 3. The characteristics of each type were as follows ; Type 1 (amicable adaptation) They satisfied in interpersonal relationships in the clinical setting. They would not dream of becoming Nightingale, but thought of nursing care affirmatively and performed their works faithfully and adapted themselves to the new circumstances easily, Fourteen subjects were classified as type 1. Type 2 (Nightingale: social service) They often dreamed as a child that they would be Nightingale with a white uniform and think that nursing is a gift from heaven. They have an aptitude for nursing care by nature and selected nursing science them-selves. They give care to the sick with pleasure. Seven subjects were classified as type 2. Type 3 (realistic occupation pursuit) They were not satisfied with their nursing practice. First of all they want a stable job, therefore they selected nursing science. They had conflicts in clinical practice, but were responsible for nursing and studied hard. Four subjects were classified as type 3. Through the results of this study, the attitude of nursing students to clinical education could be classified into three types. Therefore it is suggested that clinical education would be more valuable, if it was planned according to an understanding of the attitudes of nursing students to clinical education.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.26 no.3
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• pp.210-220
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• 2019

Purpose: In the nursing profession, it is imperative that students are able to transfer their undergraduate knowledge and skills into practice to become competent nurses. The aim of this study was to illuminate how infection prevention and control (IPC) education would be conducted in undergraduate nursing programs. Methods: A qualitative design utilizing focus group interviews as its data collection method was employed. Twelve professors from twelve South Korean universities that have undergraduate nursing programs were recruited as research participants and divided into two focus groups. Results: Focus group interview analysis showed that IPC education in undergraduate nursing programs for fostering IPC competency was composed of two categories: a pre-clinical course and a clinical course. Each included three subcategories-education contents, education strategies, and considerations of how infection control is taught to students as they continue from beginning to advanced-and the themes of each subcategory were derived. Conclusions: The findings of this study can provide an overview of how nursing professors should teach IPC education to undergraduates. As IPC education for nurses is very important, more in-depth discussions that include educators, clinical mentors, and nursing students regarding IPC education are needed to ensure patients' safety in clinical settings.

• Journal of Korean Academy of Nursing
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• v.30 no.1
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• pp.39-46
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• 2000

This study, was done to compare the nursing education systems of China and South Korea (Korea), then, on the basis of this comparison, to examine the direction of nursing education in China. The results the study are as follows : 1. Nursing education in Korea was influenced by social change, political policy, but as it was established, nurses in Korea, were able actively involved in presenting nursing education development proposals to the government, and in developing nursing education through their own efforts. Nursing education in China developed through the political policy of a socialist Country. During the period of modernization after 1977, a nursing education developed very quickly, In 1983, the first baccalaureate nursing education program was established and, in 1992, the first masters program was opened. 2. In Korea, there are two nursing education systems; diploma and baccalaureate, and there is only one entry level, high school graduation. In China today, on the other hand, there are three types of nursing education systems; technical, diploma, and baccalaureate, and they have middle school and high school graduation as the two levels of entry. 3. There are similarities between China and Korea in curriculums for nursing education which include the major nursing concepts. But in descriptions of the education objectives, China the emphasis is on training the 'expert' in clinical nursing which is not consistent with their educational philosophy. Korea differs from China in that the focus is on training for 'multiple ability' to be used in both clinical and community environments. 4. In Korea, the curriculum is organized with the theoretical and clinical experience combined. The curriculum is oriented to the life cycle and human developmental process. In China, however, the curriculum is organized so that after finishing the theoretical part of the curriculum, the students begin a one year intensive field experience in which the major clinical field is the hospital, and the focus is on disease oriented care and research ability. 5. In order for nurses to be proposed to address nursing education system needs follows : to change as The new nursing education system should be baccalaureate education in order to improve the education level in all nursing education programs, to develop doctoral programs, to open nurse specialist programs, and to develop a new curriculum based nursing philosophy and health delivery system change. New nursing curriculum for health care in China in the 21st century should be directed by a framework based on nursing philosophy, objectives and nursing content. In conclusion, the study will contribute China nursing education system revolution for policy develop and curriculum research. According to these results, in the future, nurses in China should be more actively involved in research and in a nursing education revolution, Also they should be involved in building information networks and in developing long term projects in nursing education.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.337-345
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• 2011

Purpose: This study was done to identify the relationship among Critical Thinking Disposition (CTD), stress of clinical practice and clinical competence in Korean nursing students. Methods: Participants were 407 baccalaureate nursing students (3rd and 4th grades) in Korea. Variables included CTD, stress of clinical practice, clinical competence, and demographic variables. Data was analyzed by frequencies, t-test, ANOVA, Pearson's correlation and multiple regression. Results: Clinical competence positively correlated with CTD, but negatively correlated with stress of clinical practice. The regression model explained 25.6% of clinical competence. The significant predictors of clinical competence were intellectual eagerness, intellectual fairness in CTD, conflict with patients, and clinical environment in stress of clinical practice. Conclusions: CTD and stress of clinical practice contribute to nursing student's clinical competence. Therefore, efforts to encourage nursing student's CTD, increase stress management skills, especially in conflict with patients, and build a supportive clinical environment should be made to strengthen clinical competence.

• The Journal of Korean Academic Society of Nursing Education
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• v.29 no.2
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• pp.124-137
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• 2023

Purpose: This study's aim was to confirm the importance and performance of the clinical practice of nurses working in the general wards of a tertiary hospital and to analyze their educational needs. Methods: The study employed a descriptive research design, and a self-reported questionnaire was developed and used for nurses in a tertiary hospital. Data were collected from July 22 to July 29, 2022, analyzed by an independent t-test, paired t-test, and one-way ANOVA for the importance and performance of each clinical nursing practice according to general characteristics, and then a post hoc verification was performed by Scheffé's test. An Importance-Performance Analysis and Borich needs assessment model were used to analyze clinical nursing education needs. Results: Clinical nursing practice performance showed a significant difference according to length of total clinical career, time working in current department, and preceptor experience. According to the results of the Importance-Performance Analysis, neurological evaluation, and nursing intervention, artificial respirator and high-flow oxygen inhalation nursing, chemotherapy, emergency nursing, and cardiopulmonary resuscitation were identified as belonging to the "concentrate here" quadrant. All these items ranked in the top 10 in the Borich needs assessment model. Conclusion: Based on these results, the current education system should be reviewed, and short and long term education strategies based on educational needs should be established to strengthen the competence of nurses.