• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제20권2호
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• pp.82-89
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• 2009

Objectives: Children with attention-deficit hyperactivity disorder(ADHD) often have difficulties in social behavior. The aim of this study was to evaluate the effectiveness of a short-term training program for improving social skills, self-perception and attention deficits. Methods: The subjects were nine children diagnosed with ADHD with(or without) other mental disorders using the Diagnostic Interview Schedule for Children(DISC-ADHD) module. Children were given eight sessions of a social skills training program. Parents of children simultaneously participated in their own training which was designed to support their children's generalization of skills. Assessments included child, parent and teacher ratings of social skills, self-perception and attention deficit at baseline and post-treatment. Results: Social skills training led to significant improvements in child-reported measures of self-esteem, in teacher reported measures of social skills, and in parent-reported measures of attention deficit. Conclusion: This study suggests that short-term social skills training programs for children with ADHD may improve their social skills, self-perception and attention deficits.

• 대한간호학회지
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• 제46권5호
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• pp.697-709
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• 2016

Purpose: This study was conducted to develop and test a structural model of evidence-based practice (EBP) implementation among clinical nurses. The model was based on Melnyk and Fineout-Overholt's Advancing Research and Clinical Practice through Close Collaboration model and Rogers' Diffusion of Innovations theory. Methods: Participants were 410 nurses recruited from ten different tertiary hospitals in Korea. A structured self-report questionnaire was used to assess EBP knowledge/skills, EBP beliefs, EBP attitudes, organizational culture & readiness for EBP, dimensions of a learning organization and organizational innovativeness. Collected data were analyzed using SPSS/WINdows 20.0 and AMOS 20.0 program. Results: The modified research model provided a reasonable fit to the data. Clinical nurses' EBP knowledge/skills, EBP beliefs, and the organizational culture & readiness for EBP had statistically significant positive effects on the implementation of EBP. The impact of EBP attitudes was not significant. The dimensions of the learning organization and organizational innovativeness showed statistically significant negative effects on EBP implementation. These variables explained 32.8% of the variance of EBP implementation among clinical nurses. Conclusion: The findings suggest that not only individual nurses' knowledge/skills of and beliefs about EBP but organizational EBP culture should be strengthened to promote clinical nurses' EBP implementation.

• 한국산학기술학회논문지
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• 제19권10호
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• pp.254-262
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• 2018

본 연구는 간호 대학생의 의사소통능력, 우울과 임상실습 스트레스를 파악하고, 임상실습 스트레스와의 관련요인을 분석하고자 시도되었다. 대상자는 B시에 소재한 간호 대학생 208명이며, 자료수집기간은 2017년 9월 1일부터 2017년 9월 30일까지였다. 수집된 자료는 SPSS WIN 21을 이용하여 기술통계, t-tset, ANOVA, Pearson's correlation, Stepwise multiple regression으로 분석하였다. 연구결과, 간호 대학생이 경험하는 의사소통능력은 5점 만점의 평균평점 3.74점이며, 우울은 4점 만점의 평균평점이 2.36점이며, 임상실습 스트레스는 5점 만점의 평균평점 2.88점으로 나타났다. 대상자의 제 특성에 따른 임상실습 스트레스 정도는 성별 (p=.002), 나이 (p=.048), 학년 (p=.001), 대학만족도 (p<.001), 전공만족도 (p=.002), 희망진로(p=.002), 실습만족도 (p<.001)에서 통계적으로 유의한 차이가 있었다. 대상자의 의사소통능력과 임상실습 스트레스는 역 상관관계를 보였고 (r=-.17, p=.016), 우울과 임상실습 스트레스는 상관관계를 보였으며 (r=.37, p<.001), 임상실습 스트레스에 유의한 영향을 주는 요인은 우울, 실습 만족도, 학년, 성별이었고, 전체 26.9%의 설명력을 갖는 것으로 나타났다. 그 결과, 간호 대학생의 임상 실습스트레스를 최소화하기 위하여 우울을 예방하고 완화하며 의사소통능력을 향상시킬 수 있는 중재 프로그램 개발이 필요하다고 사료된다.

• 한국임상약학회지
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• 제26권4호
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• pp.283-290
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• 2016

Experiential education is a core curriculum of 6-year pharmacy education. Practicing pharmacists lie at the heart of experiential education serving as preceptors for undergraduate pharmacy students during experiential education. Preceptors are, however, confronted with a challenge of caring for patients and teaching students at the same time in a time-constrained environment. To improve the effectiveness and outcomes of experiential education, practicing pharmacists are required to demonstrate educational competence. Even small teaching moments can provide students with valuable learning opportunities that they could not have from on their own. Thus, it is vital to provide education and training for preceptors to advance their teaching skills. This article will describe practical and effective teaching skills that preceptors could adopt in the experiential education for pharmacy students. It is important that preceptors should use different teaching skills for different learners, according to their level of experience and knowledge, learning styles and needs, as well as the type of the practice. Therefore, possessing diverse teaching skills provides flexibility to adapt teaching to each student's learning levels and needs, and to the charateristics of the practice environment. Preceptors' level of confidence and comfort in using teaching skills can be enhanced through continuous practice and training, which consequently leads to the improved effectiveness of experiential education and student's satisfaction with the education.

• 한국임상보건과학회지
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• 제2권1호
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• pp.47-57
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• 2014

Purpose. The purpose of this study is to investigate effects of group play therapy program on improvement of social skills of children with developmental disabilities. Methods. With 4-year children with developmental disabilities with developmental problems, group play therapy program with 16 sections, 40minutes for each section for 16 weeks was conducted, and by using Korean infant social skills test (K-SSRSP), social skills index (SSQ) between before and after applying group play therapy program on children with developmental disabilities were compared. Results. When group play therapy are applied on children with developmental disabilities, it was found that there was improvement of social skills including problem solving, emotional expression, sense of order and self-confidence. Conclusions. According to the result of this study, if more specific studies regarding group play therapy program are conducted and they can reflect on other integrated programs, then it is expected that there will be greater synergy effects on improving not only children with developmental disabilities but also social skills of them.

• 기본간호학회지
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• 제13권3호
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• pp.467-473
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• 2006

Purpose: This study was done to Identify the effects of a communication training program on communication skills and interpersonal relationships. Method: A communication training program was provided to student nurses who were selected as participants during a course of clinical practice. Of the students 23 were assigned to experimental group and 22 to the control group. The experimental part of the study was done with the experimental group during 6 week program course. The control group received only a communication theory course. Results: Communication and interpersonal relations scores on the post-test in the experimental group were significantly higher than in the control group. Conclusion: This program allowed nursing students to advance their communication skills during their clinical trials. These are skills which are necessary for nursing practice. The study demonstrated that a group training program that can provide students with practical support by improving the personal relationship.

• 한국산학기술학회논문지
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• 제17권6호
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• pp.618-628
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• 2016

본 연구는 간호대학생의 임상실습 스트레스와 의사소통 능력이 자아탄력성에 미치는 영향을 규명하기 위한 서술적 조사연구이다. 대상자는 B시 2개 대학교의 임상실습 경험이 있는 4학년 학생 122명이며, 자료수집기간은 2015년 3월23일에서 3월30일까지였다. 수집된 자료는 SPSS/WIN 18.0 통계 프로그램을 이용하여 t-test, ANOVA, Scheffe's test, Pearson's correlation coefficients와 multiple regression으로 분석하였다. 연구결과 대상자의 임상실습 스트레스는 평균평점이 $3.40{\pm}0.62$으로 중간보다 높았고, 의사소통 능력은 평균평점이 $3.67{\pm}0.4$으로 중간보다 높았다. 자아탄력성은 평균평점이 $3.54{\pm}0.58$으로 중간보다 높았다. 대상자의 제 특성에 따른 자아탄력성 정도는 성별(t=2.732, p=.010), 전공만족도(F=8.226, p<.001), 실습동료관계(F=11.853, p<.001)에 따라 통계적으로 유의한 차이가 있었다. 대상자의 임상실습 스트레스, 의사소통 능력, 자아탄력성의 상관관계를 분석한 결과, 임상실습스트레스와 자아탄력성 간에는 미약한 음의 상관관계가 있었으나, 통계적으로 유의하지 않았다(r=-.168, p=.065). 의사소통 능력과 자아탄력성간에는 중간정도의 양의 상관관계가 있는 것으로 나타났고, 통계적으로 유의하였다(r=.593, p<.001). 자아탄력성을 설명하는 유의한 변수는 의사소통능력과 전공만족도, 실습동료관계, 성별순이었고, 전체 설명력은 38.9%이었다. 따라서 간호대학생의 자아탄력성을 높이기 위해서는 의사소통 능력을 신장시키고, 전공만족도를 높이며, 실습동료와 좋은 관계를 구축할 수 있는 교과프로그램의 개발이 필요하다고 사료된다.

• 한국산학기술학회논문지
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• 제19권9호
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• pp.362-373
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• 2018

본 연구의 목적은 졸업반 간호학생에게 한 학기 동안 적용한 핵심기본간호술 교육프로그램이 핵심기본간호술 수행능력, 임상수행능력 및 문제해결과정에 미치는 효과를 규명하고자 하는 것이었으며 단일군 사전사후 설계의 원시실험연구였다. 핵심기본간호술 교육프로그램은 3단계로 구성하였으며, 총 12회기로 운영하였다. 연구대상자는 일개 간호대학의 졸업학년 총 192명이었으며 2017년 3월 20일부터 6월 23일까지 실시하였다. 자료는 AMOS 20.0과 S AS 9.3 프로그램을 이용해 기술통계와 paired t-test, t-검정, ANOVA로 분석되었다. 연구결과로, 핵심기본간호술 교육프로그램에 대한 사전사후 인식으로 수기능력 증진 도움 여부는 사전 $(3.42{\pm}.42)$점, 사후 $3.88({\pm}.61)$점, 임상적응력증진 도움 여부는 사전 $3.74({\pm}.47)$점, 사후 $(3.98{\pm}.67)$점으로 나타났다. 핵심기본간호술 수행능력(p=.017)과 임상수행능력(p=.041)은 핵심기본간호술 교육프로그램 후에 통계적으로 유의하게 증가하였다. 대상자의 사후 핵심기본간호술 수행능력은 남성 군(p=.003), 간호학전공 만족도가 매우 만족한 군(p=<.000), 핵심경진대회 참여 목적은 자신감 향상 군(p=.044)에서, 사후 임상수행능력은 남성 군(p=.013), 간호학전공 만족도가 매우 만족한 군(p=.009), 핵심경진대회 참여 목적은 자신감 향상 군(p=.047), 사후 문제해결과정은 남성 군(p=.005), 간호학전공 만족도가 매우 만족한 군(p=<.000), 핵심경진대회 참여 목적은 자신감 향상 군(p=.004)에서 유의한 차이가 있었다. 결론적으로 이 연구는 졸업반 간호학생의 핵심기본간호술 교육프로그램이 핵심기본간호술 수행능력 및 임상수행능력에 긍정적인 영향을 미친 것으로 나타났다.

• 한국간호교육학회지
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• 제20권2호
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• pp.184-191
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• 2014

Purpose: The purpose of this study was to identify the effects of experiences on the essential of fundamental nursing skills (EFNS) on clinical competence in nursing students. Method: The data was collected using a questionnaire from 233 students who completed the 2nd grade courses of nursing curricula in college. Data was analyzed using the SPSS program. Results: Only 3 items of EFNS showed that over 70% of the students had performed, and 12 items showed that under 30% of the students had performed. There are significant differences with level of experiences on EFNS and the clinical competence. The regression model explained 2.4% of clinical competence. Conclusion: The results suggest that nursing students with higher level of experiences on EFNS will have a higher level of clinical competence. Therefore, it is necessary to develop strategies for a more effective clinical nursing education to experience more EFNSs.

• 대한간호학회지
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• 제26권4호
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• pp.946-962
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• 1996

The purpose of this study was to contribute to the development of clinical instruction by students' ratings of teaching effectiveness in clinical nursing education. The subjects were comprised of graduating class 618 students from 24 nursing colleges in the nation. The instruments used in this study were "general characteristics & status of clinical nursing education" developed by the researcher and "Instrument to Measure Effectiveness of Clinical Instructors" by Reeve(1994). The 50 questions used in the questionaire were categorized into 13 components subject to factor analysis. The 13 components were interpersonal relationships, communication skills, role model, resource for students, favorable to students, encouraging to think for selves, teaching methods, evaluation, finding assignments for objectives, organization of subject matter, professional competence, knowledge of subject matter & working with agency personnel. The results of this study are as follows 1. Status of clinical nursing educaion : 1) Clinical nursing education were led by nursing professors(44.9%), a team of both nuring professor & head nurse(6.8%), instructors from specific hospital(15.1%), instuctos for a specific subject(14.6%), & head nurse(6.8%). For 3-year program students, 34.6% of the clinical nursing education were led by instructors from specific hospital & 51.4% of the education by nursing professors for Bachelor's program. 2) The contents for clinical education comprised of Conference being the most frequent of 34.5% ; a combination of Nursing skills, Orientation, Conference etc.22.0% : Nursing process 21.7% : Orientation 13.5% : Inspection(making rounds ) 6.4%, & Nursing skills of 2% being the least frequent. 3) Students' preference of clinical teachers from the highest to the lowest were instructors for a specific subject being the most desired (44.9%) followed by nursing professor, head nurse, a team of both nursing professor & head nurse, & instructors from specific hospital being the least desired. 4) Students felt that the qualification for clinical teachers should be at least a master's degree holder and 5 or more years of clinical experience. The reason they felt was because knowledge & experience are imperative for professional education. 2. Clinical teaching effectiveness : The total points for teaching effectiveness was 147.97(mean of 2.95±0.98) where the total score is considered to be an average rating. 3. Teaching effectiveness as status of clinical nursing education : 1) The score ratings for the clinical instructors from the highest to the lowest were as follows : instructors for a specific subject, instructors from specific hospitals, a team of both nursing professors & head nurses, nursing professors, head nurses, which resulted in significunt difference(F=4.53, P<0.001). 2) The rating scores based on the teaching program from the highest to the lowest were as follws ; nursing skills, nursing process, a combination of nursing skills, orientation, conference etc. , conferences, orientation, inspection, which resulted in significunt difference(F=10.97, P<0.001). 4. Based on 13 categorized components from the questionaires, questions related to communication skills scored the highest points of 3.20 where inquiries regarding resource for students scored the lowest points of 2.38. 5. Among the 13 categorial components from the questionaire, Interpersonal relationship, Communication skills, Resource for students, Encouraging to think for selves, Evaluation, Teaching method, Finding assignment for objectives, Organization of subject matter, Professional competence, & Working with agency personnel, instructors for a specific subject scored the highest points and head nurse scored the lowest, which resulted in significant difference. Favorable for students, instructors for a specific subject scored highest points and nursing professor scored the lowest, which resulted in significant deference (F=5.39, P<0.001). Role model & Professional competence, instructors for a specific subject scored the highest points and head nurse scored the lowest, with minimum variation(F=1.29, P>0.05 : F=1.64, P>0.05) 6. Based on 13 categorial components as a whole, the highest points scored among the 5 groups of clinical teachers was instructors for a specific subject and the lowest, by head nurse(F=1.94, P<0. 001). A team of both nursing professor & head nurse attained higher score in clinical education than their independent education.