• Title/Summary/Keyword: maternity nursing practice

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Effects of Simulation-based Practice Education for Core Skill of Maternity Nursing (분만간호 핵심술기에 대한 시뮬레이션 실습교육의 효과)

  • Song, Young A;Son, Young Ju
    • Korean Parent-Child Health Journal
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    • v.16 no.1
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    • pp.37-44
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    • 2013
  • Purpose: The purpose of this study is to analyze the effectiveness of maternity nursing education-knowledge, skills and attitude among the third year students who have completed maternity nursing, practice at the college, clinical practice and core skill practicum. Methods: This is the descriptive research to verify the effectiveness of simulation-based practice education for core skill of maternity nursing. Third year nursing students who have completed maternity nursing related theories and practice have been selected as population. Total of 202 surveys have been used for analysis. Data analysis is done by using SPSS/WIN 18.0. Results: Self-confidence of core skill in maternity nursing is experimental group 4.52 and control group 4.37 score (p<.05). Performance competence in childbirth care is experimental group 4.53 and control group 4.35 score (p<.05). The students who have maternity nursing related clinical practice and core skill practicum experience show high core skill evaluation score. Conclusion: Therefore, it is recommended that current maternity nursing core skill curriculum should be reviewed and improved, and the students should be provided variety of simulation techniques to gain essential knowledge and core nursing skills.

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A Study on Satisfaction and Experience of Clinical Practice & Direction for Clinical Education: Focused on Maternity Nursing Practice (일 대학 간호학생의 임상실습 만족도, 실습경험 분석 및 개선방향 제시 -모성간호학 임상실습 중심-)

  • Lee, Seoung-Eun
    • The Journal of Korean Academic Society of Nursing Education
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    • v.7 no.2
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    • pp.333-348
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    • 2001
  • The study was intended to investigate the degree of satisfaction and experiences of maternity nursing practice and to examine the relationships between satisfaction and experiences. Data were collected from a college located in Inchon from April 2, 2001 to October 30, 2001. A general characteristics questionnaires, questionnaire for clinical practice satisfaction and maternity nursing clinical checklist were used to measure the satisfaction and experiences of maternity nursing practice. The subject were supposed to record their clinical experience in maternity clinical practice checklist. 153 questionnaires for satisfaction of clinical practice and 178 maternity nursing clinical practice checklists used for analysis. The data were analyzed by SPSS-PC+ program. The results of this study were as follows ; 1) The mean score of satisfaction of clinical practice was 3.34(a perfect score 5) and among the 4 categorial components from the questionnaire of satisfaction the score of 'clinical practice teaching' was high(3.85) and 'clinical practice environment(2.91)' and 'clinical practice contents(2.90)' was relatively low. 2) There was significant value between place of clinical practice and clinical practice satisfaction among 7 clinical practice hospital and the most high score of clinical practice satisfaction is 3.70 and the low score is 2.91(F=7.706, p<.001). The score of delivery room was significantly higher than the OBGY room and there was significant value among the place of clinical practice(DR : F= 6.441, p<.001, OBGY room : F=7.908, p<.001). 3) In delivery room, the frequency of observation are 2.61 day, the frequency of practice are 1.33 day and in OBGY room the frequency of observation are 1.73 day, the frequency of practice are 1.31 day for 2 week of maternity clinical practice and the most frequent practice of maternity nursing care was checking vital sign. 4) There were significant relationships between the ranking score of clinical satisfaction and clinical experiences in maternity nursing practice. Based on the results, it is suggested that the satisfaction of clinical practice was related to environment of clinical practice and it is necessary to improve environment of clinical practice and make a strategies to enhance the quality of maternity clinical experience.

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Current Status of Clinical Practice Education in Maternity Nursing in Korea - four-year course nursing schools centered - (모성간호학 실습교육의 현황 - 4년제 간호대학(학과)를 중심으로 -)

  • Kim, Il-Ok;Park, Chai-Soon
    • Women's Health Nursing
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    • v.12 no.1
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    • pp.12-21
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    • 2006
  • Purpose: This study was performed to provide data for improvement in clinical practice education through analyzing the status of clinical practice education in maternity nursing in four year course nursing schools in Korea. Method: Analyzed subjects were 43 schools out of 53 four year course nursing schools in Korea. Result: Credits in theory and clinical practice are on the decline. The relationship between goals and areas of clinical practice was not sufficient. The department was not efficient in meeting the demands between theory and practice. The number of students in a group according to clinical areas were thoughtfully assigned, and clinical practice was performed based on real situations. Instructors for clinical practice used practice lecturers, part-time lecturers, preceptors, and assistant instructors including faculty. Methods of practice education and evaluation were varied. Conclusion: A suitable philosophy and goals of clinical practice education maternity nursing should be established at this point in time. Furthermore, a study should be performed to analyze the relationship between goals and contents of clinical practice for maternity nursing. In addition, a standardized tool should be developed to evaluate clinical practice.

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Effect of Simulation-based Practice by applying Problem based Learning on Problem Solving Process, Self-confidence in Clinical Performance and Nursing Competence (문제중심학습을 적용한 시뮬레이션 실습이 간호학생의 문제해결과정, 임상수행자신감과 간호수행능력에 미치는 효과)

  • Song, Young A
    • Women's Health Nursing
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    • v.20 no.4
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    • pp.246-254
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    • 2014
  • Purpose: The purpose of this study was to analyze the effectiveness of simulation-based maternity nursing practice by applying problem based learning (PBL) on the problem solving process, self-confidence in clinical performance and nursing competence of nursing students. Methods: This study was one group pre-posttest design, with 123 third year nursing students. Data were collected from March 19 to May 29, 2013 as the students completed their simulation practice class. Students completed a survey about their problem solving process, self-confidence, and nursing competence at the beginning and the end of the class. Results: Students' problem solving process, self-confidence, and nursing competence showed significant improvements after the simulation-based maternity nursing practice. Conclusion: Therefore, it is recommended that current maternity nursing curriculum should be reviewed and improved, and the students should be provided variety of simulation-based education and maternity nursing skills.

Application of Problem-Based Learning(PBL) for Students' Practice in Maternity Nursing (모성간호학 실습에서의 문제바탕학습(PBL) 적용과 평가)

  • Kim, Yun-Mi;Park, Young-Sook;Chung, Chae-Weon;Kim, Moon-Jeong
    • Women's Health Nursing
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    • v.12 no.4
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    • pp.326-337
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    • 2006
  • Purpose: This study was done to apply a PBL module for students' practice in maternity nursing. Method: Two PBL module scenarios were made for clinical cases in antepartum, intrapartum, and postpartum nursing care. A total of 70 senior nursing students of S university were enrolled in this module for their scheduled 3 weeks of practice. A structured questionnaire and subjective statements were collected for evaluation. Result: The students' perceptions of PBL were found to be effective in encouraging motivation and interest in studying, absorbing practical knowledge better, and learning through interaction with tutors. They became more confident, active, and positive throughout the PBL experiences while a lack of time for learning was a limitation. Conclusion: PBL is considered a method that can strengthen nursing students' abilities to adjust to clinical situations in maternity areas. It is recommended to expand PBL in nursing practice courses and develop various scenarios and qualified tutors.

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Development of Digital Textbook for Maternity Nursing Practice for the Internet: Nursing Care of Women in Labor and Delivery (모성간호학 실습 전자교과서 개발 - 산부간호편 -)

  • Chang, Soon-Bok;Kim, Jeong-Eun;Song, Ju-Eun;Lee, Sun-Kyoung;Jun, Eun-Young
    • Women's Health Nursing
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    • v.8 no.2
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    • pp.222-231
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    • 2002
  • This study was done to develop a digital textbook for students to use over the internet for maternity nursing practice. The textbook is not only for student nurses, but also for nurse midwives and nurses working in the maternity. The process used was as follows; 1. Existing educational media on maternity nursing were reviewed and examined. 2. Workshops and meetings were held to decide the most appropriate type of presentation. 3. The digital content including text, pictures, audios, and videos were developed using Macromedia Dreamweaver, Adobe Photoshop and Adobe Premier. 4.Revisions were made recursively as the content was previewed and implemented over the internet by professionals and the end-users. 5. A database of members and a web survey module were developed and posted. The clinical implication of a digital textbook over the internet is the possibility of using it to educate many student nurses throughout the country and to disseminate the content for whoever needs it in practice settings and facilities. Another implication is that this site stressed interactivity by developing member database and web survey. In conclusion, the study found this first trial of digital textbook to be a unique educational media for nursing skills practice. Further refinement of this media is strongly recommended.

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Effects of High-fidelity Simulation-based Education on Maternity Nursing (시뮬레이션을 활용한 분만간호 실습교육의 효과)

  • Chung, Chae-Weon;Kim, Hee-Sook;Park, Young-Sook
    • Perspectives in Nursing Science
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    • v.8 no.2
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    • pp.86-96
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    • 2011
  • Purpose: This study examined the effects of simulation-based education on knowledge about and self-confidence in maternity nursing care in senior students. Methods: One group, pre-post design, was utilized with 28 students. The simulation-based maternity nursing education that consisted of two sessions each 2 hours long for intrapartum and postpartum care was provided to 4 small groups. An expert panel of 3 maternity clinical instructors developed the module with a high-fidelity maternal simulator. Core items of knowledge about and self-confidence in maternity nursing care were measured with 13 items before and after the sessions. Results: The knowledge score did not increase significantly (z=-1.95, p=.05); however, self-confidence in maternity nursing care showed a significant change in the posttest (z=-2.82, p<.001). The subjective evaluation of the students indicated that the simulation-based education was helpful in preparing for clinical practicum as far as interaction with clients, psychological readiness to practice, and learning efficiencies. Conclusion: The simulation-based nursing education was useful in improving self-confidence in clinical performance for childbirth and postpartum care in nursing students. Along with the application of diverse scenarios in simulations, modules with standard patients and role-plays are also recommended for maternity nursing practicum to empower the competency of the students.

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The Relationships between Patient Education Experience, Satisfaction with Clinical Nursing Practice and Self-Efficacy in Nursing Students (간호학생의 대상자 교육후 교육경험 만족도, 실습만족도 및 자기효능감 정도)

  • Sim, MiJung
    • The Journal of the Convergence on Culture Technology
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    • v.4 no.1
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    • pp.17-25
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    • 2018
  • The purpose of this study was to identify student's patient education experience, satisfaction with clinical nursing practice and self-efficacy in Maternity nursing practice. As the result, The nursing students had difficulties in accessing the patient, education time, and lack of self-confidence. There was a statistically significant difference in satisfaction of patient education experience with method of education, time of practice, and satisfaction of maternity nursing, satisfaction with clinical nursing practice with attitude of students, satisfaction of clinical practice, practice place, self-efficacy with grades, satisfaction of maternity nursing, practice place. In order to overcome the difficulties and limitations of maternal nursing practice, we maintain close cooperation with the hospital staff and propose it as a strategy of teaching method and practice guidance reflecting the needs of nursing students.

Effects of Simulation-based Education on Communication Skill and Clinical Competence in Maternity Nursing Practicum

  • Kim, Hye Young;Ko, Eun;Lee, Eun Sook
    • Women's Health Nursing
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    • v.18 no.4
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    • pp.312-320
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    • 2012
  • Purpose: This study was conducted to examine the effects of simulation-based education on communication skill and clinical competence in maternity nursing practicum. Methods: This study used a non-equivalent control pretest-posttest design. The simulation-based education in maternity nursing practicum consisted of two clinical situation scenarios pertaining to patients with normal and high-risk deliveries. The control group consisted of 35 students in 2010 and the experimental group consisted of 35 students in 2009. The experimental group was given the simulation-based education using a high-fidelity patient simulator over 3 sessions, whereas the control group was given a conventional pre-clinical practice orientation before maternity nursing clinical practicum. Data were collected using a questionnaire, which included questions to assess communication skill and clinical competence. Data were analyzed using SPSS/WIN 18.0. Results: Members of the experimental group, who received the simulation-based education, showed significantly higher communication skill and clinical competence scores than the control group (t=-2.39, p = .020; t=-2.71, p = .009). Conclusion: The simulation-based education in maternity nursing practicum is effective in promoting communication skill and clinical competence. With application of diverse clinical situation scenarios, it is recommended to develop and apply simulation-based education using a high-fidelity simulator in the area of maternity nursing.

A Review of Responses of Nursing Students Following Clinical Maternity Nursing Practice (모성 간호 실습 후 분만과정에 대한 간호학생의 심리적 반응 고찰 -모성 간호 실습, 실습에 대한 간호학생의 심리적 반응-)

  • Cho, Cheong-Ho
    • 모자간호학회지
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    • v.4 no.1
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    • pp.41-51
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    • 1994
  • The purposes of this study were to identify responses of nursing students following clinical maternity nursing practice, to develop data of further effective clinical maternity nursing practice, to understand nursing students perceive the natural maturation process toward pregnancy delivery and puerperal process, to help the nursing students achieve personality growth and development through clinical maternity nursing practice. The subjects were 35 senior nursing students from the Department of Nursing Science of Chung-Ang University. The data were collected from the 1st semester (Feb.22$\sim$June 9) to the 2nd semester(Aug.23$\sim$Nov.10), 1993 through self-reporting using an open ended questionnaire about perception and feelings regarding the normal delivery process. The data analysis used descriptive method. Results of the study were as follows : 1. Following clinical practice in maternity nursing, the responses of the nursing students were collected included both positive and negative aspects. The positive responses were classified in to four categories and each category included subgroups. One group, labelled as $\ulcorner$The birth of noble life$\lrcorner$ had a subgroup, (I felt the mystery and wonder of life), another group, $\ulcorner$After delivery, comfort and satisfaction$\lrcorner$ with the subgroup (I can bear to see the comfort and relief beyond pain) (C/S is better than vaginal delivery) (Very easy), the 3rd group, $\ulcorner$ I realized family friendship and support$\lrcorner$ with subgroup (Honorable, Magnificient) (I thank my parents ) (It's good to looking at my husband's support), and the 4th group, $\ulcorner$The birth of a healthy baby$\lrcorner$, with its subgroup, (baby looks pretty and healthy). 2. The negative responses were classified in eight categories and each category included subgroups. One group labelled as $\ulcorner$Fear$\lrcorner$, had subgroups of (Terrible, Horrible) (Shock) (Dread), another group, $\ulcorner$Tension$\lrcorner$, and its subgroup, (I became tense about stories heard before clinical practice), the 3rd group, $\ulcorner$surprise$\lrcorner$ and its subgroup (I was surprised at the delivery process), the 4th group, $\ulcorner$Power lessness$\lrcorner$ and its subgroup, (I watched the labor pain impatiently), the 5th group $\ulcorner$Apathy$\lrcorner$ ; and its subgroup, (I didn't feel the empathy for the labor pain of the pregnant women), the 6th group, $\ulcorner$Disgust$\lrcorner$ and its subgroup, (Disgust, Embarrassed), the 7th group, $\ulcorner$Inevitable destiny$\lrcorner$ and its subgroups (necessity of self-sacrifice and difficulty) (I accepted it as a women's destiny) (I can't do it), the last group, $\ulcorner$There seems to be trouble$\lrcorner$ and its subgroup, (It seems to have been a little too hard for mother and baby). Suggestions for further studies are as follows : 1. Nursing students should receive intensive education about $\ulcorner$The birth of noble life$\lrcorner$ $\ulcorner$After delivery, comfort and satisfaction$\lrcorner$ $\ulcorner$I realized family friendship and support$\lrcorner$ $\ulcorner$The birth of a healthy baby$\lrcorner$, so that a more positive attitude can be developed before clinical maternity nursing. 2. Nursing students should be given an orientation which is reality based and related clinical maternity nursing (using for A.V. Materials), so that they will not feel they tension, of the negative categories. 3. Nursing students should be received articles on Pain Relief Method, so that they will be prepared activie and positive in the clinical practice, and therefore they will not feel the powerlessness, of the negative categories. 4. F/U for responses of nursing students should be checked following clinical maternity nursing to evaluate the effects of the instruction.

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