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

• 대한간호
• /
• 제33권2호
• /
• pp.59-72
• /
• 1994

This study was conducted to identify an initial clinical experience of nursing students, so to better understanding to students' experience in clinical setting. The study subjects were 39 nursing students working in C department of nursing in C city. This study was approached by phenomenological method, collected data were analyzed by Colaizzi's method. The results were followed. From the protocol, 236 significant statements were organized into 56 formulated meanings. From formulated meanig, 27 themes were identified, organized into 13 theme clusters, and then into 6 categories. Theose nursing students experienced $\mathbb{\ulcorner}$tension$\mathbb{\lrcorner}$ in adjusting themselves to new clinical settings, $\mathbb{\ulcorner}$fear and anxiety$\mathbb{\lrcorner}$ in using unskillful nursing skills. They also went through $\mathbb{\ulcorner}$stress> by difficulties in applying their knowledge and skill to nursing practice, in lack of nursing knowledge and skill, in dealing with making interpersonal relationship with clinical staffs, in insufficiency of clinical instructions and in role ambiguity among nursing students. Physical $\mathbb{\ulcorner}$fatigue$\mathbb{\lrcorner}$ and $\mathbb{\ulcorner}$disappointment and doubt$\mathbb{\lrcorner}$ by the difference between reality and expectation caused by clinical experience. However, clinical experience enabled nursing students to enhance their understanding of human beings, learning, their satisfaction. to nursing practice, to identify the confirmation of nursing identity, so to gain $\mathbb{\ulcorner}$sense of accomplishment$\mathbb{\lrcorner}$. The results of this study are to use as basic data for students attending clinical experience for the first time.

• 간호행정학회지
• /
• 제11권2호
• /
• pp.119-127
• /
• 2005

Purpose: The Purpose of this study was to identify the relationship between self-disclosure and role conflict in nursing students. Method: The subjects were 386 nursing students who were in college and university. The data were collected from July 26 to September 18, 2004 by the structured questionnaires. For data analysis, descriptive statistics, Pearson correlation coefficient, and ANOVA & t-test with SAS package were used. Results: 1. The mean of self-disclosure perceived by nursing students was 3.57(${\pm}$.53), and the mean of role conflict perceived by nursing students was 3.62(${\pm}$.49). If the role conflict was divided into subcategory, deficiency of ability and skill was 3.77(${\pm}$.60), role ambiguity was 3.66(${\pm}$.54), and internal conflict was 3.49(${\pm}$.62). 2. 'Role conflict', 'deficiency of ability and skill', 'role ambiguity' and 'internal conflict' were positively related to 'self-disclosure'. 3. 'Self-disclosure' showed a significant difference according to interpersonal relations, meaning on nursing job and 'role conflict' showed a significant difference according to school career, present grade. Conclusion: this study suggested that there are need to implement self-disclosure training program for nursing student to decrease role conflict.

• Perspectives in Nursing Science
• /
• 제14권2호
• /
• pp.55-63
• /
• 2017

Purpose: This study aims to report on and compare the conditions of practicing nurses and nursing graduates in Korea and other OECD countries to suggest policy to improve nurse staffing in Korea. Methods: Data on nurses and nursing graduates from 34 OECD countries in 2015 (or the nearest year) were analyzed. The proportion of practicing nurses among nurses who were licensed to practice and nursing graduates per population and per the number of practicing nurses were examined. Results: The number of practicing nurses per 1,000 population in Korea was 5.9 and, in Korea, only 31.0% of licensed nurses were practicing, whereas the OECD average was 69.5%. Korea had the highest number of nursing graduates (109.0) per 100,000 population and the highest number of nursing graduates (183.5) per 1,000 practicing nurses in the OECD countries. Skill-mix analysis indicated that 52.2% of the practicing nurses in Korea were professional practicing nurses, which was the second-lowest among the OECD countries. The ratio of nurses' wages to those of physician specialists was 0.43 in the OECD countries. Conclusion: Nurse staffing and skill-mix in Korea were very low in comparison to other OECD countries. Policies for retention of nurses via improved working conditions are required.

• 한국간호교육학회지
• /
• 제22권1호
• /
• pp.5-13
• /
• 2016

Purpose: The purpose of this study is to provide essential resources on various evaluation strategies by identifying relationships between professor-evaluation, peer-evaluation, and self-evaluation of the core basic nursing skills in nursing students. Methods: Forty third-year nursing students who participated in core basic nursing skills were given the same checklist that was used for assessment by the examiners. Then, the scores of the professor and the students were compared and analyzed with SPSS/WIN 18.0. Results: The scores of the student peer (178.54) and student self-evaluation(177.74) was significantly higher than the scores of professor-evaluation (172.05),(F=5.03, p=.008). There was a significant, positive correlation between the professor-evaluation and the student-peer-evaluation in skill-scores(r=.47, p=.002) and attitude-scores(r=.52, p<.001). In addition, the professor-evaluation and the self-evaluation each showed a significant, positive correlation in skill-scores(r=.61, p<.001) and attitude-scores(r=.36, p=.023). Conclusion: The study result indicates that in order to expand the evaluation method, the professor evaluation, as well as the student self and the peer evaluation, will contribute to improve the educational achievement of learners.

• 간호행정학회지
• /
• 제14권4호
• /
• pp.387-395
• /
• 2008

Purpose: The purpose of this study was to evaluate the educational outcome of applied integrated curriculum in a nursing college. In order to evaluate the educational outcome students' ability was surveyed for the four main elements of the curriculum. Four main elements were ability in application of nursing process, communication skill, critical thinking disposition, and competence in nursing profession. Method: The subjects were 97 nursing students who had been educated by the integrated curriculum for 4 years. Data were collected using self-report questionnaire on Dec. 6, 2006, and analyzed by using ANOVA, t-test, and pearson correlation coefficient. Result: The mean score of ability in application of nursing process was 3.78/5.00, communication skill was 3.98/5.00, critical thinking disposition was 3.73/5.00, and competence in nursing profession was 4.04/5.00. There was a significant correlation between four main elements of the curriculum. There was a significant difference in students' level of ability according to subjects' evaluation to the curriculum. Conclusion: The study results suggested that review and supplementation of the integrated curriculum. And further study on the educational outcome in order to upgrade the curriculum are needed.

• 성인간호학회지
• /
• 제21권1호
• /
• pp.117-128
• /
• 2009

Purpose: The purposes of this study were as follows; 1) To review the definitions of critical thinking from various perspectives, 2) To examine the critical thinking measurements throughout nursing research, and 3) To review the nursing studies with regard to critical thinking. Methods: This study was a literature review with regard to the critical thinking in nursing in aspects of conceptual meaning, measurements, and research. Results: The definition of critical thinking in nursing included decision making in clinical setting, inference with logical construct to increase nursing quality, interpretation in the context, and evaluation. The critical thinking was a core concept, which meant not only simple nursing process, but included decision making ability. The critical thinking has been conceptualized by both critical thinking disposition and skill. However, there was no nursing specified critical thinking measurement. Critical thinking research has been conducted to describe critical thinking disposition and critical thinking, to determine relationships between critical thinking and clinical competency, and to evaluate the effectiveness of educational programs. Conclusion: The instruments for measuring critical thinking disposition and skill that contain cultural difference and clinical specificity need to be developed to measure critical thinking and increase it.

• 가정∙방문간호학회지
• /
• 제23권2호
• /
• pp.186-194
• /
• 2016

Purpose: The purpose of this study was to evaluate the effects of standardized patient simulation on nursing students' communication skills, problem-solving skills, critical thinking dispositions, and clinical competency. Methods: A one-group pretest-posttest design was used. Data were collected from a convenient sample of 47 junior nursing students at W University. Scenarios to train SP and checklists to evaluate the students''competence were developed by our research team. The collected data were analyzed with descriptive analysis t-test, Pearson's Correlation Coefficient and Cronbach's ${\alpha}$ using SPSS WIN 21.0 Program. Results: The simulation practicum using a standardized patient was conducted based on four steps, namely, selections of scenario modules, standard patient training, implementation, and evaluation. The differences between the pre and post-test scores of problem-solving skills(t=-2.94, p=.005) and clinical competency(t=-2.84, p=.007) were statistically significant. But communication skill(t=-.32, p=.747) and critical thinking(t=-.68, p=.498) was not different in group. Conclusion: Standardized patient simulation in nursing education may be useful the improvement of problem-solving skills and clinical competency.

• 한국산학기술학회논문지
• /
• 제14권6호
• /
• pp.2945-2957
• /
• 2013

본 연구는 상급종합병원간호사의 비판적사고, 간호조직문화 유형, 근거기반실무 준비도를 파악하고, 근거기반실무 준비도(지식/기술, 태도, 조직의 지원)에 영향을 미치는 요인을 규명하기 위한 서술적 조사연구이다. 자료는 2013년 3월 21일부터 3월 28일까지 2개 상급종합병원에서 근무하는 간호사 160명을 대상으로 조사하였다. 수집된 자료는 t-test, ANOVA, 상관분석, 회귀분석으로 검정하였으며, 모든 검정의 유의수준은 p<.05이었다. 근거기반실무지식/기술의 영향요인은 비판적사고이었으며 34.7% 예측 설명하였고, 근거기반실무 태도의 영향요인은 근거기반실무지식/기술, 외과병동이었으며 14.2% 예측 설명하였다. 근거기반실무를 위한 조직의 지원에 대한 영향요인은 혁신지향문화, 관계지향문화이었으며 24.6% 예측 설명하였다. 따라서 근거기반실무 도입과 활성화를 위해서 간호부 차원에서의 비판적 사고와 근거기반실무 지식/기술을 높이기 위한 교육프로그램 개발 및 적용과 더불어 간호조직의 문화를 혁신지향문화로 조성하기 위한 체계적 지원구축이 요구된다.

• 한국산학기술학회논문지
• /
• 제16권4호
• /
• pp.2593-2601
• /
• 2015

본 연구는 임상실습 전 간호대학생의 의사소통능력, 의사소통 자기효능감 및 의사소통교육요구도를 파악하기 위한 서술적 조사연구이다. 연구대상은 K시에 소재한 4년제 간호대학생 206명을 대상으로 설문조사를 실시하였으며, 수집된 자료는 SPSS 20.0을 이용하여 서술적 통계, t-test, ANOVA, Pearson's correlation coefficient로 분석하였다. 의사소통교육요구도 조사결과 대부분의 간호대학생(172명, 83.5%)은 임상실습 전 의사소통교육이 필요하다고 하였고, 역할극 형태의 수행중심의 의사소통교육을 선호하는 것으로 나타났다. 또한 간호대학생의 언어적 의사소통능력과 의사소통 자기효능감(r=.408, p<.001), 비언어적 의사소통능력과 의사소통 자기효능감(r=.327, p<.001) 모두 유의한 양의 상관관계를 나타냈다. 본 연구를 통해 임상실습 전 간호대학생의 대상자와의 긍정적인 관계형성을 위한 의사소통증진프로그램 개발의 기초를 제공할 수 있을 것으로 생각된다.