• Journal of Korean Academy of Fundamentals of Nursing
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• v.24 no.2
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• pp.128-137
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• 2017

Purpose: This study was conducted to investigate the effects of core basic nursing education using cellular phone video recordings on self-confidence in performance, achievement, and practice satisfaction. Methods: The research design was a nonequivalent control group modified and non-synchronized design. The participants were assigned to either the experimental (n=60) or control group (n=67). During one semester, the experimental group received training for 10 selected core basic nursing skills using cellular phone video recording. The control group, also for one semester, received training with traditional practices. Self-confidence in performance and practice satisfaction were measured using a questionnaire, and achievement was evaluated by professors at the conclusion of the semester. Collected data were analyzed using t-test and Pearson correlation coefficients. Results: Self-confidence in performance increased significantly after training in the experimental group (t=7.94, p<.001). The experimental group showed significantly higher self-confidence in performance (t=2.39, p=.018) and achievement (t=2.40, p=.018) compared to the control group. However, the difference in practice satisfaction was not statistically significant. Conclusion: The results indicate that cellular phone video recording is effective in improving self-confidence in performance and achievement of core basic nursing skills.

• Korean Journal of Human Ecology
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• v.23 no.2
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• pp.293-302
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• 2014

The purpose of this study was to examine the effect of traditional fairy tales verbal expression education on 3-year-old children's social skills. The subjects of this study were 50 3-year-old children at four different private daycare centers in the Kyungnam province. 25 preschoolers were selected as an experimental group, and the others were selected as a control group. The collected data were analyzed by the statistical package SPSS by t- test, MANOVA and ANOVA. The findings of the study were as follows: First, differences between the experimental group and the control group in social skills were significant. There were differences between the experimental group and the control group in problem solving and self-confidence. There was no difference in emotional expression and sense of order. Second, the Cohen's effect size shows that traditional fairy tales verbal expression education effects children's problem solving and self-confidence.

• Journal of Korean Academy of Nursing Administration
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• v.21 no.4
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• pp.393-404
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• 2015

Purpose: This study was done to identify the effects of the Korean Enneagram program on college nursing students' ego-identity, interpersonal relationships and self-leadership. Methods: A nonequivalent control group pre-posttest design was used. Twenty-nine students were in the experimental group receiving the Korean Enneagram program, and 28 were in the control group with no treatment. Results: 'The experimental group will show higher scores for ego-identity (t=3.97, p<.001), interpersonal relationship (t=3.26, p=.002) and self-leadership (t=2.91, p=.007) compared to the control group 8 weeks after the program finished' was supported by significant differences in the scores between the two groups. Conclusion: The findings indicate that the Korean Enneagram Program has a significant effect on improving ego-identity, interpersonal skills and self-leadership in nursing college students and the program can be used as a tool to promote the ego-identity, interpersonal skills and self-leadership of nursing students.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.330-338
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• 2017

The purpose of this study is to examine the effect of blended learning approach on academic achievement and self directed learning skills of nursing undergraduate students. This experimental study is designed for a nonequivalent control group. The number of subjects in this research consists of 145, where 75 of the experimental group participated in blended learning program and 70 of the control group didn't do. The data was analyzed by $x^2$-test, Fisher's exact test, t-test and paired t-test. The effects of blended learning approach on learning outcomes in women's health nursing are as follows : The academic achievement of the experimental group has been more elevated than that of the control group on final examination. The experimental group has made increase in self directed learning skills. The blended learning approach on learning outcomes in nursing major are effective. This study has significant implication in that it identified the availability of the blended learning program and that it would be a useful teaching and learning method to achieve learning outcomes.

• Journal of the Korea Convergence Society
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• v.8 no.6
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• pp.349-358
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• 2017

In this study, 109 athletes participating in the national fencing Epee competitions in 2017 were sampled. The purpose of this study was to investigate the effect of achievement goal orientation and self - management on psychological skills of fencing Epee athletes. The research tools used to achieve these research objectives are psychological techniques developed by Kim, Byung - joon (2001), a sports achievement goal orientation test paper, and an athlete self - management questionnaire developed by Huh Jung - hoon (2001) I used the questionnaires. The results obtained were analyzed by SPSS 22.0 program, test validity and reliability test, frequency analysis, Pearson 's correlation analysis and multiple regression analysis. First, task orientation and interpersonal management, mental management, self - orientation and training management, interpersonal management, mental management, team harmony, body management and anxiety control, mental management and team harmony have significant correlations. The relationship between goal orientation, self - management, and psychological skills was found to be correlated. Second, to analyze the effect of achievement goal orientation and self-management on psychological skills, multiple regression analysis showed that there was no statistically significant effect but the subordinate had a partial effect.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.24 no.3
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• pp.181-188
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• 2017

Purpose: Competency in physical assessment is an important component of nursing practice. However, some physical assessment skills are not being utilized within the current teacher-centered, content-heavy curriculum. This study was conducted to identify the effects of student-centered, self-directed learning in the physical assessment class. Methods: An experimental study with a post-test only control group design was used to compare an intervention group that was provided self-directed learning classes and a control group that was provided traditional lecture and practice classes. Competency in physical assessment, academic self-confidence, and learning satisfaction were evaluated. Collected data were analyzed using $x^2$-test (Fisher's exact test) and independent t-test. Results: Competency in physical assessment was significantly higher in the experimental group. However, academic self-confidence and learning satisfaction were not significantly different between the groups. Conclusion: The findings in this study indicate that self-directed learning can improve nursing students competency in physical assessment and that self-directed learning is a good education method to improve nursing students' competency in physical assessment during clinical practice and perform quality patient care by making active use of physical assessment skills.

• Journal of Korean Academy of Nursing
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• v.46 no.3
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• pp.463-474
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• 2016

Purpose: For cardiovascular patients, family caregivers play a vital role in daily nursing and cardiac emergencies. This study aimed to evaluate the effect of patient-centered CPR education (PCE) for family caregivers of patients with cardiovascular diseases. Methods: Fifty-four participants were randomly assigned to the PCE or control group. The PCE group received tailored counseling on overall cardiovascular disease information and CPR followed by interactive instructor-guided CPR training and re-education follow-up by telephone 2 weeks later. The control group received only video-based CPR self-education and booklets. Cardiovascular disease and CPR knowledge and self-efficacy were measured before (pre-test), immediately after (post-test 1), and 4 weeks after the PCE (post-test 2). CPR skills and performance were measured pre-test and at post-test1. Results: The PCE group demonstrated significant improvements in knowledge (F=91.09, p<.001), self-efficacy (F=15.19, p<.001) and CPR skills and performance (F=8.10, p=.008), as well as significant differences over time (knowledge: F=364.25, p<.001; self-efficacy: F=1162.28, p<.001; CPR skills and performance: F=1798.81, p<.001). There were significant group-by-time interactions for knowledge (F=8.10, p=.001), self-efficacy (F=4.30, p =.019) and CPR skills and performance (F=4.81, p=.036) by repeated measures ANOVA. Conclusion: This is the first study to demonstrate the effects of a patient-centered intervention with CPR education tailored for patients' and family caregivers' preferences, needs, and lifestyles. The results of this study encourage the use of tailored, patient-centered interventions in cardiovascular nursing practice.

• Journal of Korean Academy of Nursing
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• v.50 no.4
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• pp.599-610
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• 2020

Purpose: The present study was conducted to develop the Life Respect Enhancement Program and test its effectiveness on suicide knowledge, suicide intervention skills, self-efficacy in suicide prevention, and gatekeeper behaviors among nursing officers. Methods: The program was developed according to the ADDIE model and finalized after practical need analysis, expert verification, and a preliminary study. The present study used a concurrent embedded mixed-method research design. To compare the effects of the Program and the control group on the outcome variables, a quantitative study was conducted using a nonequivalent control group with a pretest-posttest design. Quantitative data were analyzed using χ²-tests, t-tests, and RM-ANOVA. A qualitative study was conducted using FGI with six members of the experimental group 3 months after intervention completion. Results: In total, 56 nursing officers participated in the 3-month follow-up test. Compared to the control group, the experimental group showed significant improvements in suicide knowledge, suicide intervention skills, and self-efficacy in suicide prevention scores at post-test. The significant group differences in suicide knowledge and suicide intervention skills were maintained at 3 months. The gatekeeper behavior scores of the experimental group were also significantly higher than those of the control group at 3 months. Qualitative analysis of the participants' experiences with the Program yielded two themes and seven sub-themes. Conclusion: The newly developed Life Respect Enhancement Program demonstrates significant effects on suicide knowledge, suicide intervention skills, and gatekeeper behaviors. Thus, this program is recommended to promote suicide prevention competencies among nursing officers in military clinical settings.

• Korean Journal of Adult Nursing
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• v.21 no.5
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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.

• Women's Health Nursing
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• v.24 no.2
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• pp.150-162
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• 2018

Purpose: To identify the effects of delivery-nursing simulation education using team-based learning on the delivery nursing knowledge, self-efficacy, and clinical competence of nursing students. Methods: The study used a nonequivalent, control group, quasi-experimental design. The team-based learning was applied to the experimental group, while the individual learning was applied to the control group. Data were collected from October 12 to December 7, 2016, and analyzed using the SPSS/WIN 22.0 program. Results: Comparison between the experimental and control group showed no significant difference in delivery-nursing knowledge (t=-0.33, p=.741) or self-efficacy (t=-0.65, p=.515). However, a significant difference (t=-2.09, p=.048) in the nursing-skills aspect of clinical competence was found between the experimental and control groups after the practical simulation education. Conclusion: Delivery-nursing simulation education using team-based learning was more effective in improving the nursing-skills aspect of nursing competence than was delivery-nursing simulation education based on individual learning.