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Purpose: The purpose of this study was to investigate autonomy, teaching effectiveness, and clinical practice satisfaction for fundamentals nursing clinical practice in student nurses. Method: The participants were 244 sophomores, who had done the practice for 8 weeks from June 17 ~ August 23, 2005. Autonomy the Caring Perspective(ACP) devised by Boughn(1995) was used to measure autonomy, Instrument to Measure Effectiveness of Clinical Instructor(IMECL) by Reeve(1994) for measuring teaching effectiveness, and an instrument by Moon(2002) for measuring satisfaction. Results: After practice, the role model was seen as rich in knowledge and experience(48.77%). Desirable categories for instructor were full-time professors with a practice background and head nurses(31.97%)). Average score for autonomy was 3.71(±.33), for teaching effectiveness, 3.67(±.48) and for satisfaction 3.51(±.38). Autonomy scores were high for students satisfied with their major(F=5.23,p=.006), and interested in practice(F=4.38,p=.014). Teaching effectiveness scores were high for students satisfied with practice(F=2.57,p=.038). Clinical practice satisfaction scores were high for students interested in practice(F=5.01,p=.007). Relationships between autonomy and teaching effectiveness (r=.174,p=.006), and between teaching effectiveness and satisfaction showed a positive correlation(r=.632,p=.000). Conclusion: Interest in clinical practice courses in first year affect autonomy, teaching effectiveness and satisfaction.
Purpose: The purpose of this study was to investigate the relationship among self-efficacy, satisfaction with practice and fundamentals of nursing practicum in student nurses. Method: The participants were 185 first year students at K College of Nursing in Jeonbuk Province who were taking a practicum for Fundamentals of Nursing and agreed to participate in the study. Data collection was done from November 19 to 30, 2007. The instrument for data collection was a questionnaire on self-efficacy, satisfaction with practice and fundamentals of nursing practicum. Data were analyzed by SPSS-PC ver 12.0. Results: Self-efficacy and fundamentals of nursing practicum were significantly different depending on satisfaction with major and school life. Satisfaction with practice was significantly different depending on relationship with schoolmates and school life. Self-efficacy showed a significantly positive correlation with satisfaction with practice and fundamentals of nursing practicum. Also, satisfaction with practice showed a significantly positive correlation with fundamentals of nursing practicum. Conclusion: This study suggests that self-efficacy helps student nurses to plan a self-directed nursing performance, improves their ability to solve problems and helps to perform fundamentals of nursing practicum well.
Purpose: This research was conducted to identify major factors that influence competency for nursing students in basic nursing skills. Method: Data were collected by questionnaires from 290 first year students in one college of nursing. The instrument tools included motivation for admission to nursing, concern about fundamentals of nursing, perceived importance of fundamentals of nursing, level of active participation in fundamentals of nursing, number of times to use open Lab, Lab class satisfaction, self-efficacy, self-evaluation and student attitude. Results: There was no significant correlation between competency in basic nursing skills and motivation for admission to nursing, concern about fundamentals of nursing, perceived importance of fundamentals of nursing, or number of times to use open Lab. Competency in basic nursing skill in these students showed a significantly positive correlation to Lab class satisfaction, self-efficacy, self-evaluation, student attitude and level of active participation in fundamentals of nursing. The major factors that influenced competency in basic nursing skills for nursing students were student attitude, self-efficacy and number of times to use open Lab. These factors explained 15.5% of the variance in competency. Conclusion: Basic nursing skill practice education programs should be developed to improve self-efficacy and active participation.
Purpose: Objectives of this study were to identify and describe cultural meaning for nursing students in the class in fundamental nursing practice. Methods: Data were collected from November 2016 to May 2017 included focus group interviews and participants observation. The key informants in this study included 23 nursing students divided into 3 focus groups who had taken the course in fundamental nursing practice in university U and university S in Kyungpook, and university D in Jeonnam. Interviews continued until no new information could be identified from transcripts. Data were analyzed using the taxonomic analysis method developed by Spradley. Results: Based on the data acquired from the interviews, cultural domains in the class “fundamental nursing practice” were classified as ‘community oriented activities', ‘learning and playing space', ‘relationship of difference and discrimination', ‘time for present and future'. Conclusion: The culture in the class “fundamental nursing practice” could be summarized as ‘non-standardized learning with team dynamics'. Also nursing students learned about a small society whose members are becoming nurses. Results indicate that it is critical for professors to understand students' values, beliefs and their attitude in order to aid in adjustment to class.
Purpose: This study was conducted to design and implement a fundamental nursing practice based on flipped learning and to examine the effects. Methods: Participants were 57 students who were taking the fundamental nursing practice course at D university in N city. The study included processes of instructional design, action/effects and reflection. Data were analyzed using paired t-test with the SPSS/WIN 23.0. Results: In the instructional design stage, the class consisted of 3 parts: outside class (pre-learning), inside class (assessment, collaborative practice, peer review, reflection), after-class (self-directed practice, feedback). In the action/effects stage, the flipped learning was applied for 15 weeks according to the instructional design and then the effects of flipped learning were evaluated. Students showed a significant improvement in self-directed learning ability (t=-3.56, p=.001) and critical thinking disposition after the class (t=-3.72, p<.001). Finally, in the reflection stage, the researchers examined whether the four pillars of flipped learning occurred. Conclusion: Findings indicate that flipped learning applied in fundamental nursing practice is effective in improving self-directed learning ability and critical thinking disposition. The action research method was a useful way to foster professor's educational competency as well as to verify effects of a new nursing education method.
Purpose: The purpose of this study was to improve the quality of fundamental nursing practice course. Methods: Participants were 132 students who took the fundamental nursing practice course at D university in N city. The study included processes of planning, action, observation, and reflection. Quantitative data were analyzed using SPSS 20.0 program and qualitative data were evaluated through content analysis. Results: The 12-step designing college courses model by Fink was applied in the planning. In the acting stage, the course was conducted according to the instruction in designing the course, students wrote reflective journals and the professor gave feedback to the reflective journal and the class observation journal was used for lessons. In the observation stage, the course evaluation was surveyed and analyzed, evaluations were positive with 47.1% of students positively evaluating the teaching strategy. In the reflecting stage, outcomes in course improvement were reflected on and, the number of students at the lower level-of-achievement decreased. Conclusion: Action research was a useful research method that could capture the quality improvement process in college courses. Expression of effort and passion to improve quality of education through action research in various ways and to share quality improvement strategies for nursing education are important.
Purpose: The purpose of this study was to identify self-efficacy, disposition to critical thinking and level of nursing competency in new nurses and to exam the correlation among these variables. Method: The sample was composed of 286 new nurses who had worked at E hospital for 1 year. Descriptive and correlation analysis using the SPSS program were used to analyze the data. Results: The mean score for self-efficacy was 67.10, disposition to critical thinking, 3.01 and nursing competency, 3.02. There were significant differences in scores for 3 variables between nurses with College degrees and nurses with Baccalaureate degrees. There was a significant positive correlation between disposition to critical thinking and nursing competency scores. Couclusion: Further study of the various components that influence nursing competency is necessary. Also based on the disposition to critical thinking, there is a need to develop education programs to strengthen curiosity and other related variables. The results of this study confirmed the necessity of developing a clinical model of nursing competency ability.