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Research Paper
- Influence of Learning Presence of Non-Face-to-Face Class Experience in Nursing Students on Academic Achievement: Mediating Effect of Learning Flow and Moderated Mediation of Digital Literacy
- Ryu, Eui Jeong , Jang, Keum Seong , Kim, Eun A
- J Korean Acad Nurs 2022;52(3):278-290. Published online June 30, 2022
- DOI: https://doi.org/10.4040/jkan.21241
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Abstract
PDF - Purpose
This study aimed to identify the mediating effect of learning flow and the moderated mediation effect of digital literacy on the effect of the learning presence of non-face-to-face class experience in nursing students on academic achievement.
Methods
Participants were 272 nursing students from six universities in two different cities. A self-report questionnaire was used to measure learning presence, learning flow, digital literacy, and academic achievement. Analysis was performed using SPSS 26.0 and SPSS PROCESS Macro (4.0).
Results
The mediating effect of learning flow on the effect of learning presence on academic achievement was 0.42, and the moderated mediation index of digital literacy was 0.17. Learning flow showed a mediating effect on the relationship between learning presence and academic achievement. Digital literacy had a moderated mediation effect on the relationship between learning presence and academic achievement that was mediated by learning flow.
Conclusion
The intensity of the mediating effect of nursing students’ learning presence on academic achievement through learning flow increases as the level of digital literacy increases. These results suggest that educational programs considering the level of learning presence, learning flow, and digital literacy are required to promote the academic achievement of nursing college students. -
Citations
Citations to this article as recorded by
- Study on the Attitudes toward Artificial Intelligence and Digital Literacy of Dental Hygiene Students
Seon-Ju Sim, Ji-Hye Kim, Min-Hee Hong, Su-Min Hong, Myung-Jin Lee
Journal of Dental Hygiene Science.2024; 24(3): 171. CrossRef - The influence of e-learning digital literacy on cognitive flexibility and learning flow in nursing students
Jeongim Lee, Su Ol Kim
Journal of Korean Biological Nursing Science.2023; 25(2): 87. CrossRef - The Impact of Self-Efficacy on Nurses’ Well-Being: Does Digital Competence Matter?
Yali Li, Qi Jing, Taiwen Feng, Xiaoling Yang
Journal of Korean Academy of Nursing.2023; 53(4): 385. CrossRef - Relationship between learning flow and academic performance among students: a systematic evaluation and meta-analysis
Zhang Jinmin, Fang Qi
Frontiers in Psychology.2023;[Epub] CrossRef
- Study on the Attitudes toward Artificial Intelligence and Digital Literacy of Dental Hygiene Students
- 596 View
- 40 Download
- 4 Web of Science
- 4 Crossref
Original Articles
- A Comparative Study on Learning Outcomes according to the Integration Sequences of S-PBL in Nursing Students: Randomized Crossover Design
- So Young Yun, Ja Yun Choi
- J Korean Acad Nurs 2019;49(1):92-103. Published online February 28, 2019
- DOI: https://doi.org/10.4040/jkan.2019.49.1.92
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Abstract
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Purpose This study aimed to compare the effects of simulation integrated with problem based learning (S-PBL) according to the sequences of problem-based learning (PBL) and high fidelity simulation training (HFS) on knowledge, clinical performance, clinical judgment, self-confidence, and satisfaction in fourth-grade nursing students.
Methods In this randomized crossover design study, four S-PBLs on medical-surgical nursing were applied alternatively to two randomly-assigned groups of 26 senior nursing students for 8 weeks. The collected data were analyzed using an independent t-test.
Results The method of administering PBL prior to HFS led to significantly higher scores on knowledge (t=2.28,
p =.025) as compared to the method of administering HFS prior to PBL. However, the latter method led to significantly higher scores on clinical performance (t=−6.49,p <.001) and clinical judgment (t=−4.71,p <.001) as compared to the method of administering PBL prior to HFS. There were no differences in the effect of the two methods on self-confidence (t=1.53,p =.128) and satisfaction (t=1.28,p =.202).Conclusion The integration sequences of S-PBL was associated with different learning outcomes. Therefore, when implementing S-PBL, it is necessary to consider the educational goal to executes an appropriate sequence of integration.
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Citations
Citations to this article as recorded by- Effectiveness of the Patient’s Severity Classification Competency Promotion Virtual Reality Program of Nursing Students during the COVID-19 Pandemic Period
Eunju Lee, Gyuli Baek, Yeonhui Hwang
Healthcare.2023; 11(8): 1122. CrossRef - The Effect of Mixed Reality-based HoloPatient in Problem-based Learning Contexts
Yun Kang, Insook Lee
Clinical Simulation in Nursing.2023; 82: 101438. CrossRef - A Literature Review of Simulation-Based Nursing Education in Korea
Sumee Oh, Jungmin Park
Nursing Reports.2023; 13(1): 506. CrossRef - The Effects of Sequencing Strategies in Teaching Methods on Nursing Students’ Knowledge Acquisition and Knowledge Retention
Wei-Ting Lin, Ching-Yun Yu, Fan-Hao Chou, Shu-Yuan Lin, Bih-O. Lee
Healthcare.2022; 10(3): 430. CrossRef - Learning effects of virtual versus high-fidelity simulations in nursing students: a crossover comparison
SoMi Park, Hea Kung Hur, ChaeWeon Chung
BMC Nursing.2022;[Epub] CrossRef - The intervention effect of a nursing-media studies convergence problem-based learning (PBL) program to improve nurses’ public image: Changed perceptions of program participants and students attended a PBL presentation
Seungchul Yoo, Seungmi Kang, Jooyeon Ryu
The Journal of Korean Academic Society of Nursing Education.2021; 27(1): 59. CrossRef - Comparison of Learning Transfer Using Simulation Problem-Based Learning and Demonstration: An Application of Papanicolaou Smear Nursing Education
Jeongim Lee, Hae Kyoung Son
International Journal of Environmental Research and Public Health.2021; 18(4): 1765. CrossRef - Effects of S-PBL in Maternity Nursing Clinical Practicum on Learning Attitude, Metacognition, and Critical Thinking in Nursing Students: A Quasi-Experimental Design
Hae Kyoung Son
International Journal of Environmental Research and Public Health.2020; 17(21): 7866. CrossRef - Comparison of Neck Pain, Shoulder Pain, and Comfort between Buckwheat and Latex Pillows
Ji-Soo Lee, Soo-Kyoung Lee
Korean Journal of Health Promotion.2019; 19(2): 107. CrossRef
- Effectiveness of the Patient’s Severity Classification Competency Promotion Virtual Reality Program of Nursing Students during the COVID-19 Pandemic Period
- 369 View
- 10 Download
- 8 Web of Science
- 9 Crossref
- Validity and Reliability of the Korean Version Scale of the Clinical Learning Environment, Supervision and Nurse Teacher Evaluation Scale (CLES+T)
- Sun-Hee Kim, So Yeon Yoo, Yae Young Kim
- J Korean Acad Nurs 2018;48(1):70-84. Published online January 15, 2018
- DOI: https://doi.org/10.4040/jkan.2018.48.1.70
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Abstract
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Abstract Purpose This study was conducted to evaluate the validity and reliability of the Korean version of the clinical learning environment, supervision and nurse teacher evaluation scale (CLES+T) that measures the clinical learning environment and the conditions associated with supervision and nurse teachers.
Methods The English CLES+T was translated into Korean with forward and back translation. Survey data were collected from 434 nursing students who had more than four days of clinical practice in Korean hospitals. Internal consistency reliability and construct validity using confirmatory and exploratory factor analysis were conducted. SPSS 20.0 and AMOS 22.0 programs were used for data analysis.
Results The exploratory factor analysis revealed seven factors for the thirty three-item scale. Confirmatory factor analysis supported good convergent and discriminant validities. The Cronbach's alpha for the overall scale was .94 and for the seven subscales ranged from .78 to .94.
Conclusion The findings suggest that the 33-items Korean CLES+T is an appropriate instrument to measure Korean nursing students'clinical learning environment with good validity and reliability.
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Citations
Citations to this article as recorded by- Research progress of measuring tools for nursing students’ clinical learning environment
Yun Xu, Qing Wang, Qi Wei
Frontiers in Medicine.2025;[Epub] CrossRef - Development of the Hybrid Clinical Practicum Environment Scale for Nursing Students
Seoyoung Yoon, Hye-Ah Yeom
Journal of Korean Academy of Nursing.2024; 54(3): 340. CrossRef - Personal Factors and Clinical Learning Environment as Predictors of Nursing Students' Readiness for Practice: A Structural Equation Modeling Analysis
Taewha Lee, Su Jeong Lee, Yea Seul Yoon, Hyunju Ji, Sookhee Yoon, SangA Lee, Yoonjung Ji
Asian Nursing Research.2023; 17(1): 44. CrossRef - Clinical learning environment, supervision and nurse teacher (CLES+T) scale: Translation and validation of the Arabic version
Khadija Guejdad, Ali Ikrou, Camilla Strandell-Laine, Redouane Abouqal, Jihane Belayachi
Nurse Education in Practice.2022; 63: 103374. CrossRef - The clinical learning environment, supervision and future intention to work as a nurse in nursing students: a cross-sectional and descriptive study
Juxia Zhang, Linda Shields, Bin Ma, Yuhuan Yin, Jiancheng Wang, Rong Zhang, Xueke Hui
BMC Medical Education.2022;[Epub] CrossRef - Validation of the Korean Version of the Nursing Profession Self-Efficacy Scale: A Methodological Study
Jina Oh, Haeryun Cho, Yae Young Kim, So Yeon Yoo
International Journal of Environmental Research and Public Health.2021; 18(3): 1080. CrossRef - Are Traditional and Simulated Clinical Environments Meeting Nursing Students’ Learning Needs?
Kim Leighton, Suzan Kardong-Edgren, Gregory E. Gilbert
Clinical Simulation in Nursing.2021; 59: 85. CrossRef - Clinical learning environment, supervision and nurse teacher scale (CLES+T): Psychometric evaluation of the Chinese version
Rong Zhao, Lu Xiao, Roger Watson, Yanhua Chen
Nurse Education Today.2021; 106: 105058. CrossRef - Testing the measurement invariance of the Korean clinical learning environment, supervision and nurse teacher (CLES+t) scale
Sun-Hee Kim, Yae Young Kim, So Yeon Yoo
Nurse Education Today.2021; 107: 105140. CrossRef - Exploratory Factor Analysis of the Indonesian Version of the Clinical Learning Environment, Supervision, and Nurse Teacher Scale (CLES + T)
Christine L. Sommers, Ian Ruddy Mambu, Lisa McKenna, Sonia Reisenhofer, Julie McCaughan
Journal of Nursing Measurement.2021; 29(1): E39. CrossRef - The Clinical Learning Environment, Supervision and the Nurse Teacher Evaluation Scale: Turkish Version
Emine Iyigun, Sevinc Tastan, Hatice Ayhan, Berrin Pazar, Yasemin Eda Tekin, Halise Coskun, Mikko Saarikoski
International Journal of Nursing Practice.2020;[Epub] CrossRef - Structural Model of Professional Socialization of Nursing Students With Clinical Practice Experience
Soo-yeon Kim, Yong Soon Shin
Journal of Nursing Education.2020; 59(3): 133. CrossRef - Validity and Reliability of a Korean Version of Nursing Student Perceptions of Dishonesty Scale
Hee-Yeong Woo, Jeongwon Han
Journal of Korean Academy of Fundamentals of Nursing.2020; 27(2): 176. CrossRef - Nursing Students' Practice Experience on Community Visiting Nursing
Jae-Hyun Ha, Jeong-Hee Park
Journal of Korean Academy of Community Health Nursing.2020; 31(1): 43. CrossRef - The clinical learning environment, supervision and nurse teacher scale (CLES+T): psychometric properties measured in the context of postgraduate nursing education
Dorota Ozga, Aleksandra Gutysz-Wojnicka, Bogumił Lewandowski, Beata Dobrowolska
BMC Nursing.2020;[Epub] CrossRef - Evaluating clinical placements in Saudi Arabia with the CLES+T scale
Norah A. Al-Anazi, Dalyal Alosaimi, Isabelita Pandaan, Denis Anthony, Sue Dyson
Nurse Education in Practice.2019; 39: 11. CrossRef
- Research progress of measuring tools for nursing students’ clinical learning environment
- 523 View
- 20 Download
- 13 Web of Science
- 16 Crossref
- Nursing Student's Methods of Learning
- Myung Ok Lee
- Journal of Korean Academy of Nursing 2000;30(6):1521-1530. Published online March 29, 2017
- DOI: https://doi.org/10.4040/jkan.2000.30.6.1521
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Abstract
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This descriptive study identifies nursing students' methods of studying related to the learning stages, based on a sample of 251 nursing students in a Korean university. The main findings of the study are as follows. The major learning styles of nursing students were accomodation (68.6%), divergen (53.6%), and convergence (38.8%) for the first, second, third, and fourth year group. For all students, the majority (71.3%) showed accomodation or the divergence. The learning styles for grade level were significantly different, (x2=110.021, df=9, p=0.001). The stage of concrete experience was the majority for all of the first year group (51.8%), the second year group (57.1%), and the third year group (61.3%). But, active experimentation (41.9%) was the majority for the fourth year group. Also there were significant differences between the stages of learning by age (x22= 64.391, df=9, p=0.001). The most significant result of the study was the establishment of different modes of learning stages by year, thus supporting the experiential learning theory. The greatest change of style from the first year group to the second year group was reflective observation (7.3%-->12.9%). That from the second year group to the third year group was the abstractive conceptualization (14.3%-->21.3%); and that from the third year group to the fourth year group was active experimentation (12.0%-->41.9%). This reflects the same cycle as indicated by the experimental learning theory of Kolb. According to the study, nursing students' learning stages tended to be more unbalanced as year increases. Therefore this calls for a careful review of the current nursing curriculum.
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Citations
Citations to this article as recorded by- Different outcomes of active and reflective students in problem-based learning
Yera Hur, Sun Kim
Medical Teacher.2007; 29(1): e18. CrossRef
- Different outcomes of active and reflective students in problem-based learning
- 94 View
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- 1 Crossref
- The Development and Effects of WEB Instruction Programs for Drug Abuse Prevention in Korean Adolescents
- Young Sook Min
- Journal of Korean Academy of Nursing 2000;30(4):1055-1065. Published online March 29, 2017
- DOI: https://doi.org/10.4040/jkan.2000.30.4.1055
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Abstract
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The purpose of this study was to develop, through the integration of instructional theory, a Courseware and to investigate the effectiveness of a web-based computer assisted instruction(WBI) program for preventing drug abuse, a serious problem for youth problem. During the first stage of this study done "Drug Abuse Prevention" Courseware was developed based on, Gagn & Brigg's instructional design theory, Keller's ARCS theory and the CAI model of Hannafin & Peck. For the second stage, the courseware was used to provide education for students adolescents in drug abuse prevention. This study used an quasi-experimental, one-group pretest-posttest design with a convenience sample of 36 male high school students who were at one high school located in Seoul. Data were collected using self-reported questionnaires which included a learning achievement tool, the Keller's IMMS (Instructional Material Motivation Survey), on attitudes to drug use, and on responses to the WBI instruction. Prior to the experiment, the "drug abuse prevention" learning method and the procedures of the study were explained to the students, and then the learning achievement of the subjects was measured as a pretest. The students were then given 2 weeks WBI utilizing the courseware. A post-test which included the pre-test learning achievement questionnaire and a survey of learning motivation and attitudes toward drug were given two weeks after the education was completed. The data analysis was done using SPSS/PC. Paired t-test was used to analyze the differences between the pre-test and post-test scores for learning achievement. The results of the analysis are as follows: There were significant differences in learning achievement between the pre-test and post-test(t=-18.62, p=0.000). The hypothesis, that learning achievement will be higher, after the class has used the courseware, than before was supported. The scores for learning motivation and attitudes toward drugs were also higher than the results of existing studies. In conclusion, this study suggests that WBI is an effective learning method in the prevention of drug abuse for adolescents as it can be used for self-learning and repeated learning as assisted instruction. Recommendation would be given that further research needs to be develped in the courseware by cognitive learning style and by multimedia courseware and virtual reality system.
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Citations
Citations to this article as recorded by- Development and Evaluation of a Web-based Education Program for Nursing Students on Control of Vancomycin-resistant Enterococcus Infection
Ju Gong, Ji-Yeon Kang
Journal of Korean Academy of Fundamentals of Nursing.2012; 19(1): 122. CrossRef
- Development and Evaluation of a Web-based Education Program for Nursing Students on Control of Vancomycin-resistant Enterococcus Infection
- 108 View
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- 1 Crossref
- Learning Needs in Patients undergoing Bone Marrow Transplantation
- So Eun Choi
- Journal of Korean Academy of Nursing 2000;30(2):514-525. Published online March 29, 2017
- DOI: https://doi.org/10.4040/jkan.2000.30.2.514
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Abstract
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The active treatment phase in preparation for bone marrow transplantation(BMT) of che- motherapy regimen and total body irradiation (TBI) containing regimen requires considerable teaching. There have been researches that are related to treatment onto BMT patients and to psychological change during BMT process. However, it was hard to find researches focused on learning needs of patients undergoing BMT. The purpose of this study was to provide the basic data for effective educational program about BMT by investigating the learning needs in patients undergoing BMT. The subjects consisted of 90 BMT patients who have been admitted to the department of BMT at three university hospitals. Data were obtained from October 1998 to March 1999 and analyzed by SAS program for unpaired t-test, ANOVA, Duncan test. The results were as follows : 1. Learning needs related to demographic characteristics was identified as below. That of male was higher than that of female. That of under age 29, unmarried, religious and university graduated group was higher than that of opposite group but it didn't show significant difference. Learning needs of group of patients who were employed was significantly higher then that of unemployed patients. 2. According to types of diagnosis, learning needs of myelodysplastic syndrome(MDS) patients was the higher than that of others, but admission frequency was the least. Learning needs of unrelated matched BMT(UBMT) patients was higher than that of autologous BMT patients. However, it didn't show significant difference. With regard to learning needs according to process of BMT, learning needs of Pre- BMT period or Post-BMT period was significantly higher than that of BMT day. 3. Learning needs related to BMT was relatively high (total mean: 3.11 of 4.0). The order of the mean score of leaning needs was shown as follows : Restricted activities after discharge, Relapse symptom, Complications of BMT, Kinds of available drugs at home. Therefore the learning needs that is related to life after discharge and to relapse and complications after BMT was high. 4. Learning needs related to radiation therapy was high (total mean: 3.35 of 4.0). The highest learning needs in radiation therapy items was the Skin care of radiation therapy and Purpose of radiation therapy. 5. Learning needs related to graft versus host disease(GVHD) therapy was high (total mean: 3.55 of 4.0). The highest learning needs in GVHD therapy items was the Preventive method GVHD. As the result above, individualized educational program is required for MDS patients who have less admission frequency and UBMT patients. It is necessary that education for BMT patients should be focused on life after discharge and on relapse and complications after BMT. Especially education for allogeneic BMT patients should be emphasized on GVHD. For all of these, it is necessary to develop systematic and concrete educational program.
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- Development and Evaluation of a PBL-based Continuing Education for Clinical Nurses: A Pilot Study
- Hee Soon Kim, Seon Young Hwang, Eui Geum Oh, Jae Eun Lee
- Journal of Korean Academy of Nursing 2006;36(8):1308-1314. Published online March 28, 2017
- DOI: https://doi.org/10.4040/jkan.2006.36.8.1308
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Abstract
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Purpose The purposes of this study were to develop a PBL program for continuing nurse education and to evaluate the program after its implementation.
Methods The PBL program was developed in the core cardio-pulmonary nursing concepts through a collaborative approach with a nursing school and a hospital. The PBL packages with simulation on ACLS were implemented to 40 clinical nurses. The entire PBL program consisted of six 3-hour weekly classes and was evaluated by the participants' subjective responses.
Results Two PBL packages in cardio-pulmonary system including clinical cases and tutorial guidelines were developed. The 57.5% of the participants responded positively about the use of PBL as continuing nurse education in terms of self-motivated and cooperative learning, whereas 20.0% of the participants answered that the PBL method was not suitable for clinical nurses. Some modifications were suggested in grouping participants and program contents for PBL.
Conclusion The PBL method could be utilized to promote nurses' clinical competencies as well as self-learning abilities. Further research is needed in the implementation strategies of PBL-based continuing education in order to improve its effectiveness.
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Citations
Citations to this article as recorded by- Cultural and Ethical Barriers to Cancer Treatment in Nursing Homes and Educational Strategies: A Scoping Review
Cynthia Filteau, Arnaud Simeone, Christine Ravot, David Dayde, Claire Falandry
Cancers.2021; 13(14): 3514. CrossRef
- Cultural and Ethical Barriers to Cancer Treatment in Nursing Homes and Educational Strategies: A Scoping Review
- 163 View
- 4 Download
- 1 Crossref
- The Effect of Web-based Multimedia Contents for a Course of Physical Examination and Health Assessment
- Pok Ja Oh, Il Ok Kim, Sung Rae Shin, Hoe Kyung Jung
- Journal of Korean Academy of Nursing 2005;35(5):810-816. Published online March 28, 2017
- DOI: https://doi.org/10.4040/jkan.2005.35.5.810
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Abstract
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Purpose This study was to test the effectiveness of Web-based multimedia contents for Physical Examination and Health Assessment on learning achievement.
Method Multimedia contents based on Jung's teaching and learning structure model were used to enhance learning achievement. Learning achievement was measured by the knowledge of Physical Examination and Health Assessment. The participants of this study were students in a BSN and RN-BSN program in a university located in Seoul. 59 students in the experimental group received lectures using web-based multimedia contents and 75 students in the control group received regular lectures.
Results The mean score of the degree of educational achievement in the experimental group(mean=31.09) was significantly higher than in the control group(mean=25.55)(t=-3.883, p=.000).
Conclusion These web-based multimedia contents were found to maximizethe effectiveness of the teaching process when used as a teaching aid, and yet kept the strength of a face to face teaching learning method. This program is recommended as part of a main text, vital teaching aid or cyber lecture materials in nursing schools and in health care educational institutions.
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Citations
Citations to this article as recorded by- The Effect of the Flipped Learning on Self-efficacy, Critical Thinking Disposition, and Communication Competence of Nursing Students
Young-Sil Lee, Young Eun
The Journal of Korean Academic Society of Nursing Education.2016; 22(4): 567. CrossRef - Development and Evaluation of a Web-based Education Program for Nursing Students on Control of Vancomycin-resistant Enterococcus Infection
Ju Gong, Ji-Yeon Kang
Journal of Korean Academy of Fundamentals of Nursing.2012; 19(1): 122. CrossRef - Effect of a Web-enhanced Clinical Practicum on Learning Outcome of Adult Nursing Practicum in Nursing Students
Seon-Young Hwang, Hee-Young Kang, Ja-Yun Choi, Hyang-Sook So
International Journal of Contents.2012; 8(2): 36. CrossRef - Effectiveness of web based learning program on self efficacy, knowledge, and competence in measurement of blood pressure
Sook-Hee Lee
Journal of Korean Academy of Fundamentals of Nursing.2012; 19(1): 66. CrossRef - Development of a Web-based Senescence Preparation Education Program for Successful Aging for Middle-aged Adults
Young-Mi Jung
Journal of Korean Academy of Nursing.2008; 38(6): 831. CrossRef
- The Effect of the Flipped Learning on Self-efficacy, Critical Thinking Disposition, and Communication Competence of Nursing Students
- 107 View
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- 5 Crossref
- Perception about Problem-based Learning in Reflective Journals among Undergraduate Nursing Students
- Seon Young Hwang, Keum Seong Jang
- Journal of Korean Academy of Nursing 2005;35(1):65-76. Published online March 28, 2017
- DOI: https://doi.org/10.4040/jkan.2005.35.1.65
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Abstract
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Objective The aim of this study is to explore the variation in perceptions about problem-based learning(PBL) according to the level of academic achievement and learning attitude in the nursing students of a junior college (3-year program).
Method Students (n=39) learned the respiratory and cardiac system with seven PBL packages and group-based learning for a semester in 2002. Students were asked to write reflective journals that focused on their learning perception after an experience with each learning package. A total of 208 journals were used for analysis.
Result Students positively perceived that PBL making them increase their sense of responsibility for learning and felt satisfaction with the learning process, and had a confidence in the use of clinical nursing interventions. On the other hand, they negatively perceived that PBL was a burden because it took more time than traditional learning tasks, and they experienced an anxiety about regular tests and felt conflicts and diffidences in the learning process. The negative perceptions were expressed more often from students with a low academic achievement and low learning attitude compared to others.
Conclusion Students perceived the PBL as effective in understanding the learning concepts in the clinical practice environment. PBL need to be supplemented by feedback-based lecture and facilitative strategies for academically low-achieved students.
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The Journal of Korean Academic Society of Nursing Education.2020; 26(3): 238. CrossRef - An analysis of medical students’ reflective essays in problem-based learning
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Korean Journal of Medical Education.2018; 30(1): 57. CrossRef - Effect of Team-based Learning using Reflection Journal on Pregnancy Nursing Course for Nursing Students
Jin Young Kim, Mi-Kyoung Lee
Korean Journal of Women Health Nursing.2018; 24(4): 404. CrossRef - Validity and Reliability of the Self-Reflection and Insight Scale for Korean Nursing Students
Mi Ok Song, Heeyoung Kim
Journal of Korean Academy of Fundamentals of Nursing.2018; 25(1): 11. CrossRef - Analysis of Students’ Reflective Journals on Medical Communication Role Plays
Young Jon Kim, Seung Hyun Lee, Hyo Hyun Yoo
Korean Medical Education Review.2017; 19(3): 169. CrossRef - Effects of Writing Reflective Journal on Meta-cognition and Problem Solving Ability in Nursing Students taking a Fundamental Nursing Skills Course Applying Blended Learning
Mi Young Jho
Journal of Korean Academy of Fundamentals of Nursing.2016; 23(4): 430. CrossRef - Class Experience of the Students on 『Pregnancy, Delivery and Puerperium』 Nursing Course through Flipped Learning: Mixed Method Research
Byeongju Lee, Seon Young Hwang
Korean Journal of Women Health Nursing.2016; 22(4): 221. CrossRef - Effects of a Multicultural Education Program on the Cultural Competence, Empathy and Self-efficacy of Nursing Students
Eun-Hee Peek, Chai-Soon Park
Journal of Korean Academy of Nursing.2013; 43(5): 690. CrossRef - Effect of reflective journaling in team learning on the learning motivation of learners
In-Suk Park, Mi-Jeong Kim
Journal of Korean society of Dental Hygiene.2012; 12(5): 849. CrossRef - An evaluation on the implementation of problem-based learning in medical education
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The Journal of Curriculum Studies.2010; 28(2): 225. CrossRef - A comparison of problem-based learning and lecture-based learning in an adult health nursing course
Seon Young Hwang, Mi Ja Kim
Nurse Education Today.2006; 26(4): 315. CrossRef
- The relationship between intrinsic motivation and learning outcomes in problem-based learning
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- The Effects of PBL(Problem-Based Learning) on the Metacognition, Critical Thinking, and Problem Solving Process of Nursing Students
- Heejung Choi
- Journal of Korean Academy of Nursing 2004;34(5):712-721. Published online March 28, 2017
- DOI: https://doi.org/10.4040/jkan.2004.34.5.712
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Abstract
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Purpose This investigation examined the effect of PBL on the meta-cognition, critical thinking, and problem solving process.
Method The research design was pre-posttest with a nonequivalent control group design. Scenarios for PBL sessions were developed on the basis of textbooks and patients' charts and tested for content validity. Seventy six nursing students who took a ‘Nursing Process’ course from two nursing schools participated in the experimental group and control group. The experimental group performed PBL during the semester. Meta-cognition and problem solving processes were assessed by questionnaires which were developed using pedagogics. Critical thinking was measured by the CCTST(California Critical Thinking Skill Test) Form 2000. The data was analyzed by repeated measure (pretest-posttest) MANOVA, and correlation analysis.
Result PBL improved the participants' meta-cognition and problem solving process but not critical thinking. The relationship between meta-cognition and the problem solving process was supported but the relationship between critical thinking and problem solving was not supported.
Conclusion These results suggest that PBL has a positive effect on nursing students' educational outcomes. To improve the problem solving ability of nursing students, PBL should be applied to more subjects in the nursing curriculum.
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Citations
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Shadi Asadzandi, Rita Mojtahedzadeh, Aeen Mohammadi
Iranian Journal of Nursing and Midwifery Research.2022; 27(6): 475. CrossRef - Effects of Problem-Based Learning on the Problem-Solving Ability and Self-Efficacy of Students Majoring in Dental Hygiene
Jin-Sun Choi, Soo-Myoung Bae, Sun-Jung Shin, Bo-Mi Shin, Hyo-Jin Lee
International Journal of Environmental Research and Public Health.2022; 19(12): 7491. CrossRef - Mediating effects of self-directed learning on the relationship between critical thinking and problem-solving in student nurses attending online classes: A cross-sectional descriptive study
Yeoungsuk Song, Yoonmi Lee, Junghoon Lee
Nurse Education Today.2022; 109: 105227. CrossRef - Comparing the Effects of Pure Problem-Based Learning and Hybrid Problem-Based Learning on Metacognitive Awareness in Nursing Students
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Journal of Clinical Care and Skills.2021; 2(3): 113. CrossRef - Literature Review and Meta-Analysis of Problem-Based Learning in Nursing Students
Yeoungsuk Song, Seurk Park
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Nyet Moi Siew, Ruslan Mapeala
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Hyo-Sun Kim, Suk-Jung Han
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Kang-Wook Lee, Jin-Sil Hong, Kee-Wan Chang
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Insook Oh, Jeong-Hee Kim
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Kevin Baird, Rahat Munir
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Myung-Ock Chae
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Hye-Suk Kim, Hae-Ryoung Park, Eun-Hee Park
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Eunyoung Choi, Ruth Lindquist, Yeoungsuk Song
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Mi Young Jho, Myung-Ock Chae
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Won Hee Jun, Eunju Lee
The Journal of the Korea Contents Association.2013; 13(11): 1036. CrossRef - Developing Students’ Critical Thinking Skills by Task-Based Learning in Chemistry Experiment Teaching
Qing Zhou, Qiuyan Huang, Hong Tian
Creative Education.2013; 04(12): 40. CrossRef - The Effects of Problem-Based Learning on Self-Regulated Learning Ability in LIS Education: Based on Cognitive and Motivational Components
Jeong-Mee Lee
Journal of the Korean Society for Library and Information Science.2013; 47(4): 103. CrossRef - Nursing Students' Experiences with Facilitator in Problem-Based Learning Class
Jin Hyang Yang, BokSun Yang
Asian Nursing Research.2013; 7(4): 198. CrossRef - Influence of Nurses' Performance with Critical Thinking and Problem Solving Process
Haeran Choi, Dongsook Cho
Korean Journal of Women Health Nursing.2011; 17(3): 265. CrossRef - Effects of Differences in Problem-Based Learning Course Length on Academic Motivation and Self-Directed Learning Readiness in Medical School Students
So Jung Yune, Sun Ju Im, Sun Hee Lee, Sun Yong Baek, Sang Yeoup Lee
Korean Journal of Medical Education.2010; 22(1): 23. CrossRef - The Effects of Case-Based Learning Using Video on Clinical Decision Making and Learning Motivation in Undergraduate Nursing Students
Moon-Sook Yoo, Jin-Hee Park, Si-Ra Lee
Journal of Korean Academy of Nursing.2010; 40(6): 863. CrossRef - Critical Thinking Disposition and Problem Solving Ability in Nursing Students
Seung-Ae Yang
Journal of Korean Academy of Nursing Administration.2010; 16(4): 389. CrossRef - Factors Influencing Problem Solving Abilities of Freshmen Nursing Students
Yun Min Kim
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Seon Young Hwang, Mi Ja Kim
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- Outcomes of problem-based learning in nurse education: A systematic review and meta-analysis
- 174 View
- 15 Download
- 33 Crossref
- Development and Testing of a Mastery Learning Program of Nursing Skills for Undergraduate Nursing Students
- SoMi Park, Hea Kung Hur, Ki Kyong Kim, Hee-Young Song
- J Korean Acad Nurs 2017;47(4):526-539. Published online January 15, 2017
- DOI: https://doi.org/10.4040/jkan.2017.47.4.526
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Abstract Purpose This study was undertaken to develop and test a mastery learning program of nursing skills for undergraduate nursing students.
Methods In this methodological study, first, the preliminary draft of a mastery learning program to provide training for nursing skills was developed based on Bloom's framework for mastery learning. Second, to test the developed program, a single-blinded, nonequivalent control group non-synchronized study was conducted on 50 senior nursing students in a University selected by convenient sampling. Thirteen students were assigned to a control group; 13, 12, and 13 of them were assigned to intravenous therapy, transfusion, and patient transfer groups, respectively. The achievement levels and performance scores of the selected nursing skills were measured before and after the completion of the program in all the groups. Lastly, the final program was confirmed based on the results of the program testing.
Results Intravenous therapy, transfusion, and patient transfer were selected as essential nursing skills for the program based on the priorities rated by clinical instructors and staff nurses. The achievement levels of selected nursing skills were determined by Angoff scores. After participating in the program, the proportion of passers and performance scores of the nursing skills in the experimental groups were significantly higher than those in the control group. The final program was confirmed which included a diagnostic test, enrichment activities for the passers and three repetitions of corrective activities and formative assessments for non-passers.
Conclusion The results suggest that a mastery learning program for undergraduate students can lead to better improvement and performance of essential nursing skills.
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Sun Kyung Kim, Youngho Lee, Hye Ri Hwang, Oe Nam Kim
Journal of Computer Assisted Learning.2025;[Epub] CrossRef - Effect of Learning Mastery Model in Clinical Education of Nursing Students: A Systematic Review
Negin Masodi Alavi, Neda Mirbagher, Mohammad Aghajani
Development Strategies in Medical Education.2019; 6(2): 50. CrossRef
- Wearable smart glasses for first‐person video analysis to evaluate nursing skills: A pilot study with a mixed method design
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- Effects of Learning Activities on Application of Learning Portfolio in Nursing Management Course
- So Eun Choi, Eun A Kim
- J Korean Acad Nurs 2016;46(1):90-99. Published online February 29, 2016
- DOI: https://doi.org/10.4040/jkan.2016.46.1.90
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Purpose This study was conducted to examine effects of a learning portfolio by identifying the learning of nursing students taking a learning portfolio-utilized nursing management class.
Methods A non-equivalent control group pretest-posttest design was used. Participants were 83 senior students taking the nursing management course in one of the Departments of Nursing at 2 Universities. Experimental group (n=42) received a learning portfolio-utilized nursing management class 15 times over 15 weeks (3 hours weekly). Self-directed learning abilities, approaches to learning and learning flow of the participants were examined with self-report structured questionnaires. Data were collected between September 2 and December 16, 2014, and were analyzed using chi-square test, Fisher's exact test, independent t-test and ANCOVA with SPSS/PC version 21.0.
Results After the intervention the experimental group showed significant increases in self-directed learning abilities, deep approaches to learning and learning flow compared to the control group. However, no significant difference was found between groups for surface approaches to learning.
Conclusion Learning activities using the learning portfolios could be effective in cultivating the learning competency for growth of knowledge, technology and professionalism by increasing personal concentration and organization ability of the nursing students so that they can react to the rapidly changing environment.
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Soonhee Hwang, Keumjin Choi
The Korean Association of General Education.2023; 17(5): 161. CrossRef - Comparison of the effectiveness of the electronic portfolio and online discussion forum methods in teaching professional belonging and ethical behaviors to nursing students: a randomized controlled trial
Reza Baghbani, Mahnaz Rakhshan, Nahid Zarifsanaiey, Reza Nemati, Safieh Daneshi
BMC Medical Education.2022;[Epub] CrossRef - Nursing Students’ Experience of Action Learning in Clinical Practice of Nursing Management
Yong Sook EO, Hae Ok KIM
JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION.2021; 33(5): 1114. CrossRef - Effects of Team-based Problem-based Learning Combined with Smart Education: A Focus on High-risk Newborn Care
Sun-Yi Yang
Child Health Nursing Research.2019; 25(4): 507. CrossRef - Impact of differences in clinical training methods on generic skills development of nursing students: A text mining analysis study
Hyeyong Lee, Rie Shimotakahara, Akimi Fukada, Sumiko Shinbashi, Shigemitsu Ogata
Heliyon.2019; 5(3): e01285. CrossRef - A Literature Review of Research on Action Learning-based Nursing Education in South Korea
Yun-Hee Kim, Hyo-Youn Kim
Journal of Korean Academy of Nursing Administration.2018; 24(1): 73. CrossRef - Japanese Nursing Students' Learning Experience, Self-directed Learning Ability, and Self-efficacy in Nursing Practice Utilizing Portfolios
Hye Young Lee, Rie Shimotakahara, Hye Weon Kim, Shige Mitsu Ogata
Journal of Korean Academic Society of Nursing Education.2017; 23(3): 279. CrossRef
- Effects of Learning Portfolios in General Education Courses on Undergraduates' Self-Regulated Learning Abilities, Ego-Resilience, and Self-Directed Learning Readiness
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- Applying the Flipped Learning Model to an English-Medium Nursing Course
- Heeseung Choi, Jeongeun Kim, Kyung-Sook Bang, Yeon-Hwan Park, Nam-Ju Lee, Chanhee Kim
- J Korean Acad Nurs 2015;45(6):939-948. Published online December 15, 2015
- DOI: https://doi.org/10.4040/jkan.2015.45.6.939
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Abstract Purpose An emerging trend in Asian higher education is English-medium instruction (EMI), which uses English as the primary instructional language. EMI prepares domestic students for international leadership; however, students report difficulty in learning, and educators have raised questions concerning the effectiveness of EMI. The flipped learning model (FLM), in which lecture and homework activities for a course are reversed, was applied to an English-medium course offered by a college of nursing in Korea. The aims of this study were to: 1) revise an existing English-medium nursing course using the FLM; 2) explore students’ learning experiences and their acceptance of the FLM; and 3) identify key factors in the success of FLM.
Methods We used a descriptive, cross-sectional, mixed-methods design and the participants were students at one nursing school in Korea. A series of course development meetings with faculties from the nursing school and the center for teaching and learning were used to develop the course format and content. We conducted course evaluations using the Flipped Course Evaluation Questionnaire with open-ended questions and focus group interviews.
Results Students (N=75) in a 15-week nursing course responded to a survey after completing the course. Among them, seven students participated in one of two focus groups. Overall, students accepted and favored the flipped learning strategy, and indicated that the method enhanced lecture content and their understanding of it. Factors associated with effective instruction included structured monitoring systems and motivational environments.
Conclusion The FLM requires sufficient preparation to facilitate student motivation and maximize learning outcomes.
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Chisom Obi-Jeff, Funmilayo Oguntimehin, Abduljaleel Adejumo, Abdulrahman Ibrahim, Olympus Ade-Banjo, Dan Gadzama, Nicholas Okoli, Chidera Obi, Rachael Olorupo, Ifeyinwa Martins, Amina Usman, Audu Joy, Tanko Chadwafwa, Anthony Onimisi
Global Health: Science and Practice.2024; 12(5): e2300465. CrossRef - Use of the Flipped Education Model in Cardiovascular System Examination
Serpil Topçu, Çağla Toprak
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Merve Ozlu, Filiz Kantek
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Arkers Kwan Ching Wong, Tommy Tsz Man Hung, Jonathan Bayuo, Frances Kam Yuet Wong
BMC Nursing.2023;[Epub] CrossRef - The effect of flipped learning on blood pressure knowledge and self-directed learning skills of first-year nursing students: A randomized controlled trial
Şule Bıyık Bayram, Emel Gülnar, Hüsna Özveren, Nurcan Çalışkan
Nurse Education in Practice.2023; 67: 103557. CrossRef - The Value of Reading Circles in EMI Class: Engagement, Usefulness, and Outcomes
Alin Kang, Yoona Lim, Yvette Denise Murdoch
Sage Open.2023;[Epub] CrossRef - The impact of digital technology on content and language integrated learning in higher education: a systematic review of literature
Tho Vo, Dao Truong, Phong Nguyen
ICTE Conference Proceedings.2023; 3: 137. CrossRef - Ters Yüz Sınıf Öğretim Yönteminin Hemşirelik Eğitiminde Kullanımı
Nesrin OĞURLU
Hemşirelik Bilimi Dergisi.2023; 6(2): 123. CrossRef - Visualizing the ICT-Assisted Flipped Pedagogical Approach in EFL Education
Min Wang, Zhonggen Yu
Journal of Information Technology Research.2022; 15(1): 1. CrossRef - Effects of flipped-learning teaching-learning model for the competencies enhancement on fundamental nursing practice
Ji Won Oak
International Journal of ADVANCED AND APPLIED SCIENCES.2022; 9(7): 113. CrossRef - Effectiveness of flipped classroom teaching models in nursing education: A systematic review
Özkan Özbay, Sevil Çınar
Nurse Education Today.2021; 102: 104922. CrossRef - Evaluating Usability in Blended Learning Programs Within Health Professions Education: a Scoping Review
Anish K. Arora, Charo Rodriguez, Tamara Carver, Matthew Hacker Teper, Laura Rojas-Rozo, Tibor Schuster
Medical Science Educator.2021; 31(3): 1213. CrossRef - Roles and research trends of flipped classrooms in nursing education: a review of academic publications from 2010 to 2017
Ching-Jung Chung, Chiu-Lin Lai, Gwo-Jen Hwang
Interactive Learning Environments.2021; 29(6): 883. CrossRef - Effectiveness of neonatal emergency nursing education through simulation training: Flipped learning based on Tanner’s Clinical Judgement Model
Sun‐Yi Yang
Nursing Open.2021; 8(3): 1314. CrossRef - Nursing students' perception of class immersion facilitators in psychiatric nursing: Team-based learning combined with flipped learning
Hyung-Ran Park, Eunyoung Park
Nurse Education Today.2021; 98: 104653. CrossRef - Designing the Pre-Class and Class to Implement the Flipped Learning Model in a Research Methodology Course
Veronica Pinos-Velez, Karina Quinde-Herrera, Victoria Abril-Ulloa, Blasco Moscoso, Galo Carrion, Jose Urgiles
IEEE Revista Iberoamericana de Tecnologias del Aprendizaje.2020; 15(1): 43. CrossRef - The effects of flipped learning on learning motivation and attitudes in a class of college physical therapy students
Eun Jung Chung, Byoung-Hee Lee
Journal of Problem-Based Learning.2018; 5(1): 29. CrossRef - The flip side of traditional nursing education: A literature review
Maria Ward, Mary C. Knowlton, Candice W. Laney
Nurse Education in Practice.2018; 29: 163. CrossRef - Effects of flipped learning on approaches to learning of medical students
시지현
The Korean Journal of Educational Methodology Studies.2017; 29(2): 347. CrossRef - Development of Clinical Performance Examination(CPX) using Flipped Learning
Jeong Sook PARK, Soon Yang JANG
JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION.2017; 29(4): 987. CrossRef - Designing a Rigorous Mixed Methods Research Study
Timothy C. Guetterman
Qualitative Research.2017; 18(1): 1. CrossRef - An Integrative Review of Flipped Classroom Teaching Models in Nursing Education
Veronica P.S. Njie-Carr, Emilie Ludeman, Mei Ching Lee, Dzifa Dordunoo, Nina M. Trocky, Louise S. Jenkins
Journal of Professional Nursing.2017; 33(2): 133. CrossRef - The Effect of the Flipped Learning on Self-efficacy, Critical Thinking Disposition, and Communication Competence of Nursing Students
Young-Sil Lee, Young Eun
The Journal of Korean Academic Society of Nursing Education.2016; 22(4): 567. CrossRef
- Strengthening Capacity for Tailored Immunization Programs Using Adult Learning Principles: A Case Study from Nigeria
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- Comparison of Learning Effects using High-fidelity and Multi-mode Simulation: An Application of Emergency Care for a Patient with Cardiac Arrest
- Eon-Na Ryoo, Eun-Ho Ha, Jin-Young Cho
- J Korean Acad Nurs 2013;43(2):185-193. Published online April 12, 2013
- DOI: https://doi.org/10.4040/jkan.2013.43.2.185
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Abstract Purpose Simulation-based learning has become a powerful method to improve the quality of care and help students meet the challenges of increasingly complex clinical practice settings. The purpose of this study was to identify the learning effects using high-fidelity SimMan and multi-mode simulation.
Methods Participants in this study were 38 students who were enrolled in an intensive course for a major in nursing at R college. Collected data were analyzed using Chi-square, t-test, and independent t-test with the SPSS 18.0 for Windows Program.
Results There were no statistically significant differences in learning effects between high-fidelity SimMan and multi-mode simulation group. However, skills in clinical performance in the high-fidelity SimMan group were higher than in the multi-mode group (
p = .014), communication in clinical performance in multi-mode simulation group was higher than in the high-fidelity SimMan group (p < .001).Conclusion Multi-mode simulation with a standardized patient is an effective learning method in many ways compared to a high-fidelity simulator. These results suggest that multi-mode simulation be offered to students in nursing colleges which cannot afford to purchase a high-fidelity simulator, or offered as an alternative.
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Dongwon Choi
Journal of Korean Academy of Fundamentals of Nursing.2024; 31(1): 123. CrossRef - Development and effects of a high-risk pregnancy emotive role-play program for nursing students: a quasi-experimental study
Bo Gyeong Lee, Sun-Hee Kim
Korean Journal of Women Health Nursing.2022; 28(4): 317. CrossRef - Comparison of Learning Transfer Using Simulation Problem-Based Learning and Demonstration: An Application of Papanicolaou Smear Nursing Education
Jeongim Lee, Hae Kyoung Son
International Journal of Environmental Research and Public Health.2021; 18(4): 1765. CrossRef - Development and Effects of a Nursing Education Program Using Virtual Reality for Enhancing Clinical Decision-Making Ability in Respiratory Disease Nursing Care
Eun Ju Lee, Min Jung Ryu
Journal of Korean Academy of Fundamentals of Nursing.2021; 28(4): 458. CrossRef - Effects of hot and cold debriefing in simulation with case‐based learning
Eun‐Ho Ha
Japan Journal of Nursing Science.2021;[Epub] CrossRef - Effects of integrative simulation practice on nursing knowledge, critical thinking, problem-solving ability, and immersion in problem-based learning among nursing students
Young A Song
Korean Journal of Women Health Nursing.2020; 26(1): 61. CrossRef - Comparison of Learning Effects of Virtual Reality Simulation on Nursing Students Caring for Children with Asthma
Kyung-Ah Kang, Shin-Jeong Kim, Myung-Nam Lee, Mikang Kim, Sunghee Kim
International Journal of Environmental Research and Public Health.2020; 17(22): 8417. CrossRef - Effects of peer-led debriefing using simulation with case-based learning: Written vs. observed debriefing
Eun-Ho Ha
Nurse Education Today.2020; 84: 104249. CrossRef - Effects of a Virtual Reality Simulation and a Blended Simulation of Care for Pediatric Patient with Asthma
Mikang Kim, Sunghee Kim, Woo Sook Lee
Child Health Nursing Research.2019; 25(4): 496. CrossRef - The Effects of Simulation Education for New Nurses on Emergency Management Using Low-fidelity Simulator
Young Hee Lee, Hye Young Ahn
Journal of Korean Academic Society of Nursing Education.2019; 25(3): 331. CrossRef - Peer-Led Written Debriefing Versus Instructor-Led Oral Debriefing: Using Multimode Simulation
Eun-Ho Ha, Eun Ju Lim
Clinical Simulation in Nursing.2018; 18: 38. CrossRef - Comparison of student self-debriefing versus instructor debriefing in nursing simulation: A quasi-experimental study
Kyungja Kang, Mi Yu
Nurse Education Today.2018; 65: 67. CrossRef - Effect of Team Debriefing in Simulation-based Cardiac Arrest Emergency Nursing Education
SangJin Ko, Eun-Hee Choi
Korean Journal of Adult Nursing.2017; 29(6): 667. CrossRef - Effectiveness of Student Learning with a Simulation Program focusing on Cardiac Arrest in Knowledge, Self-confidence, Critical Thinking, and Clinical Performance Ability
Min-Jeong Chae, Soon-Hee Choi
Korean Journal of Adult Nursing.2016; 28(4): 447. CrossRef - The Importance of Debriefing in Simulation-Based Learning
EON NA RYOO, EUN-HO HA
CIN: Computers, Informatics, Nursing.2015; 33(12): 538. CrossRef - Planning and Applying Simulation-based Practice for the Achievement of Program Outcomes in Nursing Students
Kyung Choon Lim
The Journal of Korean Academic Society of Nursing Education.2015; 21(3): 393. CrossRef - The Effects of Structured Self-Debriefing Using on the Clinical Competency, Self-Efficacy, and Educational Satisfaction in Nursing Students after Simulation
Eun-Ho Ha, Hyo-Suk Song
The Journal of Korean Academic Society of Nursing Education.2015; 21(4): 445. CrossRef - Development and Effects of Integrated Simulation Program (Maternal-Child) for Nursing Students
Hyun Jung Park, Sun Hee Lee
Child Health Nursing Research.2015; 21(4): 293. CrossRef - Effects of a Standardized Patient Simulation Program for Nursing Students on Nursing Competence, Communication Skill, Self-efficacy and Critical Thinking Ability for Blood Transfusion*
Ga Eul Joo, Kyeong-Yae Sohng, Hee-Ju Kim
Journal of Korean Academy of Fundamentals of Nursing.2015; 22(1): 49. CrossRef - Effects of a Simulation-based Stroke Care Education on Nursing Performance Ability and Satisfaction in Nursing Students
Kie In Jang, Young Sook Roh
Journal of the Korea Academia-Industrial cooperation Society.2015; 16(1): 408. CrossRef - Effects of Multi-mode Simulation Learning on Nursing Students' Critical Thinking Disposition, Problem Solving Process, and Clinical Competence
Eun Ko, Hye Young Kim
Korean Journal of Adult Nursing.2014; 26(1): 107. CrossRef - Attitudes toward Video-Assisted Debriefing after simulation in undergraduate nursing students: An application of Q methodology
Eun-Ho Ha
Nurse Education Today.2014; 34(6): 978. CrossRef - Multi-fidelity Modeling and Simulation Methodology to Enhance Simulation Performance of Engineering-level Defense Model
Seon Han Choi, Kyung-Min Seo, Se Jung Kwon, Tag Gon Kim
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- 347 View
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- Effects of Case-based Small Group Learning about Care of Infected Children for Daycare Center Teachers
- Eun Ju Choi, Seon Young Hwang
- J Korean Acad Nurs 2012;42(6):771-782. Published online December 31, 2012
- DOI: https://doi.org/10.4040/jkan.2012.42.6.771
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Abstract
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Purpose This study was conducted to develop and implement a case-based small group learning program on the care of children with infectious disease, and to examine its effects on knowledge, attitude and preventive practice behaviors of daycare center teachers compared to a control group.
Methods Based on the need assessment, the case-based learning program for the management of infectious children was developed. For this quasi-experimental study, 69 teachers were recruited from 14 child daycare centers in a city located in J province. Thirty four teachers were assigned to experimental group and participated in the case-based small group learning once a week for 5 weeks. Data were analyzed using the SPSS 18.0 program to perform χ2-test and t-tests. Analysis of covariance was used to treat the covariate of the number of assigned children between experimental and control groups.
Results The experimental group showed significantly higher posttest scores in knowledge, attitude and preventive practice behaviors than those of control group (
p <.001).Conclusion These findings indicate that case-based small group learning is an effective educational strategy for daycare center teachers to learn infection management through the emphasis of self-reflection and discussion.
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Il Tae Park, Gi Joong Kim
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Yun Jeong Yang, In Soo Kwon
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Journal of Korean Biological Nursing Science.2015; 17(1): 78. CrossRef - Effects of Case-based Small Group Learning on Daycare Center Teachers' Coping Ability in Emergency Situations: Focus on Daily Life and Cardiopulmonary Resuscitation.
Eun Ju Choi
Child Health Nursing Research.2013; 19(3): 168. CrossRef - Effects of an Infection Prevention Education Program in Infant and Child for Married Immigrant Vietnamese Women
Ji-young Seo, Eun Young Kim
Korean Journal of Adult Nursing.2013; 25(4): 422. CrossRef
- A qualitative content analysis based on an extended parallel process model study of daycare center teacher behaviors concerning the eye health of preschool children
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- Factors Influencing Learning Achievement of Nursing Students in E-learning
- Jin-Hee Park, Eunha Lee, Sun Hyoung Bae
- J Korean Acad Nurs 2010;40(2):182-190. Published online April 30, 2010
- DOI: https://doi.org/10.4040/jkan.2010.40.2.182
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Abstract
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Purpose This study was done to identify self-directed learning readiness, achievement goal orientations, learning satisfaction and learning achievement, and to evaluate the factors affecting learning achievement for nursing students using a web-based Health Assessment e-Book.
Methods The research design was a cross-sectional study with a structured questionnaire and data were collected before using the web-based Health Assessment e-Book and 1 week after finishing. The participants were 80 nursing students who were taking the Health Assessment class from March to June 2009.
Results Mean score for subjective learning achievement was 31.26 and for objective learning achievement, 69.25. Subjective and objective learning achievement were positively correlated with self-directed learning readiness, mastery goal, attitude toward distance education, and learning satisfaction. In subjective learning achievement, learning satisfaction and mastery goal were significant predictive factors and explained 64% of the variance. Objective learning achievement was significantly predicted by learning satisfaction and self-directed learning readiness, which explained 24% of the variance.
Conclusion Learning satisfaction, mastery goal and self-directed learning readiness were found to be very important factors associated with learning achievement for nursing students using a web-based Health Assessment e-Book. To provide high quality and effective web-based courses and to improve nursing students' learning achievement and learning satisfaction, educators should consider the learner's characteristics from the initial stages of lecture planning.
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Przegląd Organizacji.2023; : 416. CrossRef - HOW ATTITUDES TOWARDS E-LEARNING AFFECTED THE ACADEMIC ACHIEVEMENT DURING THE COVID-19 PANDEMIC: AN EXAMPLE OF A NURSING SKILLS TEACHING
Oznur GURLEK KISACIK, Munevver SONMEZ, Azize OZDAS
Turkish Online Journal of Distance Education.2023; 24(1): 129. CrossRef - The Relationship Between Attitudes of Nursing Students Towards Web-Based Learning and their Readiness for Online Learning
İlkay ÇULHA
Artuklu International Journal of Health Sciences.2023; 3(3): 253. CrossRef - The effects of collaborative reasoning strategies on improving primary school students’ argumentative decision-making skills
Mohsen Bayat, Seyyed Kazem Banihashem, Omid Noroozi
The Journal of Educational Research.2022; 115(6): 349. CrossRef - Academic Success of Online Learning in Undergraduate Nursing Education Programs in the COVID-19 Pandemic Era
Sunmi Kim, Seok Hee Jeong, Hee Sun Kim, Young Ju Jeong
Journal of Professional Nursing.2022; 38: 6. CrossRef - Self-Directed Learning versus Problem-Based Learning in Korean Nurse Education: A Quasi-Experimental Study
Jaehee Jeon, Sihyun Park
Healthcare.2021; 9(12): 1763. CrossRef - Factors Affecting the Academic Achievement of Nursing College Students in a Flipped Learning Simulation Practice
Minkyung Gu, Sohyune Sok
International Journal of Environmental Research and Public Health.2021; 18(11): 5970. CrossRef - The Effect of Self-directed Learning Strategies on e-Learning Pre-learning of Nursing Students: Focusing on the Flow Experience
Ju Young Park
Journal of Korean Academy of Fundamentals of Nursing.2020; 27(1): 52. CrossRef - Effects of Flipped Learning on the Critical Thinking Disposition, Academic Achievement and Academic Self-efficacy of Nursing Students: A Mixed Methods Study
Ju Cha, Jin Kim
Journal of Korean Academic Society of Nursing Education.2020; 26(1): 25. CrossRef - Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive
Sinan Keskin, Halil Yurdugül
European Journal of Open, Distance and E-Learning.2020; 22(2): 72. CrossRef - Measuring Teachers-As-Learners’ Digital Skills and Readiness to Study Online for Successful e-Learning Experience
Evija Mirķe, Sarma Cakula, Lilian Tzivian
Journal of Teacher Education for Sustainability.2019; 21(2): 5. CrossRef - Differences in Non‐Cognitive Factors Influencing the Academic Achievement of Medical and Nursing Students: Focusing on Achievement Goal Orientation and Self‐Regulated Learning
Eun A Park, Kyung Hee Chun
Korean Medical Education Review.2014; 16(1): 32. CrossRef - Academic Achievement, Self-directed Learning, and Critical Thinking Disposition According to Learning Styles of Nursing Students
Sun-Hee Yang, Eun-Ho Ha, Og-Cheol Lee, In-Ok Sim, Young-Mi Park, Hyun-A Nam, Jeong-Sook Kim
Journal of Korean Academy of Fundamentals of Nursing.2012; 19(3): 334. CrossRef - Development and Effects of an e-Learning Program in Operating Room Nursing for Nursing Students
Eun Hee Park, Seon Young Hwang
Journal of Korean Academy of Nursing.2011; 41(1): 36. CrossRef - Factors Influencing Problem Solving Abilities of Freshmen Nursing Students
Yun Min Kim
Journal of Korean Academy of Nursing Administration.2010; 16(2): 190. CrossRef
- Exploring the effectiveness of different “escape room simulation teaching” methods on clinical preceptors’ knowledge and skills in judging and handling violent situations in the healthcare profession
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- Development of a Multimedia Learning DM Diet Education Program using Standardized Patients and Analysis of Its Effects on Clinical Competency and Learning Satisfaction for Nursing Students
- Kyung Sun Hyun, Hyun Sook Kang, Won Ock Kim, Sunhee Park, Jia Lee, Sohyune Sok
- J Korean Acad Nurs 2009;39(2):249-258. Published online April 28, 2009
- DOI: https://doi.org/10.4040/jkan.2009.39.2.249
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Abstract
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Purpose The purpose of this study was to develop a multimedia learning program for patients with diabetes mellitus (DM) diet education using standardized patients and to examine the effects of the program on educational skills, communication skills, DM diet knowledge and learning satisfaction.
Methods The study employed a randomized control posttest non-synchronized design. The participants were 108 third year nursing students (52 experimental group, 56 control group) at K university in Seoul, Korea. The experimental group had regular lectures and the multimedia learning program for DM diet education using standardized patients while the control group had regular lectures only. The DM educational skills were measured by trained research assistants.
Results The students who received the multimedia learning program scored higher for DM diet educational skills, communication skills and DM diet knowledge compared to the control group. Learning satisfaction of the experimental group was higher than the control group, but statistically insignificant.
Conclusion Clinical competency was improved for students receiving the multimedia learning program for DM diet education using standardized patients, but there was no statistically significant effect on learning satisfaction. In the nursing education system there is a need to develop and apply more multimedia materials for education and to use standardized patients effectively.
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Manoosh Mehrabi, Zahra Tabandeh, Ladan Zarshenas, Ali Akbar Nekooeian, Ebrahim Moghimi Sarani
Shiraz E-Medical Journal.2024;[Epub] CrossRef - The development and effects of a nursing education program for hyperglycemia patient care using standardized patients for nursing students
Jin Lee, Pok Ja Oh
The Journal of Korean Academic Society of Nursing Education.2023; 29(4): 427. CrossRef - Experience of nursing students with standardized patients in simulation-based learning: Q-methodology study
Eun-Ho Ha
Nurse Education Today.2018; 66: 123. CrossRef - Utilizing Video vs Simulation Practice for Handoff Education of Nursing Students in Pediatric Nursing
Sun-Nam Park, Young Soon Im
Child Health Nursing Research.2018; 24(1): 27. CrossRef - Effectiveness of Education Program Using Video Recording and Feedback on Skill Competency for Students of Majors in Health Care: A Meta-Analysis
Yun Hee Shin, Sun Kyung Kim, Hyunjoo Kim
Journal of Korean Academy of Fundamentals of Nursing.2018; 25(2): 120. CrossRef - Reliability and Validity of the Assessment Tool for Measuring Communication Skills in Nursing Simulation Education
Hee Mo Yang, Seon Young Hwang
Korean Journal of Adult Nursing.2016; 28(1): 95. CrossRef - The Effects of Preclinical Clinical Performance Examination on Nursing Students' Confidence in Nursing Skills and Critical Thinking Competence
Jeong Sook Park, Mi Jung Choi, Soon Yang Jang
The Journal of Korean Academic Society of Nursing Education.2015; 21(1): 75. CrossRef - The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis
Pok-Ja Oh, Kyeong Deok Jeon, Myung Suk Koh
Nurse Education Today.2015; 35(5): e6. CrossRef - Approaches to Convergence Curriculum for Healthcare-Affiliated Students with Clinical Competence Assessment Program
Eun-Hee Park, Hae-Ryoung Park, Hye-Suk Kim
Journal of the Korea Convergence Society.2015; 6(3): 79. CrossRef - The effect of Simulation-based learning scenario using standardized repiratory patients on learning satisfaction, clinical skill competency and self-efficacy in Health-related department students
Hye-Young Cho
Journal of the Korea Academia-Industrial cooperation Society.2015; 16(3): 2100. CrossRef - Development and evaluation of simulation-based fever management module for children with febrile convulsion
Shin-Jeong Kim, Jina Oh, Kyung-Ah Kang, SungHee Kim
Nurse Education Today.2014; 34(6): 1005. CrossRef - Systematic Review of Korean Studies on Simulation within Nursing Education
Jung-Hee Kim, In-Hee Park, Sujin Shin
The Journal of Korean Academic Society of Nursing Education.2013; 19(3): 307. CrossRef - The Effects of Simulation Training With Hybrid Model for Nursing Students on Nursing Performance Ability and Self Confidence
Suk Jeong Lee, Young Mi Park, Sang Mi Noh
Korean Journal of Adult Nursing.2013; 25(2): 170. CrossRef - The effects of two educational interventions on knowledge and competence of nurses with regard to conveying gastroscopy‐related information to patients
Shu‐Hua Kao, Li‐Ling Hsu, Suh‐Ing Hsieh, Tzu‐Hsin Huang
Journal of Advanced Nursing.2013; 69(4): 793. CrossRef - Effects of using Standardized Patients on Nursing Competence, Communication Skills, and Learning Satisfaction in Health Assessment
Sun Ju Choi, Mal Suk Kwon, Seon Hwa Kim, Hyeon Mi Kim, Yang Sook Jung, Geum Yi Jo
The Journal of Korean Academic Society of Nursing Education.2013; 19(1): 97. CrossRef - Effect of a Suction Care Education Program on Undergraduate Nursing Students
Hyun-Ju Kim, So-Young Kang
Journal of the Korea Academia-Industrial cooperation Society.2013; 14(3): 1197. CrossRef - Comparison of Multi-Mode Simulation and SimMan(R)Simulation on Evaluation of Nursing Care for Patients with Dyspnea
Suk-Jeong Lee, Young-Sook Roh, Ju-Ok Kim, Kie-In Jang, Eon-Na Ryoo, Young-Mi Park
The Journal of Korean Academic Society of Nursing Education.2010; 16(1): 51. CrossRef
- The Effects of Mobile Learning and Group Discussion for Psychotropic Drug Education on Nursing Students’ Learning, Satisfaction, and Attitude: An Educational Intervention
- 227 View
- 1 Download
- 17 Crossref
- Effects of a Problem-Based Learning Program on Health Education for Elders
- Young Ju Son, Eun Young Choi, Young A Song
- J Korean Acad Nurs 2009;39(2):207-216. Published online April 28, 2009
- DOI: https://doi.org/10.4040/jkan.2009.39.2.207
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Abstract
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Purpose The purposes of this study was to analyze the effects of a health education program using problem-based learning on health related knowledge, behavior, and quality of life in elderly people.
Methods The participants included 44 elders, of whom 23 took the health education program and 21 did not. All participants were over 60 yr of age and were selected from residents of nursing homes or participants in activities of social welfare facilities in Jeju Province. Elders in both groups completed pre- and post-tests. Elders in the education group participated in 5 weekly sessions, 100-120 min/session of problem-based learning on health education. Data were analyzed using SPSS WIN 12.0.
Results Scores for health knowledge, health behavior, and quality of life for the education group were significantly higher than those of the control group.
Conclusion A problem-based learning health education program can be recommended as a method to promote the health of the elders. Indirectly, the results seem to indicate that proper assessment and support should be provided simultaneously in the management of elders' health. Finally, future study is needed to examine whether problem-based learning is more helpful compared to traditional education.
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Citations
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Jin Hyang Yang, BokSun Yang
Asian Nursing Research.2013; 7(4): 198. CrossRef
- Nursing Students' Experiences with Facilitator in Problem-Based Learning Class
- 173 View
- 1 Download
- 1 Crossref
- A Study on the Adapting Process of Nursing Students to Problem Based Learning
- Bok Sun Yang
- Journal of Korean Academy of Nursing 2006;36(1):25-36. Published online February 28, 2006
- DOI: https://doi.org/10.4040/jkan.2006.36.1.25
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Abstract
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Purpose The purpose of the study was to identify the adaptation process to problem based learning(PBL) among nursing students who have experienced PBL classes for two years.
Method Data was collected from 11 nursing students with in-depth interviews and direct observation of their PBL experiences by a researcher who has been a facilitator for PBL class for 3years. Immediately after the interviews all of them were transcribed. It was analyzed by the Ground theory of Corbin and Strauss.
Results A derived core category was ‘Acquiring PBL’. 4 stages of the acquiring process were derived and written in time sequence: chaos, confusion, beginning insight, and achievement stage.
Conclusion The results will not only expand understanding of the students for the facilitator and school which has adopted PBL but also provide information to develop an orientation program for PBL. Further research on the facilitator's role experiences is recommended.
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Citations
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So-Hee Lim
Journal of the Korea Academia-Industrial cooperation Society.2015; 16(10): 7098. CrossRef - Effect of Simulation-based Core Skill Program (SCSP) on clinical knowledge, problem solving process and self-esteem in Health-related department students
Hye-Young Cho
Journal of the Korea Academia-Industrial cooperation Society.2014; 15(10): 6126. CrossRef - Nursing Students' Experiences with Facilitator in Problem-Based Learning Class
Jin Hyang Yang, BokSun Yang
Asian Nursing Research.2013; 7(4): 198. CrossRef - The effect of SIM-PBL eduction on critical thinking disposition and self-efficacy in paramedic students
Hye-Young Cho
The Korean Journal of Emergency Medical Services.2013; 17(3): 61. CrossRef
- Effect of Team-based Learning on Anatomy Subject for Biological Nursing Science Education of Nursing students
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- Development and Evaluation of a Vital Signs E-book for Undergraduate Student Nurses
- Il Sun Ko, Kyu Sook Kang, Joung Ohn Shim, Jin Hee Park, Shin Young Yook, So Young Yun
- Journal of Korean Academy of Nursing 2005;35(6):1036-1043. Published online October 31, 2005
- DOI: https://doi.org/10.4040/jkan.2005.35.6.1036
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Abstract
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Purpose The purpose of this study was to develop a vital signs e-book for undergraduate student nurses and evaluate the content, system and student satisfaction.
Method This study was done in three stages, the development of a vital signs e-book, implementation and evaluation. The subjects were 73 undergraduate student nurses in Y university.
Result Thirty one learning objectives were used to create the contents. A set of 5 chapters and 18 subsections were defined after validation from nurse educators. The e-book is available at http://123.134.207.23/ebook/vitalsigns. Analysis of the questionnaires showed a mean score for content, system and students satisfaction of 3.17 ± .73, 3.11 ± .79, and 2.96 ± .74 respectively out of a possible 4 points.
Conclusion Nurse educators should provide quality and effective web-based courses that meet undergraduate student nurses' learning needs and they should incorporate web-based learning into traditional teaching to meet the demands of nursing education.
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Byung-Jo HAN, Jeong-Hee HWANG
JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION.2019; 31(6): 1565. CrossRef - Effectiveness of web based learning program on self efficacy, knowledge, and competence in measurement of blood pressure
Sook-Hee Lee
Journal of Korean Academy of Fundamentals of Nursing.2012; 19(1): 66. CrossRef - Factors Influencing Learning Achievement of Nursing Students in E-learning
Jin-Hee Park, Eunha Lee, Sun Hyoung Bae
Journal of Korean Academy of Nursing.2010; 40(2): 182. CrossRef
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