Journal of Korean Academy of Nursing

The Validity and Reliability of the Korean Version of Readiness for Practice Survey for Nursing Students: Lee, Tae Wha , Ji, Yoonjung , Yoon, Yea Seul; J Korean Acad Nurs 2022;52(6):564-581. Published online December 31, 2022; DOI: https://doi.org/10.4040/jkan.22032

Abstract PDF: Purpose
This study aimed to evaluate the validity and reliability of the Korean version of the Readiness for Practice Survey (K-RPS).
Method
The English Readiness for Practice Survey was translated into Korean using the Translation, Review, Adjudication, Pretesting, and Documentation (TRAPD) method. Secondary data analysis was performed using the dataset from the New Nurse e-Cohort study (Panel 2020) in South Korea. This study used a nationally representative sample of 812 senior nursing students. Exploratory and confirmatory factor analyses were also conducted. Convergent validity within the items and discriminant validity between factors were assessed to evaluate con-struct validity. Construct validity for hypothesis testing was evaluated using convergent and discriminant validity. Ordinary α was used to assess reliability.
Results
The K-RPS comprises 20 items examining four factors: clinical problem solving, learning experience, professional responsibilities, and professional preparation. Although the convergent validity of the items was successfully verified, discriminant validity between the factors was not. The K-RPS construct validity was verified using a bi-factor model (CMIN/DF 2.20, RMSEA .06, TLI .97, CFI .97, and PGFI .59). The K-RPS was significantly correlated with self-esteem (r = .43, p < .001) and anxiety about clinical practicum (r = - .50, p < .001). Internal consistency was reliable based on an ordinary α of .88.
Conclusion
The K-RPS is both valid and reliable and can be used as a standardized Korean version of the Readiness for Practice measurement tool.

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1 Web of Science

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

Abstract PDF: 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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8 Web of Science

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; J Korean Acad Nurs 2010;40(6):863-871. Published online December 31, 2010; DOI: https://doi.org/10.4040/jkan.2010.40.6.863

Abstract PDF: Purpose
The purpose of this study was to examine the effects of case-base learning (CBL) using video on clinical decision-making and learning motivation.
Methods
This research was conducted between June 2009 and April 2010 as a nonequivalent control group non-synchronized design. The study population was 44 third year nursing students who enrolled in a college of nursing, A University in Korea. The nursing students were divided into the CBL and the control group. The intervention was the CBL with three cases using video. The controls attended a traditional live lecture on the same topics. With questionnaires objective clinical decision-making, subjective clinical decision-making, and learning motivation were measured before the intervention, and 10 weeks after the intervention.
Results
Significant group differences were observed in clinical decision-making and learning motivation. The post-test scores of clinical decision-making in the CBL group were statistically higher than the control group. Learning motivation was also significantly higher in the CBL group than in the control group.
Conclusion
These results indicate that CBL using video is effective in enhancing clinical decision-making and motivating students to learn by encouraging self-directed learning and creating more interest and curiosity in learning.

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