Journal of Korean Academy of Nursing

Research Papers

Reliability and validity of the Korean version of the Nurses Professional Values Scale-3 for nursing students: a methodological study: Eun Hee Yang, Mi Yu; J Korean Acad Nurs 2025;55(1):93-106. Published online February 20, 2025; DOI: https://doi.org/10.4040/jkan.24113

Abstract PDF ePub: Purpose
This study aimed to adapt the Nurses Professional Values Scale-3 (NPVS-3) for Korean nursing students and assess its reliability and validity.
Methods
The NPVS-3 was translated into Korean using forward and back translation with expert review. Data from 206 nursing students at four universities were analyzed to assess content, construct, discriminant, and criterion validity, as well as internal consistency.
Results
The Korean version (NPVS-3K) consisted of 21 items in three subscales: caring (eight items), activism (eight items), and professionalism (five items), explaining 60.9% of the total variance. For convergent validity, standardized coefficients for the items ranged from .56 to .81, construct reliability ranged from .89 to .95, and the average variance extracted ranged from .61 to .72. The model was validated by confirmatory factor analysis (χ2=526.00 [p<.001], χ2/degrees of freedom=2.83, standardized root mean residual=.03, goodness of fit index=.81, comparative fit index=.87, Turker Lewis index=.85). Discriminant validity was confirmed using a multi-trait and multi-item matrix. Criterion validity showed positive correlations between the three NPVS-3K factors and professional identity (factor 1: r=.40, p<.001; factor 2: r=.55, p<.001; factor 3: r=.43, p<.001). Internal consistency, as measured by Cronbach’s α, was .94 overall, with subscale values of .90 for caring, .92 for activism, and .78 for professionalism.
Conclusion
The NPVS-3K demonstrated satisfactory validity and reliability, establishing it as a valuable tool for assessing the professional values of Korean nursing students. Additionally, it can aid in developing educational strategies to strengthen these values, although further research is required to confirm its broader applicability.

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Factors Related to Clinical Competence among Graduating Nursing Students during the COVID-19 Pandemic: A Cross-Sectional Study: Chung, Su Kyoung , Kim, Jinsook , Bhandari, Pratibha; J Korean Acad Nurs 2023;53(2):145-154. Published online April 30, 2023; DOI: https://doi.org/10.4040/jkan.22087

Abstract PDF: Purpose
This study investigated clinical competency, COVID-19-related anxiety, coping strategies, self-efficacy, and perceived stress among graduating nursing students during the COVID-19 pandemic.
Methods
We conducted a cross-sectional survey. Participants were recruited from universities located in four major cities in South Korea. General demographic information, clinical competency, self-efficacy, perceived stress, COVID-19-related anxiety, and coping strategies were assessed using reliable questionnaires. Descriptive statistics, correlations, and multiple regression tests were used to analyze the data.
Results
The mean clinical competency, self-efficacy, perceived stress, adaptive coping, and maladaptive coping were 138.16 ± 18.34, 83.85 ±14.02, 21.37 ± 5.79, 53.15 ± 4.64, and 30.98 ± 6.73, respectively. COVID-19-related anxiety was reported by 4.3% of participants. Clinical competency was significantly positively correlated with self-efficacy (r = .44, p < .001) and adaptive coping (r = .20, p = .035) and was significantly negatively correlated with maladaptive coping (r = .20, p = .035). The predictors of clinical competency were self-efficacy (β = .434, p < .001) and adaptive coping (β = .173, p < .039), which explained 23% of the variance in clinical competency.
Conclusion
Self-efficacy and adaptive coping strategies are significant predictors of clinical competence during the pandemic. Planning and implementing various curricular and non-curricular activities to increase senior students' self-efficacy and adaptive coping strategies will help prepare competent nursing graduates for the pandemic when they enter the nursing workforce.

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Development and Effects of Head-Mounted Display-Based Home-Visits Virtual Reality Simulation Program for Nursing Students: Ahn, Min Kweon , Lee, Chong Mi; J Korean Acad Nurs 2021;51(4):465-477. Published online August 31, 2021; DOI: https://doi.org/10.4040/jkan.21051

Abstract PDF

Purpose
This study aimed to evaluate the effects of head monted display based home-visits virtual reality simulation (HVRS) program developed for undergraduate nursing students.
Methods
A nonequivalent control group with a non-synchronized design was utilized and 84 participants (experimental group, 44; control group, 40) were recruited from August 31, 2020 to November 8, 2020 in Gwangju metropolitan city. The HVRS program consisted of scenarios of three nursing cases, hypertension, diabetes mellitus, and stroke. Data were analyzed SPSS version 25.0 for Windows.
Results
At the completion of HVRS, significant differences were found between groups in knowledge of home-visits (t = 4.73, p < .001), self-confidence (t = 6.63, p < .001), self-efficacy (t = 3.13, p = .002), and clinical competency (t = 4.13, p < .001). No significant difference was shown between groups in nursing knowledge about strokes, a subcategory of knowledge pertaining to home visits.
Conclusion
The HVRS program developed for undergraduate nursing students is effective in improving knowledge of home-visits, self-confidence, self-efficacy, and clinical competency for nursing students.

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Original Articles

The Reliability and Validity of Korean Version of Wong and Law Emotional Intelligence Scale (K-WLEIS): Jeong, Harim , Choi, Heejung , Park, Myungsook; J Korean Acad Nurs 2020;50(4):611-620. Published online August 31, 2020; DOI: https://doi.org/10.4040/jkan.20109

Abstract PDF

Purpose
The aim of this study was to evaluate the reliability and validity of the Korean version of the Wong and Law Emotional Intelligence Scale (K-WLEIS). Methods: Data were collected from 360 nursing students using a self reported questionnaire. Exploratory and confirmatory factor analysis were used to test construct validity. Convergence validity was identified by correlation with communication competency. Item convergent and discriminant validity were also analyzed. Reliability was evaluated internal consistency and test-retest reliability. Results: The results of exploratory factor analysis showed that the eigen values ranged from 1.34 to 5.86 and 73.2% of the total explained variance. Confirmatory factor analysis showed adequate model fit indices (χ² /df 1.89, RMSEA .07, GFI .89, CFI .95, and TLI .93) and standardized factor loadings (.48 to .87). The average extracted variances (.71 to .79) and composite reliability (.80 to .87) validated convergence and discriminant validity of the items. Test-retest reliability of intra-class correlation coefficient was .90 and the Cronbach’s alpha coefficient was .88. Conclusion: The K-WLEIS is an appropriate scale for measuring the emotional intelligence of Korean nursing students. Therefore, it is expected that the K-WLEIS will be used for nursing education programs to improve nursing students’ emotional intelligence.

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Factors Affecting Clinical Practicum Stress of Nursing Students: Using the Lazarus and Folkman's Stress-Coping Model: Sung Hae Kim, JuHee Lee, MiRa Jang; J Korean Acad Nurs 2019;49(4):437-448. Published online August 29, 2019; DOI: https://doi.org/10.4040/jkan.2019.49.4.437

Abstract PDF

Purpose

This study was conducted to test a path model for the factors related to undergraduate nursing students' clinical practicum stress, based on Lazarus and Folkman's stress-coping model.

Methods

This study utilized a path analysis design. A total of 235 undergraduate nursing students participated in this study. The variables in the hypothetical path model consisted of clinical practicum, emotional intelligence, self-efficacy, Nun-chi, and nursing professionalism. We tested the fit of the hypothetical path model using SPSS/WIN 23.0 and AMOS 22.0.

Results

The final model fit demonstrated a satisfactory statistical acceptance level: goodness-of-fit-index=.98, adjusted goodness-of-fit-index=.91, comparative fit index=.98, normed fit index=.95, Tucker-Lewis index=.92, and root mean square error of approximation=.06. Self-efficacy (β=−.22, p=.003) and Nun-chi behavior (β=−.17, p=.024) were reported as significant factors affecting clinical practicum stress, explaining 10.2% of the variance. Nursing professionalism (β=.20, p=.006) and self-efficacy (β=.45, p<.001) had direct effects on emotional intelligence, explaining 45.9% of the variance. Self-efficacy had indirect effects on Nun-chi understanding (β=.20, p<.001) and Nun-chi behavior (β=.09, p=.005) through emotional intelligence. Nursing professionalism had indirect effects on Nun-chi understanding (β=.09, p=.005) and Nun-chi behavior (β=.09, p=.005) through emotional intelligence. The variables for self-efficacy and nursing professionalism explained 29.1% of the Nun-chi understanding and 18.2% of the Nun-chi behavior, respectively.

Conclusion

In undergraduate nursing education, it is important to identify and manage factors that affect clinical practicum stress. The findings of this study emphasize the importance of Nun-chi, self-efficacy, emotional intelligence, and nursing professionalism in the development of an educational strategy for undergraduate nursing students.

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Reliability and Validity of Korean Version of Nursing Students’ Anxiety and Self-Confidence with Clinical Decision Making Scale: Mi Yu, Young Eun, KA White, KyungJa Kang; J Korean Acad Nurs 2019;49(4):411-422. Published online January 15, 2019; DOI: https://doi.org/10.4040/jkan.2019.49.4.411

Abstract PDF

Abstract Purpose

The purpose of this study was to adapt, modify, and validate the Nursing Anxiety and Self-Confidence with Clinical Decision-Making Scale (NASC-CDM^©) for Korean nursing students.

Methods

Participants were 183 nursing students with clinical practice experience in two nursing colleges. The construct validity and reliability of the final Korean version of the NASC-CDM^© were examined using exploratory and confirmatory factor analyses and testing of internal consistency reliability. For adaptation and modification, the instrument was translated from English to Korean. Expert review and a cross-sectional survey were used to test the instrument's validity.

Results

The Korean version of the NASC-CDM^© (KNASC-CDM) was composed of 23 items divided into four dimensions: (i) Listening fully and using resources to gather information; (ii) Using information to see the big picture; (iii) Knowing and acting; and (iv) Seeking information from clinical instructors. The instrument explained 60.1% of the total variance for self-confidence and 63.1% of the variance for anxiety; Cronbach's α was .93 for self-confidence and .95 for anxiety.

Conclusion

The KNASC-CDM can be used to identify anxiety and self-confidence in nursing students’ clinical decision-making in Korea. However, further research should be done to test this instrument, as it is classified differently from the original NASC-CDM^© version.

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Sedat Kaya, Gizem Kubat Bakir
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Daniel Medel, Tania Cemeli, Krista White, Williams Contreras-Higuera, Maria Jimenez Herrera, Alba Torné-Ruiz, Aïda Bonet, Judith Roca
BMC Nursing.2024;[Epub] CrossRef
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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

Abstract PDF

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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Yun Xu, Qing Wang, Qi Wei
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Seoyoung Yoon, Hye-Ah Yeom
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Taewha Lee, Su Jeong Lee, Yea Seul Yoon, Hyunju Ji, Sookhee Yoon, SangA Lee, Yoonjung Ji
Asian Nursing Research.2023; 17(1): 44. CrossRef
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Khadija Guejdad, Ali Ikrou, Camilla Strandell-Laine, Redouane Abouqal, Jihane Belayachi
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Juxia Zhang, Linda Shields, Bin Ma, Yuhuan Yin, Jiancheng Wang, Rong Zhang, Xueke Hui
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Factors Influencing Self-Directedness in Learning of Nursing Students: Won Oak Oh; Journal of Korean Academy of Nursing 2002;32(5):684-693. Published online March 29, 2017; DOI: https://doi.org/10.4040/jkan.2002.32.5.684

Abstract PDF

PURPOSE: This study was conducted to detect the correlations and the main factors influencing self-directedness in learning of nursing students. METHOD: The samples were composed of 224 nurse students who were from three nursing department in Seoul, Chungnam and Kyunbook. The reliability of 4 instruments was tested with Cronbach's alpha from .63 to .86. The data was analyzed using a SAS program for descriptive statistics, Pearson correlation coefficients and stepwise multiple regression. RESULT: The results were as follows: 1. The mean self-directedness score was 91.23 which was slightly high. The self-directedness in learning was influenced significantly by grade, perception of self-level, self-study in majoring and self-study except for majoring(F= 3.33-7.14, p<.05). 2. There were significant correlations between all the predictive variables and the self-directedness(r=.27-48, p<.01). 3. Stepwise multiple regression analysis showed that 35% of the self-directedness in learning of nursing students were significantly explained by self-esteem(23%), locus of control(6%), self-study except for majoring(2 kind, 2%), self study in majoring(good, 2%), and self-study except for majoring( above 3 kind, 2%). CONCLUSION: Based upon these findings, sociopsychological variables like self-esteem and locus of control are very important factor influencing self-directedness in learning of nursing students.

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Korean Nursing Students' Experience of Ethical Problems and Use of Ethical Decision-Making Models: Sung Suk Han, Hyeoun Ae Park, Sung Hee Ahn, Miriam E Cameron, Hyo Sook Oh, Kyeong Uoon Kim; Journal of Korean Academy of Nursing 2001;31(5):846-857. Published online March 29, 2017; DOI: https://doi.org/10.4040/jkan.2001.31.5.846

Abstract PDF

PURPOSE: This study was conducted to study on 1) What is nursing students' experience of ethical problems involving nursing practice? 2) What is nursing students' experience of using ethical decision-making models?
METHOD
In order to answer these two questions, we selected 97 senior baccalaureate nursing students from two Korean universities using a conceptual framework and method of content analysis.
RESULT
From 97 ethical problems emerged five content categories, the largest being ethical problems involving health professionals (69%); the basic nature of the nursing students' experience of ethical problems consisted of conflict, resolution, and rationale; 94% of the students stated that using an ethical decision-making model was helpful.
CONCLUSION
Although additional research is needed, these findings have important implications for nursing ethics education and practice.

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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

Abstract PDF

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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Different outcomes of active and reflective students in problem-based learning
Yera Hur, Sun Kim
Medical Teacher.2007; 29(1): e18. CrossRef

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The Relationship Between Self-Disclosure and Clinical Competency in Nursing Students: Kyu Eun Lee, Na Sun Ha, Suk Young Kil; Journal of Korean Academy of Nursing 2000;30(3):571-583. Published online March 29, 2017; DOI: https://doi.org/10.4040/jkan.2000.30.3.571

Abstract PDF

The purpose of this study was to identify the level of self-disclosure and clinical competency and the relationships between self-disclosure and clinical competency in nursing students. The subjects were consisted of 662 nursing students from six universities and five junior colleges. The data were collected conveniently by self reporting questionnaires given to the students from September 13 to October 23, 1999. The instruments for this study were JSDQ and clinical competency measurement tool. The data were analyzed by SAS/PC program using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient. The results of this study are as follows : 1. The mean score for the level of self- disclosure was 3.29+/-0.98. 2. The mean score for the level of clinical competency was 3.93+/-1.00. The mean score for the dimension of skills, professional attitudes, teaching and coordinating, nursing process, interpersonal relationships were 4.09+/-0.77, 4.08+/-0.82, 3.97+/- 0.90, 3.77+/-0.76 and 3.37+/- 0.75 respectively. 3. The statistically significant difference in the score of the self-disclosure according to the educational background (F=9.42, p<.01), grade (F=5.59, p<.01), religion (F=2.68, p<.05), satisfaction of nursing major (F=14.20, p<.0001), and satisfaction of nursing practice (F=5.42, p<.01) was obtained. 4. The statistically significant difference in the score of the clinical competency according to the grade (F=32.44, p<.0001), achieved performance records (F=3.52, p<.05), satisfaction of nursing major (F=12.06, p<.0001), satisfaction of nursing practice (F=27.35, p<.0001) was obtained. 5. The data shows the positive correlations between self-disclosure and skill (r=.3231, p<.0001), between self- disclosure and teaching/coordinating (r=.1912, p<.0001), between self-disclosure and interpersonal relationship (r=.3064, p<.0001), between self-disclosure and professional attitude (r=.2789, p<.0001), between self-disclosure and nursing process (r=.2766, p<.0001).

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The Relationship of Perceived Stress, Ways of Coping, and Stress Response of Nursing Students: Na Sun Ha, Kuem Sun Han, Jung Choi; Journal of Korean Academy of Nursing 1998;28(2):358-368. Published online March 29, 2017; DOI: https://doi.org/10.4040/jkan.1998.28.2.358

Abstract PDF

This was designed to identify the relationship of perceived stress, ways of coping, and stress response in student nurses. The subjects of this study were 320 student nurses from two universities and three junior colleges located in Seoul. The data were collected from November 28 to December 10, 1997 by a questionnaire survey method. The instruments for this study were the perceived stress scale developed by Levenstein(1993), ways of coping scale developed by Lazarus and Folkman(1984), and the stress response scale developed by Choi(1991). The data were analyzed by SAS program, using descriptive statistics, Pearson correlation coefficient, and ANOVA. The results are summarized as follows : 1. The mean score for the level of perceived stress was 2.55. 2. The mean score for the level of problem oriented coping was 1.61 and the mean score for the level of emotional oriented coping was 1.37. 3. The mean score for the level of stress response was 3.74. Stress was classified into nine factors and the order of scoring for the most frequent was; assignments(3.98), as a nurse(3.97), interpersonal relationship(3.88). 4. The relationship between perceived stress and stress response revealed a positive significant correlation(r=0.23, p=0.0001). 5. The relationship between emotional oriented coping and stress response revealed a positive significant correlation(r=0.22, p=0.0001). 6. The relationship between perceived stress and emotional oriented coping revealed a positive significant correlations(r=0.13, p=0.020). In conclusion, this study revealed that the level of perceived stress and ways of coping were important factors influencing the stress response of student nurses. Therefore, in consideration of perceived stress, ways of coping should be included in the development of a stress management program for student nurses. Further research with an expanded area and subjects is recommended.

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Nursing Students' Perceptions on Diet and as Environmental Factors Related to Cancer Risk Factors: Hae Kyung Lee, Seong Joo Cheon, Mi Hye Hwang, Soon Rim Suh; Journal of Korean Academy of Nursing 1998;28(1):193-200. Published online March 29, 2017; DOI: https://doi.org/10.4040/jkan.1998.28.1.193

Abstract PDF

The purpose of this study was to identify how students majoring in nursing perceive cause of cancers and the effects of diet for preventing cancers. Data for the study were collected by 651 nursing students, who were registered in the second and third year in three technical colleges and third and fourth year in two universities. The research instruments included items on general characteristics of subjects, items about the degree of perception of the frequency of cancer onset and items on the perception of mortality, risk factors, preventive diets, knowledge, and high risk factor for cancer in specific body areas. The findings of this study are as follows : 1. Almost all subjects(92.8%) reported that the frequency of cancer onset increases and that it is 93.9% for people over 40. Degree of perception about cancer mortality was low at 33.0%. 2. As far as the perception of risk factors for cancer onset was concerned, smoking, stress, heredity, family history, and alcohol were rated high, over 80.0%. Risk factor in clouding, virus, hormones, pesticides were rated as low. 3. As to the perception of risk factor for body area as associated with diet salted and scorched food were rated at 44.5% for stomach cancer, alcohol, 50.4% for liver cancer, smoking, 72.8% for lung cancer, pregnancy times, 25.3%, and marriage age, 23.0% for uterine cancer, and no delivery experience, 40% for breast cancer. 4. The knowledge score for cancer was between 12 and 36, with a mean score of 26.75(SD=4.13). There was a statistically significant difference between experience in caring for cancer patients during clinical practice and knowledge score(t=3.09, p=.002).

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Literature Review of Structural Equation Models for Hospital Nurses' Turnover Intention in Korea
Eunhye Kim, Jinhyun Kim
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Transformational Experience of a Student Nurse with Diabetes: A Case Study: Hye Jung Choi, Young Sang Hong; Journal of Korean Academy of Nursing 2007;37(2):192-200. Published online March 28, 2017; DOI: https://doi.org/10.4040/jkan.2007.37.2.192

Abstract PDF: Purpose
The current study was aimed to investigate the transformational experience of a female student nurse living with type 1 diabetes.
Methods
A case study of a 24-year-old diabetes patient was conducted, with interviews concerning the evolving process she had lived through during the period from her later high school years to her graduation from nursing college.
Results
Followings were identified as 5-transformation process: With her diabetes-related limitation, the participant experienced ‘ conflict involving choosing a college and major’. The participant tried to be in charge of managing her diabetes and stepped forward to ‘ adaptation to college life as a new environment’, and she learned more about the process of ‘ evolving awareness of caring’ and developed herself further through the process of ‘ integration of the nurse identity into self-identity’, and finally through the process of ‘ progression and preparation for getting a job’ she achieved her goals, being positive about the future.
Conclusions
The results of the study can provide individuals with diabetes a way of self-management and help the patients and their families in diabetes education. Further research will be needed to refine the results of this study and to learn more about the experiences of patients with type I diabetes in college years.

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Development of a Critical Thinking Disposition Scale for Nursing Students: In Soo Kwon, Ga Eon Lee, Gyung Duck Kim, Young Hee Kim, Kyung Min Park, Hyun Sook Park, Sue Kyung Sohn, Woo Sook Lee, Keum Seong Jang, Bok Yae Chung; Journal of Korean Academy of Nursing 2006;36(6):950-958. Published online March 28, 2017; DOI: https://doi.org/10.4040/jkan.2006.36.6.950

Abstract PDF

Purpose

The purpose of this study was to develop a critical thinking disposition scale for nursing students.

Method

The developmental process was construction of a conceptual framework, development of preliminary items, verification of content validity, development of secondary items, verification of construct validity and extraction of final items. The conceptual framework and first preliminary 60 items were obtained through a review of relevant literature and the development of critical disposition scales by 10 researchers who had been studying critical thinking for one year. These items were reviewed by five specialists for content validity and finally 55 items were chosen. The data was collected from October 1 to 15, 2004 and was analyzed using factor analysis and Cronbach's alpha with the SPSS program. The subjects were composed of 560 Bachelor of Science nursing students from 8 nursing schools.

Result

There were 35 final items which were sorted into 8 factors. The factors were identified as ‘ intellectual integrity(6 items)’, ‘ creativity(4 items)’, ‘ challenge(6 items)’, ‘ open-mindedness(3 items)’, ‘ prudence(4 items)’, ‘ objectivity(4 items)’, ‘ truth seeking(3 items)’ and ‘ inquisitiveness(5 items)’. The cumulative percent of variance was 55.107%. The reliability of the scale, Cronbach's alpha was .892 and the factors' ranged from .562-.836.

Conclusion

The result of this study could be used for measuring critical thinking dispositions of nursing students. However, for further validity and reliability, repeated research is necessary.

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Effects of Gerontological Nursing Practicum on Attitudes toward Elders with Dementia and General Elders among Korean Nursing Students: Jung Hee Kim; Journal of Korean Academy of Nursing 2006;36(4):645-651. Published online March 28, 2017; DOI: https://doi.org/10.4040/jkan.2006.36.4.645

Abstract PDF

Purpose

This study investigated changes in attitudes toward elders in general and elders with dementia after students finished a gerontological nursing practicum.

Methods

Questionnaires developed for Asian cultures were administered pre practicum, immediately post practicum, and at 8-months follow up to 31 senior students in a baccalaureate nursing program. The 1-week practicum occurred at two adult day care centers: a center for elders with dementia and a center for elders with stroke. Repeated measures ANOVA and Bonferroni correction procedures were used to analyze data.

Results

Students' evaluation of elder vitality and flexibility increased significantly at post practicum, however this increase was not sustained at follow up. Score of generosity of elders, the only positively evaluated dimension for elders in general, improved partly at post practicum. Students evaluated flexibility and generosity of elders with dementia more negatively than general elders. All of the decreased attitudes at follow up were not significantly different from those at pre practicum.

Conclusions

Students had more negative attitudes toward elders with dementia. Attitudes of students in direct contact with elders with dementia were improved through the practicum regarding generosity and flexibility. However the sustainability of the immediate effect was not observed at follow up.

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Xingjuan Tao, Margaret MacAndrew, Sherry Dahlke, Jeffrey I. Butler, Jo Rayner, Deirdre Fetherstonhaugh, Christina Parker
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International Journal of Nursing Education Scholarship.2022;[Epub] CrossRef
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Study on Nursing College Students' Subjectivity in Their Attitude Toward Jobs: Yoon Sook Kim, Boon Han Kim; Journal of Korean Academy of Nursing 2005;35(4):680-685. Published online March 28, 2017; DOI: https://doi.org/10.4040/jkan.2005.35.4.680

Abstract

Purpose

The purpose of the study was to categorize nursing students' subjectivity in their attitude toward their jobs, and thereby understand the differences among these attitude types.

Methods

The study used a Q-method to measure nursing students' attitude toward jobs identity types. In-depth and objective interviews and literature review formed Q sample. The P sample consisted of 25 nursing students.

Results

The results of the study show that nursing students can be categorized into three types, depending on their attitudes toward their jobs. The firs type, “interest-oriented” students, strongly disagree to the following: giving priority to job over marriage, standing unfair treatment in the workplace, the importance of promotion opportunity, irresponsibility, and uncertainty. The “reward-oriented” students, on the other hand, strongly disagree to the following: indifference to career prospects, employment-related relocation of residence, irresponsibility, standing difficulties, and compromises with others. The third type of nursing students is the possession-oriented students, who strongly disapprove of irresponsibility, refusal to compromise with reality, standing unfair job allocation or promotion and career uncertainty.

Conclusions

The study on nursing college students' attitude toward their jobs is meaningful in the following aspects: First, the study clarifies nursing college students' attitudes toward their job by categorizing it. Second, the study confirms the changing attitudes of nursing students toward jobs with the change of times and calls for proper educational programs to foster healthy career attitudes. Third, proper decision-making as regards jobs and job allocation for nurses, or their career attitudes, is beneficial to individuals, the medical industry, and society.

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A Q-method approach to perceptions of professional reasoning in occupational therapy undergraduates
Luis-Javier Márquez-Álvarez, José-Ignacio Calvo-Arenillas, Estíbaliz Jiménez-Arberas, Miguel-Ángel Talavera-Valverde, Ana-Isabel Souto-Gómez, Pedro Moruno-Miralles
BMC Medical Education.2021;[Epub] CrossRef

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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

Abstract PDF

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 relationship between intrinsic motivation and learning outcomes in problem-based learning
Hye-Ryoung Kim
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
Jihyun Si
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
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Attitudes toward the Elderly among Nursing Students in Korea: Jung Hee Kim, Gwi Ryung Son, Donna L. Algase; Journal of Korean Academy of Nursing 2004;34(8):1499-1508. Published online March 28, 2017; DOI: https://doi.org/10.4040/jkan.2004.34.8.1499

Abstract PDF

Purpose

The primary purpose of this study was to reexamine underlying dimensions of attitudes toward the elderly held by undergraduate nursing students. A secondary purpose was to investigate characteristics of nursing students associated with attitudes toward elders.

Methods

A survey was performed using self-report questionnaire completed by nursing students from a total of 10 nursing schools or departments each selected randomly from one province of Korea. Students' responses (N=366) were analyzed using factor analysis, correlation coefficients, t-test, and ANOVA.

Results

Three attitudinal dimensions explaining 35.29% of the variance were extracted: vitality, generosity and flexibility. From a neutral point of 4.0 in the range of 1 to 7, only generosity (4.47) was evaluated positively, whereas vitality (3.31) and flexibility (2.91) were evaluated negatively. The mean scores of the vitality and generosity dimensions were significantly different by students' level of communication with the elderly, experience living with the elderly, and interest in elders or in issues related to elders. Interest in elders/elder issues was the only characteristic affecting significant mean score difference in flexibility.

Conclusion

Educational process should increase students' exposure to healthy elderly to modify negative attitudes toward the elderly among nursing students.

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Awareness and Attitudes of Dental Students toward Older Adults in Indonesia
Anton Rahardjo, Fakhira Hanna Safira Firdaus, Peter Andreas, Yuniardini Septorini Wimardhani, Diah Ayu Maharani
Dentistry Journal.2022; 10(10): 183. CrossRef
Mapping evidence of nurses’ attitudes toward older adults in Africa: a scoping review protocol
Esther L. Wanko Keutchafo, Jane Kerr, Mary A. Jarvis, Desmond Kuupiel
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Survey of attitude towards and understanding of the elderly amongst Chinese undergraduate medical students
Zuoyan Liu, Lihui Pu, Heng Wang, Xiuying Hu
Asian Biomedicine.2014; 8(5): 615. CrossRef

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A Q-methodological Study on Nursing Students' Attitudes toward Nursing Ethics: Eun Ja Yeun, Young Mi Kwon, Hung Kyu Kim; Journal of Korean Academy of Nursing 2004;34(8):1434-1442. Published online March 28, 2017; DOI: https://doi.org/10.4040/jkan.2004.34.8.1434

Abstract PDF: Purpose
Professional nursing ethics is a living, dynamic set of standards for nurses'professional moral behavior. Furthermore, in daily clinical nursing training, nursing students are constantly confronted with decisionmaking that is moral in nature. The aim of this study was to identify the perceived ethical attitudes in the clinical training process of senior nursing students using Q-methodology to offer basic strategies for nursing ethics education and thereby improve patients'care.
Methods
Q-methodology provides a scientific method for identifying perception structures that exist within certain individuals or groups. Thirty-seven participants in a university rated 38 selected Q-statements on a scale of 1-9. The collected data were analyzed using pc-QUNAL software.
Results
Principal component analysis identified 3 types of ethical attitudes in nursing students in Korea. The categories were labeled Sacred-life, Science-realistic and Humane-life. Sacred-life individuals think that a life belongs to an absolute power (God), not a man, and a human life is a high and noble thing. Science-realistic individuals disagreed that allowing an induced abortion or embryo (human) duplication is unethical behavior that provokes a trend, which takes the value of a life lightly; most of them took a utilitarian position with respect to ethical decisions. Humane-life individuals exhibit a tendency toward human-centered thought with respect to ethical attitudes.
Conclusion
This study will be of interest to educators of students of nursing and hospital nursing administrators. Also, the findings may provide the basis for the development of more appropriate strategies to improve nursing ethics education programs.

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Effect of Debriefing Based on the Clinical Judgment Model on Simulation Based Learning Outcomes of End-of-Life Care for Nursing Students: A Non-Randomized Controlled Trial: Kyung In Jeong, Ja Yun Choi; J Korean Acad Nurs 2017;47(6):842-853. Published online January 15, 2017; DOI: https://doi.org/10.4040/jkan.2017.47.6.842

Abstract PDF

Abstract Purpose

This study was conducted to identify effects of debriefing based on the clinical judgment model for nursing students on their knowledge, skill performance, clinical judgment, self-confidence and learner satisfaction during simulation based end-of-life care (ELC) education.

Methods

Simulation based ELC education was developed in six steps as follows: selection of learning subjects and objects, development of learning tools, a trial run of simulation-based education, students’ skill training, and evaluators’ training. Forty-eight senior nursing students (25 in the experimental group and 23 in the control group) participated in the simulation-based ELC education using a high-fidelity simulator. Debriefing based on the clinical judgment was compared with the usual debriefing.

Results

ANCOVA showed that there were differences in knowledge (F=4.81, p=.034), skill performance (F=68.33, p<.001), clinical judgment (F=18.33, p<.001) and self-confidence (F=4.85, p=.033), but no difference in satisfaction (t=-0.38, p=.704) between the experimental and control groups.

Conclusion

This study found that debriefing based on the clinical judgement model is effective for supporting nursing students for reflecting on clinical judgment and improving their diverse competencies in complex clinical settings such as ELC.

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Clinical Judgment Model‐Based Critical Reflection Program for Newly Graduated Nurses: A Nonrandomized Controlled Trial
Ae Ran Kim, Jeong Hee Hong, Kyeongsug Kim, Yuna Kim, Jung Min Lee, Heejin Lee, Ji Hyun Yoon, Mi Soon Kim
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Impact of Increased Supply of Newly Licensed Nurses on Hospital Nurse Staffing and Policy Implications: Yunmi Kim, Sunju You, Jinhyun Kim; J Korean Acad Nurs 2017;47(6):828-841. Published online January 15, 2017; DOI: https://doi.org/10.4040/jkan.2017.47.6.828

Abstract PDF

Abstract Purpose

This study aimed to analyze the impact of increasing the supply of newly licensed nurses on improving the hospital nurse staffing grades for the period of 2009~2014.

Methods

Using public administrative data, we analyzed the effect of newly licensed nurses on staffing in 1,594 hospitals using Generalized Estimating Equation (GEE) ordered logistic regression, and of supply variation on improving staffing grades in 1,042 hospitals using GEE logistic regression.

Results

An increase of one newly licensed nurse per 100 beds in general units had significantly lower odds of improving staffing grades (grades 6~0 vs. 7) (odds ratio=0.95, p=.005). The supply of newly licensed nurses increased by 32% from 2009 to 2014, and proportion of hospitals whose staffing grade had improved, not changed, and worsened was 19.1%, 70.1%, and 10.8% respectively. Compared to 2009, the supply variation of newly licensed nurses in 2014 was not significantly related to the increased odds of improving staffing grades in the region (OR=1.02, p=.870).

Conclusion

To achieve a balance in the regional supply and demand for hospital nurses, compliance with nurse staffing legislation and revisions in the nursing fee differentiation policy are needed. Rather than relying on increasing nurse supply, retention policies for new graduate nurses are required to build and sustain competent nurse workforce in the future.

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Effects of Bullying Experience on Psychological Well-Being Mediated by Conflict Management Styles and Psychological Empowerment among Nursing Students in Clinical Placement: A Structural Equation Modeling Approach: Liping Ren, Hyunli Kim; J Korean Acad Nurs 2017;47(5):700-711. Published online January 15, 2017; DOI: https://doi.org/10.4040/jkan.2017.47.5.700

Abstract PDF

Abstract Purpose

This study aimed to test a proposed structural equation model in which bullying experience, conflict management styles and psychological empowerment predict psychological well-being among Chinese nursing students in clinical placement.

Methods

Three hundred and sixty-six nursing students recruited from five hospitals in J city and Y city were assessed with self-report questionnaires on bullying experience, conflict management styles, psychological empowerment and psychological well-being including depression, self-esteem, and academic major satisfaction. Data were analyzed using SPSS version 20.0 and AMOS version 22.0.

Results

The evaluation parameters included the comparative fit index at .90, the goodness of fit index at .93, the root mean square error of approximation at .07, and c²/df ratio at 2.66, indicating that the proposed structural equation model provided a good fit to the data. Experience of being bullied during clinical placement, conflict management styles and psychological empowerment explained 93.0% of the variance and had significant effects on psychological well-being, with conflict management styles and psychological empowerment mediating the association between bullying and psychological well-being.

Conclusion

The findings indicated that mediation by conflict management styles and psychological empowerment alleviated the negative influence of bullying on psychological well-being. To limit bullying and its negative effects, development of effective guidelines to deal with bullying will be a critical tool for both Chinese nursing students and their instructors. Further research should incorporate conflict management styles and psychological empowerment into the specific intervention strategies for handling bullying behaviors among nursing students and staff nurses and promoting nursing students’ psychological well-being.

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Student nurses' bullying, social support and their health status during clinical practicum programmes
Li Fang, Ching‐Lin Fang, Shu‐Hui Fang
International Journal of Nursing Practice.2020;[Epub] CrossRef
Understanding roles in health care through interprofessional educational experiences
Susan Furr, Susan Hayes Lane, Dana Martin, Dana E Brackney
British Journal of Nursing.2020; 29(6): 364. CrossRef
Impact of Psychological Empowerment on Workplace Bullying and Intent to Leave
Debra Hampton, Mary Kay Rayens
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Sonia Maria Balevre, Park S. Balevre, David J. Chesire
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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

Abstract PDF

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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Wearable smart glasses for first‐person video analysis to evaluate nursing skills: A pilot study with a mixed method design
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

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Validity and Reliability of the Peer Group Caring Interaction Scale-Korean Version: Jeong-Hee Kim, Moon Yeon Kong, Yun Hee Oh; J Korean Acad Nurs 2016;46(3):431-442. Published online June 30, 2016; DOI: https://doi.org/10.4040/jkan.2016.46.3.431

Abstract PDF

Purpose

This paper was conducted to validate the Korean version of the Peer Group Caring Interaction Scale (PGCIS-K) that measures caring behaviors as experienced by nursing students.

Methods

Translation of the PGCIS-K was validated through forward-backward translation methods. Survey data were collected from 218 nursing students in a nursing school. Construct validity and criterion-related validity were evaluated. Internal consistency and the Guttman split-half coefficient were calculated to assess reliability.

Results

The PGIS-K showed reliability except for 4 items (Cronbach's α=.91, Guttman split-half coefficient=.85), which were low (<.30) or negatively correlated with the total scale. A 12-item reduced form of the PGCIS-K was developed by item-analysis and construct validity evidence. Factor loading for the 12 items on 2 factors ranged from .47~.82, which explained 58.4% of the total variance. Two factors were named 'modeling and assistance (Cronbach's α=.87)' and 'communication and sharing (Cronbach's α=.82)'. Convergent validity, discriminant validity, and criterion validity were supported according to the correlation coefficients of the 2 factors with other measure.

Conclusion

The findings suggest preliminary evidence that the 12-item PGCIS-K can be used to measure nursing students' peer group caring interactions in Korea. Additional studies are recommended to continue the psychometric evaluation of this scale. Also, it can be extended to measure graduate nursing students or staff nurses' peer group caring interaction.

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Hospital organisational health as a mediator between positive nursing organisational culture, caring behaviour, and quality of nursing care
Bo Ram Ku, Mi Yu
Humanities and Social Sciences Communications.2024;[Epub] CrossRef
A structural model of nursing students’ performing communication skills
Cho Rong Gil, Kyung Mi Sung
The Journal of Korean Academic Society of Nursing Education.2023; 29(2): 148. CrossRef
Adapting and Validating the COVID-19 Vaccine Hesitancy and Vaccine Conspiracy Beliefs Scales in Korea
Hyesung Ock, Mihyeon Seong, Insook Kim
Healthcare.2022; 10(11): 2274. CrossRef
Influence of Nurse Manager and Peer Group Caring Behaviors as Perceived by Nurses on Organizational Socialization and Nursing Performance
Na Yeon Shin, Soyoung Yu, Seong Suk Kang, Seung Shin Lee, Min Jeung Park, DaeYeon Lee, Sun Mi Nam
Journal of Korean Academy of Nursing Administration.2020; 26(2): 110. CrossRef
A Review of the Korean Nursing Research Literature with Focus on Quantitative Measurement of Caring
Jeong-Hee Kim, Young Sook Park
Journal of Korean Academy of Community Health Nursing.2018; 29(2): 155. CrossRef
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Moon Yeon Kong, Jeong-Hee Kim
Journal of Korean Academy of Nursing Administration.2017; 23(2): 191. CrossRef

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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

Abstract PDF

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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Effects of Learning Portfolios in General Education Courses on Undergraduates' Self-Regulated Learning Abilities, Ego-Resilience, and Self-Directed Learning Readiness
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
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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

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Development of a Cultural Competence Scale for Nursing Students: Seok-Young Han, Hyang-In Cho Chung; J Korean Acad Nurs 2015;45(5):684-693. Published online October 30, 2015; DOI: https://doi.org/10.4040/jkan.2015.45.5.684

Abstract PDF

Purpose

This methodological study was conducted to develop and test a cultural competence scale for nursing students.

Methods

Based on the five constructs of cultural competency identified in the conceptual analysis of Suh, 76 items for the tool were derived initially. These items were reduced to 58 items after content validity tests (two times) by 6 multicultural experts. Data collected from 526 nursing students were utilized to test the validity and reliability of the preliminary tool. Item analysis, factor analysis, Pearson correlation coefficients, and Cronbach's alpha were used for the analysis.

Results

Twenty-seven items were selected for the final scale, and categorized into 5 factors explaining 62.1% of the total variance. Cronbach's alpha was .91 and the reliability of the subscales ranged from .76 to .91. Criterion validity between the developed tool and empathy (r=.26, p <.001) was significant.

Conclusion

The results show that this scale can provide scientific and empirical data when evaluating the effectiveness of school curriculums or multicultural empowerment programs regarding cultural competence of nursing students.

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Clinical learning environment: Improving cultural competence in nursing students
Kuswantoro Rusca Putra, Alfrina Hany, Ratih Arum Vatmasari, Ike Nesdia Rahmawati, Ridhoyanti Hidayah, Kaista Bunga Disy Agse, Moch Denny Rosyid, Soniya Nailun Najah Zuhri
Journal of Education and Health Promotion.2025;[Epub] CrossRef
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Enhancing cultural competency and empathy toward foreign patients for Korean nursing students through a simulation: A quasi-experimental study
Mijin Shin, Hyunjoo Na, Sujeong Kim
Nurse Education in Practice.2023; 69: 103615. CrossRef
Transcultural adaptation and validity of the nurse professional competence scale Korean version for graduating nursing students: An explanatory factor analysis
Su Jung Lee, Hyun‐Ju Seo, Kye Ha Kim, Jinhee Kim, Hyunlye Kim, Jeong‐Min Park
Nursing Open.2023; 10(2): 579. CrossRef
Factors Affecting Cultural Competence in a Sample of Nursing Students during the Prolonged COVID-19 Pandemic in Republic of Korea: A Cross-Sectional Study
Hyeran An, Juhyun Jin, Taehyun Kim
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Kyung Jin Hong, Jungjin Han
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Jumi Lee, Won Hee Jun
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A Study on Global Nursing Practice Education Experience
Eun Sil Cho, Myoung Hee Seo, Soo Ok You, Ok Hee Ahn, Myeoung Hi Song
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The impact of cultural immersion international learning experiences on cultural competence of nursing students: A critical integrative review
Elise J. Matthews, Laurie Clune, Florence Luhanga, Reny Loewen
Journal of Professional Nursing.2021; 37(5): 875. CrossRef
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Jiwon Kang, Jeongeun Song, Wonjung Noh
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Mijeong Park, Hana Yoo
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A Literature Review of the Studies on Cultural Competency of Nurses and Nursing Students in Korea
Min-A Kim, So-Eun Choi
Journal of Korean Academy of Community Health Nursing.2018; 29(4): 450. CrossRef
Effects of Critical Thinking Disposition and Empathy on Cultural Competency in Dental Hygiene Students
Ji-Min Hwang, Ji-Hyoung Han
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Effects of cultural education and cultural experiences on the cultural competence among undergraduate nursing students
Jeong-Sil Choi, Ji-Soo Kim
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Hyang-In Cho Chung, Seok-Young Han, Seung-Hee Seo
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Eun Ju Song, Ya Ki Yang, Sook Kyoung Park
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Geum Hee Jeong, Hye-Sook Park, Kyung Won Kim, Young Hee Kim, Sun Hee Lee, Hyun-Kyoung Kim
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Relationship Between Self-Reflection, Critical Thinking Disposition, Muti Cultural Experience and Cultural Competence in nursing students
So-Young Pak
Journal of Digital Convergence.2016; 14(12): 345. CrossRef

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Development of Critical Thinking Skill Evaluation Scale for Nursing Students: So Young You, Nam Cho Kim; J Korean Acad Nurs 2014;44(2):129-138. Published online April 30, 2014; DOI: https://doi.org/10.4040/jkan.2014.44.2.129

Abstract PDF

Purpose

To develop a Critical Thinking Skill Test for Nursing Students.

Methods

The construct concepts were drawn from a literature review and in-depth interviews with hospital nurses and surveys were conducted among students (n=607) from nursing colleges. The data were collected from September 13 to November 23, 2012 and analyzed using the SAS program, 9.2 version. The KR 20 coefficient for reliability, difficulty index, discrimination index, item-total correlation and known group technique for validity were performed.

Results

Four domains and 27 skills were identified and 35 multiple choice items were developed. Thirty multiple choice items which had scores higher than .80 on the content validity index were selected for the pre test. From the analysis of the pre test data, a modified 30 items were selected for the main test. In the main test, the KR 20 coefficient was .70 and Corrected Item-Total Correlations range was .11-.38. There was a statistically significant difference between two academic systems (p=.001).

Conclusion

The developed instrument is the first critical thinking skill test reflecting nursing perspectives in hospital settings and is expected to be utilized as a tool which contributes to improvement of the critical thinking ability of nursing students.

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Nguyen Thi Thanh Tam, Tran Ngoc Tien
rEFLections.2024;[Epub] CrossRef
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Mio Leng Au, Yue Yi Li, Lai Kun Tong, Si Chen Wang, Wai I Ng
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Dongsuk Lee, Jiyeon Park
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Fernando Riegel, Maria da Graça Oliveira Crossetti
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Cristina Canova, Giorgio Brogiato, Gabriele Roveron, Renzo Zanotti
Journal of Clinical Nursing.2016; 25(5-6): 811. CrossRef
A literature Review (1996-2014) on Critical Thinking in Korean Nursing Education for the Era of Convergence
Na-Sun Ha, So-Young Pak, Mi-Ja Lee
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Hyunsook Shin, Chang Gi Park, Hyojin Kim
Asian Nursing Research.2015; 9(4): 342. CrossRef

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Subjectivity of Nursing College Students' Awareness of Gender Equality: An Application of Q-methodology: Eun Ja Yeun, Hye Jin Kwon, Hyun Jeong Kim; J Korean Acad Nurs 2012;42(3):342-350. Published online June 29, 2012; DOI: https://doi.org/10.4040/jkan.2012.42.3.342

Abstract PDF

Purpose

This study was done to identify the awareness of gender equality among nursing college students, and to provide basic data for educational solutions and desirable directions.

Methods

A Q-methodology which provides a method of analyzing the subjectivity of each item was used. 34 selected Q-statements from each of 20 women nursing college students were classified into a shape of normal distribution using 9-point scale. Subjectivity on the equality among genders was analyzed by the pc-QUANL program.

Results

Four types of awareness of gender equality in nursing college students were identified. The name for type I was 'pursuit of androgyny', for type II, 'difference-recognition', for type III, 'human-relationship emphasis', and for type IV, 'social-system emphasis'.

Conclusion

The results of this study indicate that different approaches to educational programs on gender equality are recommended for nursing college students based on the four types of gender equality awareness.

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Factors Affecting Gender Equality Consciousness of University Students : The Graduates of Social Welfare
Suk-Ja YOON, Eun-Kyung BYUN
JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION.2017; 29(1): 90. CrossRef
Types of Gender Role Identity in Nursing Students: A Q Methodological Study
Euna Park, Sung Hee Ko
Journal of Korean Academy of Psychiatric and Mental Health Nursing.2015; 24(4): 236. CrossRef
Perceptions on gender awareness and considerations in career choices of medical students in a medical school in Taiwan
Yueh‐Chin Chung, Ching‐Yi Lin, Chien‐Ning Huang, Jen‐Hung Yang
The Kaohsiung Journal of Medical Sciences.2013; 29(11): 629. CrossRef

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Development and Effects of an e-Learning Program in Operating Room Nursing for Nursing Students: Eun Hee Park, Seon Young Hwang; J Korean Acad Nurs 2011;41(1):36-46. Published online February 28, 2011; DOI: https://doi.org/10.4040/jkan.2011.41.1.36

Abstract PDF

Purpose

This study was conducted to develop an e-Learning program that assists nursing students' clinical practice in operating room nursing and to examine the learning effects.

Methods

Based on content and need analysis, 9 learning modules were developed for nursing care in operating rooms and with operating equipment. To verify the effects of the program, a quasi-experimental pretest-posttest control group design was employed. The participants in this study were 74 third-year nursing students (34 in the experimental and 40 in the control group) from a junior college in G-city, Korea, who were engaged in a one week clinical practicum in an operating unit. Frequencies, χ²-test and t-test with the SPSS program 17.0 were used to analyze the data.

Results

Knowledge was significantly higher in the experimental group compared to the control group (p=.018). However, there was no significant difference between the two groups in self-directed learning. The experimental group had significantly higher motivation toward learning, which was examined posttest only (p=.027).

Conclusion

These results indicate that the implementation of an e-Learning program needs to be continued as an effective educational tool, but more research on the best way to implement e-Learning in students' practicum is needed.

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Sungeun Kim, Mihae Im
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De-Chih Lee, Ching-Yi Chang
Education and Information Technologies.2024;[Epub] CrossRef
A competency-based guided-learning algorithm applied on adaptively guiding e-learning
Wei-Chih Hsu, Cheng-Hsiu Li
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Applied Mechanics and Materials.2013; 284-287: 3305. CrossRef
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The Journal of the Korea Contents Association.2011; 11(9): 384. CrossRef

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