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Research Papers
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
AbstractAbstract 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
AbstractAbstract 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.

Citations

Citations to this article as recorded by  
  • Exploring the effects of extended reality head-mounted display nervous system assessment training for nursing students: A pilot feasibility study
    Jiyoung Kim, Hyunjung Shin
    Nurse Education Today.2024; 133: 106089.     CrossRef
  • Are virtual reality intravenous injection training programs effective for nurses and nursing students? A systematic review
    Jin Young Kim, Juri Kim, Mikyoung Lee
    Nurse Education Today.2024; 139: 106208.     CrossRef
  • Enhancing nursing competency through virtual reality simulation among nursing students: a systematic review and meta-analysis
    Mi-Kyoung Cho, Mi Young Kim
    Frontiers in Medicine.2024;[Epub]     CrossRef
  • Effects of Immersive Technology–Based Education for Undergraduate Nursing Students: Systematic Review and Meta-Analysis Using the Grading of Recommendations, Assessment, Development, and Evaluation (GRADE) Approach
    Subin Park, Hui Ju Shin, Hyoeun Kwak, Hyun Joo Lee
    Journal of Medical Internet Research.2024; 26: e57566.     CrossRef
  • Development and Effects of Metaverse-Based Intradermal Injection Content for Nursing Students
    Min-Kweon Ahn
    Journal of Digital Contents Society.2024; 25(9): 2543.     CrossRef
  • Pressure Ulcer Management Virtual Reality Simulation (PU-VRSim) for Novice Nurses: Mixed Methods Study
    Soo Youn Jung, Kyoung Ja Moon
    JMIR Serious Games.2024; 12: e53165.     CrossRef
  • Effect of Augmented Reality Smart Glasses-based Nursing Skills Training for Nursing Students’ Medication Administration Safety Competency: A Quasi-experimental Study
    Jiyoung Kim, Narae Heo
    Journal of Korean Academy of Fundamentals of Nursing.2023; 30(4): 449.     CrossRef
  • Instructor's Experience of Extended Reality Applied to Nursing Education
    Jiyoung Kim, Hyeoncheol Jeong
    Clinical Simulation in Nursing.2023; 84: 101450.     CrossRef
  • Validity and reliability of positive attitudes toward and perceived importance of wearable display technology as an effective learning tool among nursing students
    Jiyoung Kim, Narae Heo, Hyuncheol Kang
    Nurse Education in Practice.2023; 73: 103812.     CrossRef
  • A Study on the Feasibility of Introducing XR in Nursing Education Core Fundamental Nursing Skills
    Yunja Hwang, Jaeyeon Jeong, Yoo Mi Jeong
    Journal of Digital Contents Society.2023; 24(4): 775.     CrossRef
  • Virtual Reality Simulation for Advanced Infection Control Education in Neonatal Intensive Care Units: Focusing on the Prevention of Central Line-Associated Bloodstream Infections and Ventilator-Associated Infections
    Jimin Ryu, Mi Yu
    Healthcare.2023; 11(16): 2296.     CrossRef
  • A Delphi study on the Needs for the Development of a Customized Program based on Augmented Reality for Preterm infants and their Families in the Neonatal Intensive Care Unit
    Jae Eun Sin, Ah Rim Kim
    Journal of Digital Contents Society.2022; 23(3): 455.     CrossRef
  • The development and effects of metaverse-based core nursing skill contents of vital signs measurements and subcutaneous injections for nursing students
    Min Kweon Ahn
    The Journal of Korean Academic Society of Nursing Education.2022; 28(4): 378.     CrossRef
  • Nurses’ behavioral intention in using virtual clinical simulation training: By structural equation modeling
    Hyein Choi, Sunghee H. Tak
    Nurse Education in Practice.2022; 65: 103492.     CrossRef
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Original Articles
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
AbstractAbstract 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.

Citations

Citations to this article as recorded by  
  • Effects of stress on burnout among infection control nurses during the COVID-19 pandemic: the mediating effects of social support and self-efficacy
    Su-jin Lee, Ju-Young Park, Seo-Hyeon Kim
    BMC Nursing.2024;[Epub]     CrossRef
  • The effect of verbal violence, clinical practice stress, and coping with stress on nursing students’ major satisfaction during clinical practice
    Heejung Heo, Yeoungsuk Song
    The Journal of Korean Academic Society of Nursing Education.2023; 29(2): 190.     CrossRef
  • Examining Students’ Experience with the Nursing Management Practicum Based on the Service Design
    Yoomi Jung, Myungja Kim
    Journal of Korean Academy of Nursing Administration.2022; 28(3): 214.     CrossRef
  • Effects of a group poetry therapy program on stress, anxiety, ego-resilience, and psychological well-being of nursing students
    Jung Hyun Park, Ji Young Kim, Hyeon Ok Kim
    Archives of Psychiatric Nursing.2022; 41: 144.     CrossRef
  • The mediating effect of media usage on the relationship between anxiety/fear and physician–patient trust during the COVID-19 pandemic
    Yidi Chen, Jianhui Wu, Jinjin Ma, Huanya Zhu, Wenju Li, Yiqun Gan
    Psychology & Health.2022; 37(7): 847.     CrossRef
  • A Cross-Sectional Study: What Contributes to Nursing Students’ Clinical Reasoning Competence?
    Soomin Hong, JuHee Lee, Yeonsoo Jang, Yoonju Lee
    International Journal of Environmental Research and Public Health.2021; 18(13): 6833.     CrossRef
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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
AbstractAbstract 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.

Citations

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  • The relationship between clinical decision-making levels and self-efficacy levels of operating room nurses
    Sedat Kaya, Gizem Kubat Bakir
    Perioperative Care and Operating Room Management.2024; 37: 100416.     CrossRef
  • Clinical decision making: validation of the nursing anxiety and self-confidence with clinical decision making scale (NASC-CDM ©) into Spanish and comparative cross-sectional study in nursing students
    Daniel Medel, Tania Cemeli, Krista White, Williams Contreras-Higuera, Maria Jimenez Herrera, Alba Torné-Ruiz, Aïda Bonet, Judith Roca
    BMC Nursing.2024;[Epub]     CrossRef
  • Development and Implementation of a Mobile-Integrated Simulation for COVID-19 Nursing Practice: A Randomized Controlled Pretest–Posttest Experimental Design
    Sun-Hwa Lee, Jeong-Sil Choi
    Healthcare.2024; 12(4): 419.     CrossRef
  • Development and evaluation of a collaborative reflection-based debriefing strategy for simulation-based education using virtual simulations in practical nursing: A randomized controlled trial
    Ji-Ah Yun, In-Soon Kang
    Nurse Education in Practice.2024; 81: 104170.     CrossRef
  • Constructing a Mixed Simulation With 360° Virtual Reality and a High-Fidelity Simulator
    Sun Kyung Kim, Youngho Lee, Younghye Go
    CIN: Computers, Informatics, Nursing.2023; 41(8): 569.     CrossRef
  • Path model on decision‐making ability of clinical nurses
    Minsook Park, Minkyung Gu, Sohyune Sok
    Journal of Clinical Nursing.2023; 32(7-8): 1343.     CrossRef
  • Achieving nursing students' clinical practice hours during the COVID‐19 pandemic: Effects of alternative and nonstandard practicum methods
    Min Kyung Song, Ji‐Soo Kim
    International Journal of Nursing Practice.2023;[Epub]     CrossRef
  • Factors Related to the Problem-solving Ability of Nursing Students Who Experienced Simulation Training
    Ji-Won Han
    Journal of Korea Society for Simulation in Nursing.2023; 11(2): 17.     CrossRef
  • A Concept Analysis of Nurses’ Clinical Decision Making: Implications for Korea
    Sunyoung Oh, Minkyung Gu, Sohyune Sok
    International Journal of Environmental Research and Public Health.2022; 19(6): 3596.     CrossRef
  • The Korean version of the Virtual Patient Learning System Evaluation Tool: Assessment of reliability and validity
    Hae Jeong An, Jung Suk Choi, Min Roh, Hyun Mi Cho, Eun Ju Choi
    Nurse Education Today.2021; 106: 105093.     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
AbstractAbstract 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.

Citations

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  • 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
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    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
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  • 13 Web of Science
  • 15 Crossref
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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
AbstractAbstract 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.

Citations

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  • The effectiveness of using situational awareness and case-based seminars in a comprehensive nursing skill practice course for undergraduate nursing students: a quasi-experimental study
    Yuanhao Sun, Xiangdong Li, Haiyang Liu, Yuqing Li, Jiaofeng Gui, Xiaoyun Zhang, Xiaoping Li, Lu Sun, Lin Zhang, Congzhi Wang, Jing Li, Mingming Liu, Dongmei Zhang, Jingyi Gao, Xuefeng Kang, Yunxiao Lei, Ting Yuan
    BMC Medical Education.2024;[Epub]     CrossRef
  • Relationship between optimism, emotional intelligence, and academic resilience of nursing students: the mediating effect of self-directed learning competency
    Eun Hee Hwang, Kon Hee Kim
    Frontiers in Public Health.2023;[Epub]     CrossRef
  • The self-directed learning readiness of access to HE students at City College Plymouth, United Kingdom
    Cyril Mbeau‐ache, Brian Banks, Chris Ford
    Journal of Adult and Continuing Education.2022; 28(2): 449.     CrossRef
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    Jaehee Jeon, Sihyun Park
    Healthcare.2021; 9(12): 1763.     CrossRef
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    Eun Mi Kwak, Joo Young Lee, Jin Ju Woo
    Journal of Korean Academy of Fundamentals of Nursing.2019; 26(1): 12.     CrossRef
  • The Effects of Clinical Convergence Self-directedness Practice Learning Program on Self-directedness and Competency in Fundamental Nursing Skills in Undergraduate Nursing Students
    Jihyun Park
    Journal of the Korea Convergence Society.2016; 7(4): 51.     CrossRef
  • A Study on the Level of Awareness and the Current Performance Level of Self-directed Learning in Nursing Students
    Jeong Ah Kim, Moonhae Bae, Ja-kyung Ko
    Journal of the Korea Academia-Industrial cooperation Society.2016; 17(12): 621.     CrossRef
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    Hyeon-Sook Park, Kyung-Soon Jeong
    The Journal of Korean Academic Society of Nursing Education.2013; 19(4): 549.     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
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    Miyoung Kim, Seong-Yeon Park
    Asian Nursing Research.2011; 5(1): 48.     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
  • Effects of Teaching Method using Standardized Patients on Nursing Competence in Subcutaneous Injection, Self-Directed Learning Readiness, and Problem Solving Ability
    Mi-Ran Eom, Hyun-Sook Kim, Eun-Kyung Kim, Kayeon Seong
    Journal of Korean Academy of Nursing.2010; 40(2): 151.     CrossRef
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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
AbstractAbstract 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.

Citations

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  • Experiences of Ethical Issues and Needs for Ethics Education in Clinical Nurses
    Ja Hyun Shin, Seok Hee Jeong, Myung Ha Lee, Youngran Yang
    Journal of Korean Academy of Nursing Administration.2015; 21(3): 327.     CrossRef
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    Chang-Hee Kim, Sun-Young Jeong
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    Yoon Goo Noh, Myun Sook Jung
    Journal of the Korea Academia-Industrial cooperation Society.2013; 14(6): 2915.     CrossRef
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    Myungsun Yi, Sang Eun Oh, Eun Ok Choi, In Gak Kwon, Sungbok Kwon, Kyung-mi Cho, Youngah Kang, Jeonghui Ok
    Journal of Korean Academy of Nursing.2008; 38(2): 298.     CrossRef
  • Korean Nursing Students’ Ethical Problems and Ethical Decision Making
    Hyeoun-Ae Park, Miriam E Cameron, Sung-Suk Han, Sung-Hee Ahn, Hyo-Sook Oh, Kyeong-Uoon Kim
    Nursing Ethics.2003; 10(6): 638.     CrossRef
  • Legal and ethical issues: our best ethical and spiritual values
    Miriam E Cameron
    Journal of Professional Nursing.2003; 19(3): 117.     CrossRef
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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
AbstractAbstract 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.

Citations

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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 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
AbstractAbstract 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
AbstractAbstract 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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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
AbstractAbstract 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
AbstractAbstract 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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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
AbstractAbstract
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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    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
AbstractAbstract 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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    Hye-Ryoung Kim
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    Jihyun Si
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    Mi Ok Song, Heeyoung Kim
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    박민정
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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
AbstractAbstract 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
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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
AbstractAbstract 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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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
AbstractAbstract 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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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
AbstractAbstract 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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    Bo Ram Ku, Mi Yu
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    Moon Yeon Kong, Jeong-Hee Kim
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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
AbstractAbstract 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
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    Yong Sook EO, Hae Ok KIM
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    Sun-Yi Yang
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    Yun-Hee Kim, Hyo-Youn Kim
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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
AbstractAbstract 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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    Kuswantoro Rusca Putra, Alfrina Hany, Ratih Arum Vatmasari, Ike Nesdia Rahmawati, Ridhoyanti Hidayah, Kaista Bunga Disy Agse, Moch Denny Rosyid, Soniya Nailun Najah Zuhri
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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
AbstractAbstract 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
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    The Journal of the Korea Contents Association.2011; 11(9): 384.     CrossRef
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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
AbstractAbstract PDF
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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Sleep Patterns and Circadian Types of Nursing Students during Shift Schedules
Hyun Sook Kim, Mi-Ran Eom, Eun-Kyung Kim
J Korean Acad Nurs 2010;40(1):43-51.   Published online February 28, 2010
DOI: https://doi.org/10.4040/jkan.2010.40.1.43
AbstractAbstract PDF
Purpose

The purpose of this study was to investigate sleep habits, sleep disturbance, and circadian types, and to identify factors influencing sleep disturbance in nursing students.

 Methods

Participants were 140 senior nursing students. The data were collected from May 19 to 27, 2008 using self-report questionnaires.

 Results

1) Evening type delayed sleep-wake schedules were more frequent than for morning type, especially during weekend and evening shift duty. 2) In total sleep time, there were no significant statistical differences between morning type and evening type during weekdays, weekend, day or evening shift duty. 3) On weekdays and day shift duty, the mean score for sleep disturbance was significantly higher in the evening type compared to the morning type. 4) Sleep disturbance in weekday and day shift duty was influenced by circadian types, eating habits, and gender.

 Conclusion

The circadian types are a very important factor for determining the sleep quantity and quality in nursing students.

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Development of a Stress Scale for Korean Nursing Students
Ji-Soo Yoo, Soo Jung Chang, Eun Kyoung Choi, Jee Won Park
J Korean Acad Nurs 2008;38(3):410-419.   Published online June 30, 2008
DOI: https://doi.org/10.4040/jkan.2008.38.3.410
AbstractAbstract PDF
Purpose

The purpose of this study was to develop a stress measurement scale for Korean nursing students.

 Methods

Sixty preliminary items were selected by classifying 229 basic items extracted via literature review and Q-sorting method. In order to verify the reliability and validity of the preliminary instrument, data were collected from 617 nursing students in 2 colleges of nursing in Korea.

 Results

As a result of the item analysis, 58 items were selected. They consisted of 2 types of stress which were college-based stress (38 items) and clinical-based stress (20 items). Ten factors in college-based stress and four factors in clinical-based stress were extracted by factor analysis, and each had a total variance of 63.01%, and 64.93%. Cronbach's Alpha of those 58 items were .937 in college-based stress and .922 in clinical-based stress, which was high.

 Conclusion

This paper is meaningful in a way that it has developed a tool capable of measuring stress for nursing students, which reflects the characteristics of our country. It is recommended for further study to re-verify the relevance and stability of this measurement.

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Personality-based Career Attitudes of Nursing Students
Boon Han Kim, Yoon Sook Kim
Journal of Korean Academy of Nursing 2005;35(3):503-513.   Published online June 30, 2005
DOI: https://doi.org/10.4040/jkan.2005.35.3.503
AbstractAbstract PDF
Purpose

The purpose of this study was to explore the structure and characteristics of nursing college students' personality-based career attitudes.

 Method

A Q-methodology was used to identify factors in nursing students' personality-based career attitudes. A Q sample was collected from in-depth and objective interviews and literature reviews. A P sample consisted of 27 nursing students.

 Result

Results revealed three factors: Deliberateness-oriented, Positive-oriented, and Negative-oriented. The ‘Deliberateness-oriented’ factor was characterized by preference of logical and objective ways in evaluation and trying to seek deep relationships with only a small number of people. The ‘Positive-oriented’ factor showed creative, autonomous and sociable traits and put value on extensive interpersonal relations. The ‘Negative-oriented’ factor focused on possibility and enjoyed artistic actions. All 3 factors were negative in NGO or political activities.

 Conclusion

Based on this result, curriculum development for nursing students should give students a variety of experiences. These findings will be the basic data for finding appropriate positions within the work place for nursing students and help them select appropriate careers for their own personality types.

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    Bong-Hee Son, Young-Mi Kim, In-Gyeong Jun
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