Skip Navigation
Skip to contents

J Korean Acad Nurs : Journal of Korean Academy of Nursing

Search
Advanced Search
OPEN ACCESS
mobile search button mobile menu button

Articles

Page Path
HOME > J Korean Acad Nurs > Volume 40(2); 2010 > Article
Original Article
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):151-160.
DOI: https://doi.org/10.4040/jkan.2010.40.2.151
Published online: April 30, 2010

1Associate Professor, Department of Nursing, Mokpo National University, Mokpo, Korea.

2Associate Professor, College of Nursing, Eulji University, Seongnam, Korea.

3Assistant Professor, Department of Nursing, Mokpo National University, Mokpo, Korea.

4Part-time Lecturer, College of Nursing, Eulji University, Deajeon, Korea.

Address reprint requests to: Kim, Eun-Kyung. Department of Nursing, Mokpo National University, 61 Dorim-ri, Cheonggye-myeon, Muan 534-729, Korea. Tel: 82-61-450-2672, Fax: 82-61-450-2679, eunkyung@mokpo.ac.kr
• Received: September 12, 2008   • Revised: September 24, 2008   • Accepted: November 27, 2009

Copyright © 2010 Korean Society of Nursing Science

  • 12 Views
  • 0 Download
  • 24 Scopus
next
Full Article

Download PDF Download PDF

  • Purpose
    The purpose of this study was to evaluate the effects of teaching method using Standardized Patients (SPs) on nursing competence, self-directed learning readiness, and problem solving ability-focusing on subcutaneous insulin injection.
  • Methods
    This research was a nonequivalent control group non-synchronized post-test design. The subjects consisted of 62 junior nursing students at E University. Scenarios to train SPs and checklists to evaluate the students' competence were developed by our research team. The experimental group (n=31) participated in the teaching class using SPs. The control group (n=31) received traditional practice education. The collected data were analyzed with descriptive analysis, χ2/Fisher's exact test, t-test, Pearson's correlation coefficient, and Cronbach's α using SPSS WIN 14.0 Program.
  • Results
    The mean scores of competence, self-directed learning readiness, and problem solving were significantly higher in the experimental group than the control group.
  • Conclusion
    As confirmed by this research findings, the teaching method using SPs was more effective than the traditional method to improve junior nursing students' competence, self-directed learning readiness, and problem solving. Therefore, It is necessary to develop a various of scenarios and to testify their effectiveness.
  • Keywords: Competence; Patient simulation; Problem solving
  • 1. Alexander M, Runciman P. ICN Framework of Competencies for the Generalist Nurse. 2003;Geneva, International Council of Nurses.
  • 2. Bond WF, Deitrick LM, Arnold DC, Kostenbader M, Barr GC, Kimmel SR, et al. Using simulation to instruct emergency medicine residents in cognition forcing strategies. Academic Medicine. 2004;79:438–446.ArticlePubMed
  • 3. Bowles K. The relationship of critical-thinking skills and clinical judgement skills of baccalaureate nursing students. Journal of Nursing Education. 2000;39:373–376.PubMed
  • 4. Choi JY, Jang KS, Choi SH, Hong MS. Validity and reliability of a clinical performance examination usng standardized patients. Journal of Korean Academy of Nursing. 2008;38:83–91.PubMed
  • 5. Cohen J. Statistical power for the behavioral sciences. 1988;2nd ed. Hillsdale, NJ, Lawrence Erlbaum Associates Inc.
  • 6. Dunn SV, Hansford B. Undergraduate nursing students' perceptions of their clinical learning environment. Journal of Advanced Nursing. 1997;25:1299–1306.ArticlePubMedPDF
  • 7. Fehring RJ. Methods to validate nursing diagnosis. Heart & Lung. 1987;16:625–629.
  • 8. Frejlach G, Corcoran S. Measuring clinical performance. Nursing Outlook. 1971;19:270–271.PubMed
  • 9. Guglielmino LM. Development of the self-directed learning readiness scale. 1977;Athens, University of Georgia. Unpublished doctoral dissertation.
  • 10. Heppner PP, Peterson CH. The development and implications of a personal problem-solving inventory. Journal of Counselling Psychology. 1982;29:66–75.Article
  • 11. Hong YP. The self-directed learning readiness of specialized high school students and its related variables. 2002;Seoul, Seoul National University. Unpublished master's thesis.
  • 12. Jeon SG. A study on the effectiveness of social skills training program for rehabilitation of the schizophrenic patients. 1995;Seoul, Soongsil University. Unpublished doctoral dissertation.
  • 13. Jung KH, Choi EH, Bae JD, Na DY, Son IK, Ko CW, et al. Comparison of professional standardized and amteur standardized patients in OSCE. Korean Journal of Medical Education. 2005;17:97–105.
  • 14. Kneebone R. Simulation in surgical training: Educational issues and practical implications. Medical Education. 2003;37:267–275.ArticlePubMed
  • 15. Ko J, Yoon TY, Park J. Inter-rater reliability in a clinical performance examination using multiple standardized patients for the same case. Korean Journal of Medical Education. 2008;20:61–72.Article
  • 16. Ko JE. A study is the relationship between nursing students' self-efficacy and self-directed learning readiness. Dongnam Health Junior College Journal. 2003;21:97–106.
  • 17. Kwon IS. An analysis of research on clinical nursing education. Journal of Korean Academy of Nursing. 2002;32:706–715.ArticlePDF
  • 18. Lee BG. Recent world trend in performance-based assessments and application of the standardized patient program in Korean medical education. Korean Journal of Medical Education. 2000;12:377–392.Article
  • 19. Oh WO. Factors influencing self-directedness in learning of nursing studnets. Journal of Korean Academy of Nursing. 2002;32:684–693.
  • 20. Packer JL. Education for clinical practice: An alternative approach. Journal of Nursing Education. 1994;33:411–416.ArticlePubMed
  • 21. Patterson C, Grooks D, Lunyk-Child D. A new perspective on competencies for self-directed learning. Journal of Nursing Education. 2002;4:25–31.
  • 22. Randolph HS, Wendy CC, Yue MH, Rima M, Baxter RL. Simulation-based training is superior to problem-based learning for the acquisition of clinical assessment and management skill. Critical Care Medicine. 2006;34:151–157.ArticlePubMed
  • 23. Sung YH, Kwon IG, Hwang JW, Kim JY. Development of an e-learning program about medication for new nurses. Journal of Korean Academy of Nursing. 2005;35:1113–1124.ArticlePubMedPDF
  • 24. Theroux R, Pearce C. Graduate students' experiences with standardized patients as adjuncts for teaching pelvic examinations. Journal of American Academic Nurse Practice. 2006;18:429–435.Article
  • 25. Wallace P. Coaching standardized patients: For use in the assessment of clinical competence. 2007;New York, NY, Springer Publishing.
  • 26. Yi YJ, Lim NY, Lee EH, Han HJ, Kim JH, Son HM, et al. Evaluation on the practicum using standardized patients for nursing assessment to articular disease. Journal of Muscle and Joint Health. 2007;14:137–148.
  • 27. Yoo MS. The effectiveness of standardized patient managed instruction for a fundamental nursing corse. Journal of Korean Academic Society of Nursing Education. 2001;7:94–109.
  • 28. Yoo MS, Yoo IY. Effects of OSCE method on performance of clinical skills of students in fundamentals of nursing course. Journal of Korean Academy of Nursing. 2003;33:228–235.ArticlePubMedPDF
  • 29. Yoo MS, Yoo IY, Park YO, Son YJ. Comparison of student's clinical competency in different instructional methods for fundamentals of nursing practicum. Journal of Korean Academy of Nursing. 2002;32:327–335.ArticlePDF
Table 1
Research Design
jkan-40-151-i001.jpg

X1=Traditional teaching method; X2=Teaching method using Standardized Patients; Yc2, Ye2=Data collection (competence, self-directed learning readiness, and problem solving ability).

Table 2
Homogeneity for Characteristics between Experimental and Control Groups
jkan-40-151-i002.jpg

Exp.=experimental group; Cont.=control group.

Table 3
Comparisons of Competence, Self-Directed Learning Readiness, and Problem Solving Ability Scores between Experimental and Control Groups after Treatment
jkan-40-151-i003.jpg

Exp.=experimental group; Cont.=control group.

Figure & Data

REFERENCES

    Citations

    Citations to this article as recorded by  

      • Cite
        CITE
        export Copy Download
        Close
        Download Citation
        Download a citation file in RIS format that can be imported by all major citation management software, including EndNote, ProCite, RefWorks, and Reference Manager.
        Format:
        • RIS — For EndNote, ProCite, RefWorks, and most other reference management software
        • BibTeX — For JabRef, BibDesk, and other BibTeX-specific software
        Include:
        • Citation for the content below
        Effects of Teaching Method using Standardized Patients on Nursing Competence in Subcutaneous Injection, Self-Directed Learning Readiness, and Problem Solving Ability
        J Korean Acad Nurs. 2010;40(2):151-160.   Published online April 30, 2010
        DOI: https://doi.org/10.4040/jkan.2010.40.2.151
        Close
      • XML DownloadXML Download
      We recommend
      Effects of Teaching Method using Standardized Patients on Nursing Competence in Subcutaneous Injection, Self-Directed Learning Readiness, and Problem Solving Ability
      Effects of Teaching Method using Standardized Patients on Nursing Competence in Subcutaneous Injection, Self-Directed Learning Readiness, and Problem Solving Ability

      Research Design

      X1=Traditional teaching method; X2=Teaching method using Standardized Patients; Yc2, Ye2=Data collection (competence, self-directed learning readiness, and problem solving ability).

      Homogeneity for Characteristics between Experimental and Control Groups

      Exp.=experimental group; Cont.=control group.

      Comparisons of Competence, Self-Directed Learning Readiness, and Problem Solving Ability Scores between Experimental and Control Groups after Treatment

      Exp.=experimental group; Cont.=control group.
      Table 1 Research Design

      X1=Traditional teaching method; X2=Teaching method using Standardized Patients; Yc2, Ye2=Data collection (competence, self-directed learning readiness, and problem solving ability).

      Table 2 Homogeneity for Characteristics between Experimental and Control Groups

      Exp.=experimental group; Cont.=control group.

      Table 3 Comparisons of Competence, Self-Directed Learning Readiness, and Problem Solving Ability Scores between Experimental and Control Groups after Treatment

      Exp.=experimental group; Cont.=control group.

      Table 1

      Table 2

      Table 3

      J Korean Acad Nurs : Journal of Korean Academy of Nursing
      © Korean Society of Nursing Science.
      Close layer
      TOP