PURPOSE: This purpose of this study was to investigate the effectiveness of educational design according to Goal-based Scenario constituent elements such as educational goals, mission, cover story, role, scenario operation, resources, and feedback in simulation training. METHODS: The subjects of this study were 130 nursing students in their senior year who enrolled in the simulation exercise Ⅰ course. They were divided into a total of 10 groups in which less than 20 students were assigned. In order to verify the effectiveness of the simulation training through Goal-based Scenario instructional design, a design of non-equality control group was carried out. RESULTS: The results of this study were as follows: Critical thinking (t=1.81, p=.073) and problem solving ability (t=1.79, p=.076), course satisfaction (t=8.61, p<.001) and academic performance (t=5.48, p=.001) were supported. CONCLUSION: This study applied a Goal-based Scenario simulation program to present clear objectives for simulating training and to advance learning methods that are appropriate to the current education environment. In addition, this study has significance in presenting an instructional model for various simulated practice education and can be used as useful basic data related to simulated training education.
Education ; Education, Nursing ; Humans ; Learning ; Models, Educational ; Nursing* ; Problem Solving ; Simulation Training ; Students, Nursing* ; Thinking

PURPOSE: This study was conducted to investigate the factors influencing the competence in intensive and critical care nursing of senior nursing students. METHODS: A descriptive survey was used to examine the factors that influence competence in intensive and critical care nursing. The data were collected using self-administered questionnaires; 237 senior nursing students were asked about general characteristics, critical thinking, communication competence, self-esteem, self-resilience, and self-leadership. RESULTS: Multiple regression analysis indicated that self-leadership, self-esteem, and confidence in intensive care unit practice predicted the competence in intensive and critical care nursing (37.8% of explanatory power). Critical thinking, communication competence, and self-resilience were not shown to be significant predictors of, but were positively correlated with, the competence in intensive and critical care nursing. CONCLUSION: Based on the results, it is suggested that self-leadership, self-esteem, and confidence in intensive care unit practice should be considered in nursing education in order to improve nursing students' level of competence in intensive and critical care nursing.
Clinical Competence ; Critical Care Nursing* ; Critical Care* ; Education, Nursing ; Humans ; Intensive Care Units ; Mental Competency* ; Nursing* ; Students, Nursing* ; Thinking

PURPOSE: This study observes the degrees of perfectionism (both self-oriented and socially-prescribed perfectionism), academic resilience, and satisfaction with major in nursing students and identifies the influence of perfectionism and academic resilience on satisfaction with major. METHODS: Data from 115 second or third-year students in a nursing were collected for two months at different three universities. The data were analyzed with descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation coefficient, and hierarchical multiple regression. RESULTS: Satisfaction with major was higher for second year students compared to third year students. And the satisfaction was higher for those with a higher Grade point average (≧ 3.5) compared to those with a lower. Self-oriented perfectionism had a higher score than socially-prescribed perfectionism and academic resilience based on self-control was rated the highest score of the subcategories. The degree of satisfaction was positively correlated with Self-oriented perfectionism and academic resilience. The final regression model showed that grade and academic resilience accounted for 34.2% of the variance in predicting the level of satisfaction with major. CONCLUSION: The results suggest that it is crucial to find a strategy that could enhance academic resilience, especially designed for upper-year university students, to improve the level of satisfaction with major.
Elasticity ; Humans ; Nursing* ; Self-Control ; Students, Nursing

PURPOSE: The purpose of this study was to understand the choice experiences of students majoring in nursing and whose mothers were nurses. METHODS: The participants of this study were 12 students, six male and six female. Data were collected via an in-depth personal interview. The collected data were analyzed with Colazzi's phenomenological methodology. RESULTS: A core theme of ‘Natural choice as my major’ emerged. In addition, we found the following three theme clusters: 1. My choice; 2. Expanding relationship between Mother and I; 3. Journey with mother. CONCLUSION: The results of this study show that the mothers of nursing students who were nurses themselves were good role models. They could influence their children to choose nursing as a profession. Also, they affected or are affecting their children to be colleagues in the same way. If we could provide good working environments for nurses, the next generation will also choose nursing as a profession and ultimately establish a family line. An educational setting is required to provide better professional nursing conditions for the next generation.
Child ; Female ; Humans ; Job Application ; Male ; Mothers* ; Nursing* ; Qualitative Research ; Students, Nursing

PURPOSE: The purpose of this study was to determine subjective happiness related factors in Korean nursing students. METHODS: A purposive sample of 200 nursing students was recruited for the cross-sectional survey design. The instruments were perceived stress scale, major satisfaction scale, resilience scale, and subjective happiness scale. Data were analyzed using descriptive statistics, hierarchical linear regression, and the Sobel test for testing mediating effects. RESULTS: The mean score of stress, major satisfaction, resilience and subjective happiness was 2.21, 3.95, 3.60 and 5.03, respectively. Perceived health status, stress_positive perception, stress_negative perception, resilience_self confidence, resilience_positivity, resilience_social support had significant effects on subjective happiness. Explained variance for the subjective happiness was 53.4%. Resilience had a partial mediating effect in the relationship between stress and subjective happiness (Sobel test: Z=-5.67, p<.001). Also, resilience had a mediating effect in the relationship between major satisfaction and subjective happiness (Sobel test: Z=5.65, p<.001). CONCLUSION: Based on the findings of this study, nursing intervention programs focusing on improving resilience are recommended to improve subjective happiness in nursing students.
Cross-Sectional Studies ; Happiness* ; Humans ; Linear Models ; Negotiating ; Nursing* ; Students, Nursing*

PURPOSE: The purpose of this study was to study the effects of the reeducation of core fundamental nursing skills on clinical stress, critical thinking disposition, and self-confidence in nursing skills of senior nursing students. METHODS: A quasi-experimental study with a non-equivalent control group pretest-posttest design was used. Participants were recruited from two nursing colleges. The sample consisted of an intervention group (n=33) that participated in the educational program and a control group (n=32). The data were collected using self-administered questionnaires. Data analyses utilized χ²-test & t–test. RESULTS: After the reeducation of core fundamental nursing skills, senior nursing students had less clinical stress (t=-2.089, p=.041) and more self-confidence (t=1.008, p=.318) in nursing skills. However, it had no effect on critical thinking disposition (t=1.008, p=.318). CONCLUSION: Reeducation of core fundamental nursing skills is important to the nursing profession. Also, nurses who are self-confident in their nursing skills are less stressed about improving the quality of their work due to the reeducation of core fundamental nursing skills. Therefore, it is vital for nursing colleges to reeducate core fundamental nursing skills to their students before graduation.
Education ; Humans ; Non-Randomized Controlled Trials as Topic ; Nursing* ; Statistics as Topic ; Students, Nursing* ; Thinking*

PURPOSE: This study is aimed at identifying factors influencing attitudes of Evidence-Based Practice among nursing students. METHODS: 202 nursing students were recruited from B city and G district. The questionnaires included critical thinking dispositions, information retrieval skills, knowledge and attitudes of Evidence-Based Practice, and characteristics. Data were analyzed by SPSS/Win 21.0 using descriptive statistics, t-test, ANOVA, Pearson correlation, and stepwise multiple regressions. RESULTS: The average score of undergraduate nursing students for Evidence-Based Practice attitudes was 32.92±4.57. Evidence-Based Practice attitudes had positive correlation with critical thinking disposition (r=.53, p<.001), information retrieval skills (r=.45, p<.001) and Evidence-Based Practice knowledge (r=.42, p<.001). Factors influencing Evidence-Based Practice attitudes were critical thinking dispositions (β=.45) and Evidence-Based Practice knowledge (β=.30). Total variance was explained about 35.3% (F=55.80, p<.001). CONCLUSION: These results show that teaching strategies that enhance critical thinking dispositions are recommended to improve Evidence-Based Practice attitudes among nursing students. Also, nursing education should include a regular Evidence-Based Practice curriculum to improve Evidence-Based Practice knowledge as is necessary for students to improve information retrieval skill. Reading nursing articles can help nursing students comprehend the up-to-data evidence of clinical practice.
Curriculum ; Education, Nursing ; Evidence-Based Practice* ; Humans ; Information Storage and Retrieval ; Nursing* ; Students, Nursing* ; Thinking

PURPOSE: The purpose of this study was to investigate humanistic knowledge, emotional intelligence, and communication skills among nurses and to identify factors influencing the communication skills of nurses in five hospitals. METHODS: Data were collected from 248 nurses in hospitals from August 25 to September 9, 2015. Data were analyzed with descriptive statistics, t-test, ANOVA, Pearson's correlations and enter method regression analysis using the SPSS/Win 22.0 program. RESULTS: There were significant differences in humanistic knowledge according to religion, education, work department, number of night duty, pay level satisfaction, job satisfaction, and job performance. There were significant differences in emotional intelligence according to all general characteristics. There were significant differences in communication skills according to education, position, number of night duty, and job performance. Communication skills showed positive correlations with humanistic knowledge and emotional intelligence. Emotional intelligence correlated positively with humanistic knowledge. Emotional intelligence was a significant predictor and accounted for 32% of variance in the communication skills. CONCLUSION: To strengthen communication skills, programs need to be complemented in order to promote humanistic knowledge and emotional intelligence for nurses.
Complement System Proteins ; Education ; Emotional Intelligence* ; Humanities ; Job Satisfaction ; Methods ; Work Performance

PURPOSE: The purpose of this study was to identify whether self-directed fundamental nursing practice using a smart phone affected self-efficacy, practice satisfaction, and skill competency of nursing students. METHODS: This was a nonequivalent control group pretest-posttest quasi-experimental design. The participants were 40 children in the experimental group and 40 in the control group. In experimental group, self-directed fundamental nursing practice using a smart phone was given to nursing students. Data for this study was collected from 25 March 2015 to 10 April 2015. The data were analyzed using SAS 21.0. RESULTS: In self-efficacy and skill competency, there were no statistically significant differences between the experimental group and control group. In practice satisfaction, there were statistically significant differences between the experimental group and the control group. CONCLUSION: The results indicate that self-directed fundamental nursing practice using smartphone video is effective in practice satisfaction. Therefore, this intervention can be utilized in nursing practice education as an effective educational device.
Child ; Education ; Humans ; Nursing* ; Smartphone* ; Students, Nursing

PURPOSE: This study investigated the effects of father's occupational stress and rearing attitude on rearing participation. METHODS: The participants of this study were 201 fathers who are raising children in J region. The data were collected by self-report using questionnaires from August to September, 2015. The data were analyzed using descriptive statistics. t-test, ANOVA, and Pearson correlation coefficient, Scheffe test, and stepwise multiple linear regression with the SPSS/WIN 21.0 program. RESULTS: The total mean scores of occupational stress on the subjects were 40.98(±8.36), rearing attitude were 68.54(±7.18), rearing participation were 73.16(±11.34). The study showed that occupational stress is negatively correlated with rearing participation and rearing attitude positively correlated with rearing participation. Working style and rearing attitude were identified of rearing participation. CONCLUSION: A father's rearing participation level was influenced by father's attitude of caring children above all. In addition, fathers' working styles were also a main factor. Therefore, it is necessary for fathers to learn rearing attitudes in a way that can develop a nursing intervention program to increase their rearing participation level.
Child ; Child Rearing ; Fathers ; Foster Home Care ; Humans ; Linear Models ; Nursing