PURPOSE: This study was carried out to describe the process and evaluation of a critical thinking class for new community health practitioners. METHODS: The case study design was used to develop and evaluate a critical thinking class for 46 participants in the community health practitioners training program. The class was held two hours a week for 8 weeks. Critical thinking disposition was tested before and after the class and critical skill was graded according to the final test score. Data analysis was performed using descriptive statistics and paired t-tests using SPSS WIN 20.0. RESULTS: Clinical critical thinking competences were identified through the literature review. The case situations with questions guiding the problem-solving process were developed and used for group discussion. Critical thinking disposition of participants was determined to have increased slightly after having taken the class. 17.4% of the participants had a competency level high enough to solve a problem and half of them stayed at the level of understanding of critical thinking. Compared with the class's satisfaction with the relevance to their jobs, the satisfaction with the learning method and instructor was high. CONCLUSION: The findings of this research will serve as the basis for developing critical thinking classes for community health nurses in order to improve their critical thinking competence.
Education ; Learning ; Mental Competency ; Nurses, Community Health ; Primary Health Care ; Problem-Based Learning ; Statistics as Topic ; Thinking*

PURPOSE: The purpose of this study was to analyze the types of attitudes of nursing students in Korea toward bucket lists. METHODS: The Q-methodology, which provides a method for analyzing the subjectivity of each item was used. From each of the 37 subjects, 34 selected Q-statements were classified into the shape of a normal distribution, using a 9-point scale. The collected data were analyzed using a QUANL PC program. RESULTS: Four types of attitudes toward the bucket list of subjects were identified in Korean nursing students. Typeis a pursuit of money type, Type II is a pursuit of relationship type, Type III is a pursuit of self-centered type, and Type is a pursuit of others-centered type. CONCLUSION: The results of this study indicate that different approaches toward educational programs for students in the human service area are recommended based on the four types of nursing students' attitudes toward the bucket list.
Humans ; Korea ; Nursing ; Students, Nursing*

PURPOSE: This study was conducted to evaluate the effectiveness of an evidence-based nursing (EBN) course using action learning-based team learning in undergraduate nursing students. METHODS: A quasi-experimental pretest-posttest control group design was employed. The participants who consented were 45 second-year nursing students (22 in the experimental, 23 in the control group) from a university in G-city, Korea. The intervention included lectures, practicals, team activities and reflection on overviewing EBN, formulating clinical questions, searching the evidence, and criticizing the research articles. At the beginning and the end of the 7-week EBN course, the participants completed self-reported questionnaires. Frequencies, chi2-test, t-test, and ANCOVA with the SPSS program 18.0, were used to analyze the data. RESULTS: The experimental group showed significantly higher scores on EBN competency (F=25.80, p<001), information literacy (F=13.75, p=.001), and proactivity in problem solving (F=5.32, p=.026) than the control group. CONCLUSION: This study provides evidence that an EBN course improves undergraduate nursing students' EBN competencies, information literacy, and proactivity in problem solving. Team learning in EBN education can be an effective teaching strategy.
Education ; Evidence-Based Nursing* ; Humans ; Information Literacy ; Korea ; Learning* ; Lectures ; Nursing ; Problem Solving ; Surveys and Questionnaires ; Students, Nursing*

PURPOSE: The purpose of this study was first to identify knowledge about, attitude toward, and educational needs for dementia in certified caregivers; secondly, to understand the relationships among those variables; and thirdly, to provide base-line data for education program development. METHODS: The participants in this study were 670 certified caregivers who were working in nursing homes or care hospitals throughout the whole of the country and engaged in education programs for improvement of their professional abilities. Collected data were analyzed using t-tests, ANOVA, Duncan, and Pearson's correlation coefficients with the SPSS 18.0 for Windows Program. RESULTS: The scores for knowledge about, attitude toward, and educational needs for dementia were 14.12+/-2.83 out of 20, 42.27+/-5.54 out of 50 (item mean 4.22), and 121.51+/-22.13 out of 160 (item mean 3.79) respectively. There were statistically significant positive correlations between knowledge and attitude (r=.238, p<.001), educational needs (r=.083, p=.032), and attitude and educational needs (r=.244, p<.001). CONCLUSION: Tailored and continuous educational programs for certified caregivers that can improve knowledge about the causes and symptoms of dementia should be developed. Nurses and professors who are experts in dementia should be on the front lines of education for caregivers.
Caregivers* ; Dementia* ; Education ; Humans ; Nursing Homes ; Program Development

PURPOSE: The purpose of this study was to develop a tailored simulation learning (SL) program and to evaluate the effects of the program on the clinical competency, clinical decision-making competency, and communicative competency of new nursing staffs in intensive care units (ICU) and emergency rooms (ER). METHODS: In this quasi-experimental study, fifteen nurses were assigned to the experimental group and fifteen to the control group. The experimental group was given the SL program of four sessions, whereas the lectures of four sessions were given to the control group. Data were analyzed using a chi2-test, Mann-Whitney U test, and Kruskal-Wallis test with an SPSS program. Analysis of covariance was used to treat the covariate of pre communicative competency between the experimental and control groups. RESULTS: Based on the education needs of new nursing staffs in ICUs and ERs, three learning scenarios and one evaluating scenario were developed for the SL program. The score for clinical competency, clinical decision-making competency, and communicative competency were significantly higher in the experimental group compared with the control group. CONCLUSION: The SL program is an effective learning strategy for new nursing staffs in ICUs and ERs. These findings suggest that an SL program be offered as an alternative for new nurse orientation and continuing nurse education.
Competency-Based Education ; Education ; Emergency Service, Hospital* ; Humans ; Intensive Care Units* ; Learning* ; Lectures ; Nursing Staff* ; Patient Simulation

PURPOSE: The purpose of this study was to compare practice stress and practice satisfaction between clinical practice and simulation-based practice groups. METHODS: A total of 159 nursing students (85 in the simulation group and 74 in the NICU group) participated in the study. Research tools measuring practice stress and practice satisfaction were used. Data was analyzed utilizing a t-test, Mann Whitney U-test, and descriptive statistics. RESULTS: The simulation group showed a lower level of practice stress(practice instruction, practice evaluation, interpersonal relationship) a higher level of practice satisfaction compared with the NICU group. CONCLUSION: Simulation-based practice is an effective learning method for high-risk newborn nursing and can be used as an alternative to clinical practice.
Humans ; Infant, Newborn* ; Learning ; Nursing* ; Patient Simulation ; Personal Satisfaction ; Students, Nursing

PURPOSE: The purpose of this study was to identify the relationship between the satisfaction with clinical practice and clinical performance ability by types of self-directed learning ability of nursing students. METHODS: This was a triangular study that was conducted to understand clinical performance ability. The subjects were 260 junior and senior students from a university in P city. The data were collected from April 22 to December 30, 2015. Data were collected by Q-card, Q-block an assessment tool, a structured self-reporting survey and a questionnaire. RESULTS: We classified the self-directed learning abilities into four types: Type 1: a self-reflective person; Type 2: a person who prepares for the future; Type 3: a person with a sense of responsibility and obligation; and Type 4: an enthusiastic learner. We found that clinical performance ability was higher for Type 4 than Type 3. We found that clinical performance satisfaction with clinical practice was also higher for the Type 4 individual than a Type 3 person. CONCLUSION: To improve students' clinical performance ability, we need plans and support to lead students toward becoming an ‘enthusiastic learner’ type of person with self-directed learning ability. It is necessary to increase students' satisfaction with clinical practice.
Clinical Competence* ; Humans ; Learning* ; Nursing* ; Students, Nursing*

PURPOSE: The purpose of this study is to determine the types and characteristics of male college nursing students' adaptation to their academic department. METHODS: Q methodology was applied to determine the subjectivity of the male nursing students' adaptation to their academic department. Fifty male nursing students were asked to select and answer questions among a set of 36 Q-statements using a 9-point scale. The collected data were analyzed using the PC QUANL program. RESULTS: Three types of male students' adaptation to the department of nursing were identified. Type I was termed ‘resilience-acceptance’, Type II, ‘inner-conflict’, and Type III, ‘goal-oriented’. CONCLUSION: The study results can be used as the basic data needed to develop nursing interventions suitable to the types of male college nursing students' adaptation to their academic department.
Humans ; Male* ; Nursing* ; Students, Nursing

PURPOSE: The aim of this study was to assess the efficacy of web-based simulation and high-fidelity simulation on acute heart disease patient care. METHODS: The project used a comparative study design with two simulation-based training modalities. A total of 144 nursing students participated in this study: 76 students in a web-based simulation, and 68 students in a high-fidelity simulation. Participants rated their self-efficacy, problem-solving ability, interest in learning, level of stress, satisfaction with the simulation experience, and level of difficulty of the simulation. RESULTS: The scores for self-efficacy, problem-solving ability, and interest in learning including interest in clinical training in the high-fidelity simulation group was higher than in the web-based simulation group. However, there were no significant differences in interest in learning, including interest in nursing knowledge, and in lab training, level of stress, satisfaction with the simulation experience, and level of difficulty of the simulation. CONCLUSION: A high-fidelity simulation of acute heart disease patient care might be beneficial to developing many more abilities for nursing students than would a web-based simulation. Also, since the web-based simulation improved interest in nursing knowledge, it could be a viable alternative to high-fidelity simulation. Further study is needed to verify the effects of varied levels of simulation-based care with more rigorous outcomes.
Heart Diseases* ; Heart* ; Humans ; Learning ; Nursing ; Patient Care* ; Simulation Training ; Students, Nursing

PURPOSE: This study was conducted to identify the effects of cardiopulmonary resuscitation (CPR) practice education on CPR knowledge, attitude, confidence, learning satisfaction and performance of the personal assistants for the disabled. METHODS: This is a quasi-experimental study with a non-equivalent control group. The participants were 62 personal assistants for the disabled. Thirty-one subjects were assigned to an experimental group and the remaining subjects were assigned to a control group. The date collected were analyzed using the IBM SPSS Statistics 20.0 program by descriptive statistics, χ2-test, Fisher's exact test, and t-test. RESULTS: CPR practice education was found to have a meaningful effect on CPR knowledge (p<.001), learning satisfaction (p<.001), and performance (p<.001) of the personal assistants for the disabled. CONCLUSION: Considering these results, it would be useful to develop CPR practice curriculum to enhance CPR knowledge, attitude, confidence, learning satisfaction and performance of the personal assistants for the disabled.
Cardiopulmonary Resuscitation* ; Curriculum ; Education* ; Humans ; Learning ; Non-Randomized Controlled Trials as Topic