Evaluation of Clinical Practicum for Child Health Nursing for Baccalaureate Student Nurses in Korea.
- Author:
Eun Sook PARK
1
;
Young Ran TAK
;
Kyung Ah KANG
Author Information
1. Nursing College of Korea University.
- Publication Type:Original Article
- Keywords:
Baccalaureate;
Child health nursing;
Clinical practicum
- MeSH:
Child;
Child Health*;
Child*;
Child, Hospitalized;
Compliance;
Curriculum;
Educational Status;
Humans;
Infant;
Infant Care;
Korea*;
Learning;
Nursing*;
Postal Service;
Surveys and Questionnaires
- From:Korean Journal of Child Health Nursing
2006;12(1):5-14
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The purpose of study was to describe and evaluate the educational status regarding clinical practicum for child health nursing to facilitate student's clinical compliance for the bachelor's degree in Korea. Methods: The study was a descriptive study and included data from 40 institutions among the 53 university nursing programs in Korea(75.5% response rate). Data were collected using mailed semi structured questionnaires and content analysis was done. RESULTS: Findings show that most institutions have common learning objectives for the clinical practicum; neonatal care, high risk infant care, hospitalized child care, and advanced nursing practice. The mode for theoretical credits in child health nursing was 5 to 6 and 3 to 4 credits for clinical practice. The practice settings were prepared to provide diverse experiences, including childcare centers, and community centers with various learning activities. Evaluation for learning outcomes included faculty and instructors. It was pointed out that updating evaluation based on student and faculty feedback is important for a comprehensive practicum evaluation. Conclusions: Findings suggest that there is a -need for a generalized curriculum for clinical practicum and for the expanding role of advanced nursing practice-, a need for diverse clinical settings for practice, and effective guidance and learning activities. It is significantly noted that the attitude and teaching methodologies of clinical instructor's are highly important to effective clinical learning outcomes.
