PURPOSE: This study was conducted to analyze research on reflection in Korean nursing, and suggest future directions for effective application of reflective practice in Korean nursing education and practice. METHODS: A review was performed using domestic databases including RISS, KISS, DBpia, and NDSL. Twenty-three papers were analyzed according to general characteristics, key variables regarding reflection, and findings regarding reflection. RESULTS: Reflection in nursing research has received attention since 2005, generating almost half the publications in the last 3 years. Key variables regarding reflection were classified into reflection-related general term (34.7%), reflective action (8.6%), and reflection writing method (56.7%). Findings regarding reflection were categorized into correlation of reflection with other variables (26.1%), learning evaluation using a reflective journal (22.2%), effects of applying reflection as an intervention (47.4%), and Korean Self-Reflection and Insight Scale validation (4.3%). CONCLUSION: Results indicate that reflection or reflective practice is an important component in integrating theories to practice, and that reflective practice is a prerequisite to becoming a professional nurse as well as a crucial tool for ideal changes in nursing. Considerable effort should be made to define the concept of reflective practice and effectively apply it to nursing education and practice in Korea.
Education, Nursing ; Korea ; Learning ; Methods ; Nursing Research ; Nursing ; Writing

PURPOSE: The purpose of this study was to set up a Nursing Core Competencies required for staff nurses and to set up Objectives for Nursing Clinical Education based on the Nursing Core Competencies. The objectives in this study are to be achieved ultimately through clinical practice because it is a common avenue of work and the basic objective regardless of the education system and curriculum. METHOD: A nursing Core Competencies were established by literature review and verified by 15 experts. Nursing Clinical Education Objectives were established by literature review and analysis, and a survey for validity using a five point Likert scale was given to 257 nursing professors, 503 head-nurses, 509 staff nurses who had less than 3 years clinical experience in 34 general hospitals and 738 senior student nurses from 81 nursing colleges. RESULT: Nine nursing core competencies were set up. In addition 39 Objectives for each of the nursing clinical core competencies were set up. CONCLUSION: In conclusion, this study will contribute to professional nursing education to provide comprehensive nursing care by applying knowledge to nursing practice to achieve the Nursing Core Competency as a professional nurse.
*Clinical Competence ; Education, Nursing/methods/*standards ; Female ; Humans ; Male ; Nurse Clinicians/*education ; Nursing Assessment/methods ; Nursing Education Research ; Nursing Staff/*education ; Nursing, Supervisory ; Schools, Nursing ; Students, Nursing

PURPOSE: Clinical nursing practice is important because it helps nursing students experience realities of clinical nursing that cannot be learned through theoretical education. This study aimed to evaluate the effect of an interactive nursing skills mobile application for nursing students. METHODS: Sixty-six senior nursing students were randomly assigned to experimental or control groups. The experimental group used an interactive nursing skills mobile application for 1 week. The control group was provided with a mobile application containing noninteractive nursing video contents for 1 week. Before (pre-test) and 1 week after (post-test) using the mobile application, participants' knowledge of clinical nursing skills, self-efficacy of nursing practice, and nursing skills performance were assessed. RESULTS: The experimental group showed a significantly higher value for knowledge after 1 week of treatment via their mobile application than the control group (t = 3.34, p = .001). In addition, they showed significantly improved self-efficacy before and after intervention (t = 2.46, p = .017) than the control group. The experimental group's nursing skills performance was also significantly enhanced after intervention (t = 7.05, p < .001), with a significant difference in the degree of improvement (t = 4.47, p < .001). CONCLUSION: The interactive learner-centered nursing education mobile application with systematic contents was an effective method for students to experience practical nursing skills. Developing and applying a mobile application with other nursing contents that can be effectively used across all range of nursing students is recommended.
Education ; Education, Nursing ; Humans ; Methods ; Mobile Applications* ; Nursing* ; Nursing, Practical ; Simulation Training ; Students, Nursing

OBJECTIVES: This study examined the effect of flipped learning in comparison to traditional learning in a surgical nursing practicum. METHODS: The subjects of this study were 102 nursing students in their third year of university who were scheduled to complete a clinical nursing practicum in an operating room or surgical unit. Participants were randomly assigned to either a flipped learning group (n = 51) or a traditional learning group (n = 51) for the 1-week, 45-hour clinical nursing practicum. The flipped-learning group completed independent e-learning lessons on surgical nursing and received a brief orientation prior to the commencement of the practicum, while the traditional-learning group received a face-to-face orientation and on-site instruction. After the completion of the practicum, both groups completed a case study and a conference. The student's self-efficacy, self-leadership, and problem-solving skills in clinical practice were measured both before and after the one-week surgical nursing practicum. RESULTS: Participants' independent goal setting and evaluation of beliefs and assumptions for the subscales of self-leadership and problem-solving skills were compared for the flipped learning group and the traditional learning group. The results showed greater improvement on these indicators for the flipped learning group in comparison to the traditional learning group. CONCLUSIONS: The flipped learning method might offer more effective e-learning opportunities in terms of self-leadership and problem-solving than the traditional learning method in surgical nursing practicums.
Education, Nursing ; Education, Professional ; Humans ; Learning ; Methods ; Nursing ; Operating Rooms ; Perioperative Nursing ; Students, Nursing

PURPOSE: The purpose of this study was to identify and assess from nursing students and nurses in the clinical field what constitute good instruction, through the review of nursing students' opinions and clinical field demands.METHODS: The study design was used Creswell's exploratory sequential design by collecting and analyzing qualitative data obtained from interviews and then analysis of quantitative data. The participations were 79 seniors in nursing schools and 85 nurses with less than three years of clinical experience. The data were collected through individual interviews and analyzed based on Elo and Kyngäs's content analysis method. The quantitative data were collected using the questionnaire developed based on qualitative results and analyzed by SPSS 23.0 program and Importance Performance Analysis (IPA).RESULTS: The results showed that IPA extracted seven items with high importance but low satisfaction: “nursing fads and trends,” “teacher-learner communication and reflection,” “materials used in clinical settings such as monitoring results and test results,” “special presentations by experienced practitioners,” “instruction assures learners' comprehension,” “accurate and detailed evaluation standards” and “feedback on homework and exam.”CONCLUSION: The factors comprising good instruction were verified, and the necessity for additional efforts to improve high importance and low performance factors was noted. Therefore, this study can serve as a guide for nursing education facilities and educators in developing of a thorough education system with excellent instruction designed to achieve an ideal nursing education.
Education ; Education, Nursing ; Flavin-Adenine Dinucleotide ; Humans ; Methods ; Nursing ; Schools, Nursing ; Students, Nursing

PURPOSE: The present research was done to examine the fundamental significance and structure of conflict experience of nurses in hospital nursing organizations.METHODS: This qualitative research was conducted by analyzing data collected through in-depth interviews based on Colaizzi's (1978) method of analysis, one of the phenomenological methods of analysis.RESULTS: Statements from the 12 study participants demonstrate two key topics “accumulation of conflicts” and “manifestation of new conflicts” as well as seven sub-topics including “being forced to comply”, “Lack of respect and consideration”, “unsatisfactory conflict management by the leaders”, “continuous and overwhelming vicious cycle”, “prevalence of self-defensive egotism”, “difficult to accept differences”, and “incapable of responding to the structural changes of nursing workforce”.CONCLUSION: Resolving the dysfunctional conflicts in hospital nursing organizations requires not only improvement in the organizational culture of individuals and nursing organizations, but also legal and institutional measures in addition to new attempts to integrate education and research findings from relevant fields of studies.
Education ; Methods ; Nursing ; Organizational Culture ; Qualitative Research

PURPOSE: This article is a comprehensive review for concept clarification of critical thinking, clinical reasoning, and clinical judgment, which still lack a consensus and are of mixed use. METHODS: Norris's method of concept clarification was used to review concepts that have no clear definition or conceptualization yet. RESULTS: This review summarized literature from various disciplines, classified each concept based on similarities and differences, and provided hypothetic conceptual schema. CONCLUSION: Clinical reasoning and clinical judgment are clinical situation specific concepts, while critical thinking is a concept applied in general situations. Critical thinking is a broader concept and serves as a foundation for clinical reasoning and clinical judgment. Clinical reasoning precedes clinical judgment. Clinical judgement implies the end point or conclusion of clinical reasoning. Each of critical thinking, clinical reasoning, and clinical judgment is a cognitive and affective process not a psychomotor process. The concept of clinical competency involves action taken after the cognitive processes of clinical reasoning and clinical judgment.
Clinical Competence ; Consensus ; Education, Nursing ; Judgment ; Methods ; Nursing ; Thinking

PURPOSE: The purpose of this study was to examine the effects of an infant cardiopulmonary resuscitation (CPR) training program that applied the 5-step method on the knowledge, attitudes, and performance ability of nursing students in terms of enhancement and sustainability. METHODS: Sixty-one nursing students (28 in the experimental group and 33 in the control group) from D city participated in this study. Data were collected from April 25 to December 15, 2016. The experimental group and control group received infant CPR education using the 5-step method and the traditional method, respectively. The outcome variables were measured 3 times (pretest and posttest at 1 week and 6 months after training). RESULTS: There were significant differences in attitude (t=2.68, p=.009) and performance ability (t=4.56, p < .001) between the groups at 1 week after training, as well as in sustained performance ability at 6 months after training (F=6.76, p=.012). CONCLUSION: The 5-step method of infant CPR training was effective for improving performance ability in a sustained manner and promoting a positive attitude. Therefore, it is recommended that nursing students, as infant CPR novices, receive training using this effective method.
Cardiopulmonary Resuscitation* ; Education ; Humans ; Infant* ; Methods* ; Nursing* ; Students, Nursing

PURPOSE: This study was conducted to test the effect of a scenario based hand hygiene education program on hand hygiene knowledge, hand hygiene perception, hand hygiene compliance and hand hygiene method in nursing students. METHODS: A non-equivalent control group, non-synchronized quasi-experimental design was used. Forty five nursing students participated in the study with 22 in the experimental group and 23 in the control group. Data were analyzed using descriptive statistics, χ2-test, t-test, and repeated measures of ANOVA. RESULTS: There were significant increases in hand hygiene knowledge (t=-4.28, p<.001) and accuracy of the hand hygiene method by week (F=7.33, p<.001). However, hand hygiene perception (t=-1.67, p=.102) and hand hygiene compliance rate (F=7.33, p=.405) were not significantly changed. CONCLUSION: The effects of the scenario based hand hygiene education program provided in this study were excellent, compared to the other hand hygiene education programs. Moreover, as a result of investigating the education effects through direct observation for 4 weeks, appropriate feedback was offered in the third week, and it was found that maintaining the effect was necessary. However, the current status of hand hygiene compliance and accuracy of methods for ensuring hand hygiene need to be studied further.
Compliance* ; Education* ; Hand Hygiene* ; Hand* ; Humans ; Methods* ; Nursing* ; Students, Nursing*

PURPOSE: The purpose of this study was to identify the effects simulation-based education combined team-based learning (SBE combined TBL) compared to simulation-based education (SBE) on undergraduate nursing students. METHODS: A non-equivalent control group design with pre-and posttest measures was used. The participants in the study were 181 students. The SBE combined TBL group consisted of 84 senior students in 2013, and the SBE group consisted of 97 seniors in 2014. Collected data were analyzed using chi-square, independent t-test and ANCOVA with the statistical package SPSS 22.0 for Windows. RESULTS: There was a significant improvement in communication skills, nursing performance confidence, team efficacy, and team performance scores in the SBE combined TBL group compared to the SBE group (t=2.45, p=.015; F=4.30, p=.040; t=3.06, p=.003; t=8.77, p<.001). However, there was no statistically significant difference in self-directed learning between the groups. CONCLUSION: SBE combined TBL compared to SBE is an effective teaching and learning method to enhance various positive educational outcomes for nursing students. Therefore, we suggest that future studies investigate the development of an integrated course in which team-based learning is applied to theoretical sessions and simulation-based training.
Education* ; Humans ; Learning* ; Methods ; Nursing* ; Patient Simulation ; Students, Nursing*