Purpose: This study aimed to determine the effect of debriefing interventions on clinical competence in nursing students. Methods: A systematic review with a meta-analysis was conducted. Korean and English studies were retrieved from eight databases: KERIS, KISS, KoreaMed, NDSL, CINAHL, Cochrane Library, EMbase, and PubMed through January 2022. Fifteen studies were selected for the meta-analysis based on the inclusion criteria and low risk of bias. The data was analyzed using RevMan 5.3. and R software 3.6.2. Results: Most studies had a low risk of bias. Debriefing intervention in simulation-based education were found to be significantly effective compared to the control groups on clinical competence(Hedges’g=1.06, 95% CI=0.73~1.39, p<.001). In addition, the length of the debriefing intervention influenced the heterogeneity in the meta-ANOVA. Conclusion Debriefing intervention in simulation-based education help improve nursing students’ clinical competence in nursing students. Futhermore, our findings suggest that nursing educators should consider the length of debriefing for nursing students to improve their clinical competence.

Purpose: The objective of this systematic review and meta-analysis was to estimate the effectiveness of problem-based learning in developing student nurses’ critical thinking, problem solving, and self-directed learning. Methods: To conduct the meta-analysis, 1,963 studies were retrieved from eight databases (Pubmed, EMbase, CINAHL, Cochrane Library, KERIS, KISS, NDSL, KoreaMed) without restriction on publication year. Articles published up to March 2019 were selected for this study. Fourteen studies were selected for meta-analysis based on satisfaction of inclusion criteria and low risk of bias. Baseline demographic data, exercise features, and outcome data were extracted from all trials included. The data was analyzed using the RevMan 5.3 program. Results: Most studies were of low risk of bias. The pooled effect size showed problem-based learning was able to improve nursing students’ critical thinking (ES=0.29, 95% Cl=0.04~0.54,p=.002), problem solving (ES=0.39, 95% Cl=-0.09~0.87,p=.11), and self-directed learning (ES=0.35, 95% Cl=-0.22~0.91,p=.23) compared with traditional lectures. Conclusion PBL help improve the critical thinking in nursing students. Although problem solving and self directed learning were not affected, more research with a larger sample size and repeated meta-analysis of PBL are required

This study investigated the relationships among grit, empathy, communication competence, and clinical competence in nursing students and aimed to determine the factors influencing their clinical competence during the coronavirus disease 2019 (COVID-19) pandemic. Methods: The participants were 157 third- and fourth-year nursing students from Andong National University in Andong and Choonhae College of Health Sciences in Ulsan, both in South Korea. Data were collected using a self-report questionnaire and analyzed using the SPSS version 23.0 program. Results: Clinical competence was positively correlated with grit (r = .26, p = .001), empathy (r = .29, p < .001) and communication competence (r = .53, p < .001). Female sex (β = −.20, p = .009) and communication competence (β = .31, p = .004) were found to predict nursing students’ clinical competence, explaining 39.1% of the variance in clinical competence (F = 7.07, p < .001). Conclusion: The results imply that nursing students’ communication competence must be increased to improve their clinical competence. Additionally, it is important to develop training programs that consider changes in the educational environment in the post-COVID-19 era.

This study investigated the relationships among grit, empathy, communication competence, and clinical competence in nursing students and aimed to determine the factors influencing their clinical competence during the coronavirus disease 2019 (COVID-19) pandemic. Methods: The participants were 157 third- and fourth-year nursing students from Andong National University in Andong and Choonhae College of Health Sciences in Ulsan, both in South Korea. Data were collected using a self-report questionnaire and analyzed using the SPSS version 23.0 program. Results: Clinical competence was positively correlated with grit (r = .26, p = .001), empathy (r = .29, p < .001) and communication competence (r = .53, p < .001). Female sex (β = −.20, p = .009) and communication competence (β = .31, p = .004) were found to predict nursing students’ clinical competence, explaining 39.1% of the variance in clinical competence (F = 7.07, p < .001). Conclusion: The results imply that nursing students’ communication competence must be increased to improve their clinical competence. Additionally, it is important to develop training programs that consider changes in the educational environment in the post-COVID-19 era.

This study investigated the relationships among grit, empathy, communication competence, and clinical competence in nursing students and aimed to determine the factors influencing their clinical competence during the coronavirus disease 2019 (COVID-19) pandemic. Methods: The participants were 157 third- and fourth-year nursing students from Andong National University in Andong and Choonhae College of Health Sciences in Ulsan, both in South Korea. Data were collected using a self-report questionnaire and analyzed using the SPSS version 23.0 program. Results: Clinical competence was positively correlated with grit (r = .26, p = .001), empathy (r = .29, p < .001) and communication competence (r = .53, p < .001). Female sex (β = −.20, p = .009) and communication competence (β = .31, p = .004) were found to predict nursing students’ clinical competence, explaining 39.1% of the variance in clinical competence (F = 7.07, p < .001). Conclusion: The results imply that nursing students’ communication competence must be increased to improve their clinical competence. Additionally, it is important to develop training programs that consider changes in the educational environment in the post-COVID-19 era.

This study investigated the relationships among grit, empathy, communication competence, and clinical competence in nursing students and aimed to determine the factors influencing their clinical competence during the coronavirus disease 2019 (COVID-19) pandemic. Methods: The participants were 157 third- and fourth-year nursing students from Andong National University in Andong and Choonhae College of Health Sciences in Ulsan, both in South Korea. Data were collected using a self-report questionnaire and analyzed using the SPSS version 23.0 program. Results: Clinical competence was positively correlated with grit (r = .26, p = .001), empathy (r = .29, p < .001) and communication competence (r = .53, p < .001). Female sex (β = −.20, p = .009) and communication competence (β = .31, p = .004) were found to predict nursing students’ clinical competence, explaining 39.1% of the variance in clinical competence (F = 7.07, p < .001). Conclusion: The results imply that nursing students’ communication competence must be increased to improve their clinical competence. Additionally, it is important to develop training programs that consider changes in the educational environment in the post-COVID-19 era.