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Development and Validation of Nurse's Character Scale for Care in Clinical Settings.

Journal of Korean Academic Society of Nursing Education.2016;22(2):137-151. doi:10.5977/jkasne.2016.22.2.137

PURPOSE: The purpose of this study was to develop and validate a Nurse's Character Scale for Care in Clinical settings (NCS_C). METHODS: The NCS_C was developed and validated as follows: Item generation, preliminary test of questionnaire, and tests of validity and reliability. One hundred and thirty six preliminary items were developed through a literature review and in-depth interviews by 10 nurse-experts and five patients. The content validity of the items was verified through an evaluation by five nurses and seven professors in the fields of Korean literature, pedagogy and nursing. Finally, 53 items were confirmed through item analysis, factor analysis and validity tests including convergent, discriminant and concurrent validities. Data were analyzed using factor analysis, Pearson correlation coefficients, and Cronbach's alpha. RESULTS: Thirteen factors evolved from the factor analysis, which explained 63.1% of the total variance. The factors referred to the union of two dimensions: the professional dimension and the interpersonal dimension. The internal consistency, Cronbach's alpha, was .95, and reliability of the subscales ranged from .58 to .87. CONCLUSION: The results of this study suggest that the NCS_C is a reliable and valid primary scale to measure nurses' or students' character level for better care in clinical settings.
Humans ; Nursing ; Reproducibility of Results ; Teaching

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Relationship between Positive Affectivity, Self-Leadership, and Satisfaction of Clinical Practice among Nursing Students.

Soon Neum LEE ; Jung A KIM

Journal of Korean Academic Society of Nursing Education.2016;22(2):125-136. doi:10.5977/jkasne.2016.22.2.125

PURPOSE: This study aimed to identify the relationship between positive affectivity, self-leadership, and satisfaction of clinical practice among nursing students. METHODS: This study was a descriptive correlational study. A total of 205 participants were obtained by convenience sampling from third- and fourth-year nursing students in three nursing schools. The data were collected by using a self-reporting questionnaire. Collected data were analyzed with SPSS Win 18.0. RESULTS: Mean scores were 3.40 (5-point scale) for positive affectivity, 3.68 (5-point scale) for self-leadership, and 3.30 (5-point scale) for satisfaction of nursing clinical practice. There was a significant positive correlation of nursing students among positive affectivity (r=.43, p<.001), self-leadership (r=.41, p<.001), and satisfaction of clinical practice. The predictors were levels of satisfaction about nursing major, grade, positive affectivity, and rehearsal, which accounted for 34% of the variance in satisfaction with clinical practice nursing students. CONCLUSION: It is necessary to enhance the levels of satisfaction about nursing major, the level of positive affectivity, and self-leadership in nursing students. The results of this study delineate the need for the development and application of diverse educational programs that can increase positive affectivity and self-leadership for clinical practice.
Humans ; Nursing* ; Schools, Nursing ; Students, Nursing*

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Senior Nursing Students' Perceived Competence of Intensive and Critical Care Nursing.

Jin Il KIM ; Doo Ree KIM ; Hyo Nam LIM

Journal of Korean Academic Society of Nursing Education.2016;22(2):115-124. doi:10.5977/jkasne.2016.22.2.115

PURPOSE: The purpose of this study was to examine the degree of intensive and critical care nursing competence in senior nursing students. METHODS: The research method for this study comprised a descriptive survey study with a convenience sample of 113 senior nursing students from one university. The instrument entitled ICCN-CS-1, which measures intensive and critical care nursing competence, was translated by the authors following WHO guidelines for translation process. The data were collected using ICCN-CS-1. RESULTS: The mean score of intensive and critical care nursing was above the intermediate level. The competence indices of knowledge, skill and attitude/value were also above the intermediate level, which suggests that their competence is good. For two intensive and critical care nursing domains, the nursing students' mean score of clinical competence is higher than that of professional competence. The competence of intensive and critical care is also influenced by nursing students' satisfaction in their major and clinical practice as well as their confidence in clinical practice. CONCLUSION: The senior nursing students' competence of intensive and critical care nursing is above the intermediate level. A consideration of the influencing factors of satisfaction of nursing major/ICU practice and confidence of ICU practice is needed in intensive and critical care nursing education.
Clinical Competence ; Critical Care Nursing* ; Critical Care* ; Education ; Humans ; Mental Competency* ; Methods ; Nursing* ; Professional Competence ; Students, Nursing

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Development and Evaluation of Extracurricular Coaching Programs for Improving Communication Skills and Leadership among Nursing Students.

Su Hyun BAE ; Jeong Sook PARK

Journal of Korean Academic Society of Nursing Education.2015;21(2):202-214. doi:10.5977/jkasne.2015.21.2.202

PURPOSE: The purpose of this study was to develop extracurricular coaching programs to improve communication skills and leadership for nursing students and evaluate the effects of the programs. METHODS: The 8-week extracurricular coaching program was developed based on the Joo, Whitmore and Hong models. A quasi-experimental design was used. The subjects were selected by two full-time nursing professors training students at one university in city G. The subjects were chosen from among the advisees of these two professors. Of the students who participated in this study, 29 were in the experimental group and 27 were in the control group. Data was analyzed through t-test and Mann Whitney U-test. RESULTS: The experimental group showed significantly higher post-test scores in communication skills, communication as a nursing outcome, observation of communication, leadership, and leadership as a nursing outcome than those of the control group. However, the experimental group did not reveal significantly higher post-test scores in the number of leadership activities using a portfolio than those of the control group. CONCLUSION: This extracurricular coaching program can help cultivate important, basic grounding as well as achieve nursing student learning outcomes upon graduation.
Humans ; Leadership* ; Learning ; Nursing ; Students, Nursing*

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Factors Influencing Suicidal Ideation of College Students.

Sung Hee LEE ; Hyun Ok JUNG ; Kyung Ran PARK ; Jun Ok YOU ; Tae Hi HA ; Hee Sook KIM

Journal of Korean Academic Society of Nursing Education.2015;21(2):190-201. doi:10.5977/jkasne.2015.21.2.190

PURPOSE: This study was conducted to explore the influence of academic institutional interest, open parent-adolescent communication, social (friend) support, and existential spiritual well-being on suicidal ideation of college students. METHODS: The research design was descriptive survey research involving 285 college students in city G. Data was collected from May 18, 2011 to November 2, 2011 and analyzed using descriptive statistics, t-test, one-way ANOVA, Pearson correlation coefficient, and hierarchical regression analysis. RESULTS: The findings reveal that suicidal ideation of college students was low, i.e., average score was 9.2+/-3.65 (possible range 5~25). This study determined that suicidal ideation is negatively correlated with interest on the part of the academic institution, open parent-adolescent communication, social support from friends, and existential spiritual well-being. The extent of existential spiritual well-being was a significant predictor of suicidal ideation, controlling for general characteristics variables (gender, number of close friends, first supporter) and institutional interest, open parent-adolescent communication, and social support. Existential spiritual well-being accounted for 50% of the explanation of suicidal ideation of college students. CONCLUSION: Based on the outcomes of this study, designing an intervention program that emphasizes existential spiritual well-being in order to decrease suicidal ideation of tertiary education students is strongly recommended.
Education ; Friends ; Humans ; Research Design ; Suicidal Ideation*

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Factors Influencing the Adaptation to the College Life of Nursing Students.

Soon Ook CHOI ; Jin Kyoung PARK ; Sang Hee KIM

Journal of Korean Academic Society of Nursing Education.2015;21(2):182-189. doi:10.5977/jkasne.2015.21.2.182

PURPOSE: The purpose of this study was to determine the degree of undergraduate nursing student adaptation to college life and investigate the factors that influenced that adaptation. METHODS: First-year (undergraduate) students attending three nursing colleges were surveyed from November 24 through December 5, 2014; and data from 206 respondents were analyzed. For data analysis, multiple regression analysis was performed using the SPSS WIN 18.0 program. RESULTS: The findings showed that age (p=.002), emotional intelligence (p<.001), and self-efficacy (p<.001) were significant variables that influenced first-year undergraduate nursing student adaptation to college life. Undergraduate nursing student adaptation was explained by self-efficacy (beta=.327, p<.001), emotional intelligence (beta=.222, p=.001), satisfaction with education in their academic major (beta=-.217, p<.001), and academic achievement (beta=.136, p=.018); and, the explanatory power of these variables was 41.2%. CONCLUSION: To facilitate undergraduate nursing student adaptation to college life prior to clinical practice, developing and apply programs to improve self-efficacy, emotional intelligence, satisfaction with education in their major, and academic achievement is deemed necessary.
Surveys and Questionnaires ; Education ; Emotional Intelligence ; Humans ; Nursing ; Statistics as Topic ; Students, Nursing*

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Structural Relationship of Variables Regarding Nurse's Preventive Action against Needle Stick Injury.

Hyeon Jeong JU ; Ji Hyun LEE

Journal of Korean Academic Society of Nursing Education.2015;21(2):168-181. doi:10.5977/jkasne.2015.21.2.168

PURPOSE: This study was conducted to determine the factors affecting the prevention of needle stick injury. METHODS: Data collection was conducted during the period July 15-31, 2013 by a self-administered questionnaire involving 220 nurses working in 7 hospitals. The data was analyzed by SPSS v18 and AMOS v18. RESULTS: Actions by nurses to prevent needle stick injury were directly and indirectly influenced by perceived benefits, attitude toward the behavior, perceived behavioral control, and intention underlying the behavior. Specially, perceived behavioral control is verified to have not only direct influence but also indirect influence on the performance of preventive action through the intention underlying the behavior. Also, perceived benefits indirectly influence the intention toward the behavior and performance of preventive action through attitude toward the behavior and perceived behavioral control. The predictor variables in this model are 52% explicable in terms of intention of prevention action against needle stick injury, and 66% explicable in terms of performance of preventive action. CONCLUSION: To ensure high performance of preventive action against needle stick injury, constructing not only the solution that inspires the intention toward behavior but also a system that can positively solve and improve obstructive factors in behavioral performance is of primary importance.
Data Collection ; Intention ; Needles* ; Surveys and Questionnaires

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Developing Course Outcome to Achieve Exit Outcome: Applying Hauenstein's theory.

Yoon Young HWANG ; Sun Hee KIM ; Min Sun CHU

Journal of Korean Academic Society of Nursing Education.2015;21(2):155-167. doi:10.5977/jkasne.2015.21.2.155

PURPOSE: The aim of this study was to develop course outcomes for nursing students by applying Hauenstein's theory. METHODS: The research was conducted in three steps as follows: identifying exit outcomes related to the Adult Nursing course, developing Adult Nursing course outcomes based on the theory of Hauenstein, and finalizing Adult Nursing course outcomes. RESULTS: Exit outcomes achievable in Adult Nursing were generated after a needs analysis survey among students, nurses and professors was conducted and subsequently reviewed by professors specializing in the subject. For theoretical courses, the level of the course outcomes was derived from the cognitive domain, whereas, for practical courses, it was derived, in stages, from the cognitive, affective and psychomotor domains. Next, using taxonomical terms that can properly address the level of each domain, course outcomes for theoretical and practical courses were determined. After expert opinion was sought, the final course outcome for the Adult Nursing course was produced. CONCLUSION: The results are meaningful in that valid course outcomes were developed through the process described above and are expected to greatly contribute to reaching exit outcomes and strengthen the professional capacity of nursing students.
Adult ; Expert Testimony ; Humans ; Learning ; Nursing ; Students, Nursing

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Effectiveness of Simulation Problem-Based Learning for Community Visit Nursing according to Myers Briggs Type Indicator(MBTI) Personality Types.

Hyun Jung JANG ; Jeong Sook PARK

Journal of Korean Academic Society of Nursing Education.2016;22(4):577-587. doi:10.5977/jkasne.2016.22.4.577

PURPOSE: This study was conducted to provide Simulation Problem-Based Learning (S-PBL) for community visit nursing students according to their Myers Briggs Type Indicator (MBTI) personality types for learner-focused education and to verify its effectiveness. METHODS: This study was conducted with subjects having the ST (Sensing-Thinking) and NF (iNtuition-Feeling) personality types, which are conflicting personality types, and forty-one subjects were allocated to the experimental group and nineteen subjects to the control group. The training, provided to subjects once a week, for a total of six times and 100 minutes each time, was with respect to the improvement of problem-solving ability, communication ability, and clinical practice competency. Data were analyzed through t-test and independent t-test. RESULTS: After training, the self-rated problem-solving competency (t=3.07, p=.003), communication ability (t=2.86, p=.006), and academic self-efficacy (t=2.44, p=.018) were significantly higher in the experimental group than in the control group. However, there was not a significant difference in the clinical practice ability rated by subjects themselves (t=1.50, p=.140) and by professors (t=1.08, p=.285), and in the communication ability rated by professors (t=0.72, p=.474). CONCLUSION: The community visit nursing S-PBL, according to MBTI personality types, is a helpful learning method for nursing students participating in self-directed learning of nursing theory and practice.
Communication ; Education ; Humans ; Learning ; Methods ; Nursing Theory ; Nursing* ; Personality Inventory ; Problem-Based Learning* ; Students, Nursing

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The Effect of the Flipped Learning on Self-efficacy, Critical Thinking Disposition, and Communication Competence of Nursing Students.

Young Sil LEE ; Young EUN

Journal of Korean Academic Society of Nursing Education.2016;22(4):567-576. doi:10.5977/jkasne.2016.22.4.567

PURPOSE: This study was conducted to test the effects of flipped learning for undergraduate nursing students. METHODS: The study was a nonequivalent control group pretest-posttest design. Participants were 140 nursing students (experimental group=70, control group=70). The flipped learning was provided for 6 times (18 hours). Data were collected between March 7 and May 30, 2016. Data were analyzed using Chi-square, t-test, paired t-test with SPSS/WIN 22.0. RESULTS: The results showed that self-efficacy (t=4.67, p<.001), critical thinking disposition (t=6.55, p<.001), and communication competence (t=3.57, p=.001) were significantly higher than in the experimental group than in the control group. CONCLUSION: The study findings suggest that the flipped learning has proven to be influential educational program for improving the self-efficacy, critical thinking disposition, and communication competence of nursing students. The flipped learning was an effective teaching program for nursing student, and need to develop other nursing major subjects.
Humans ; Learning* ; Mental Competency* ; Nursing* ; Students, Nursing* ; Thinking*

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