Purpose: This study examined the effects of simulation-based education on knowledge, self-confidence and satisfaction about maternity core nursing practicum in senior nursing students.
Methods: One group, pre-post design, was utilized with 77 students. The simulation -based maternity core nursing practicum that consisted of two sessions each 2 hours long for intrapartum and postpartum care was provided to 6 small groups. Core items of knowledge about and self-confidence in maternity core nursing practicum were measured with 18 items before and after the sessions.
Results: The knowledge, self-confidence and satisfaction scores in maternity nursing care showed a significant change in the post-test (t=-13.99, p<.001, t=-21.14, p<.001).
Conclusion: The simulation-based maternity core nursing practicum was useful in improving the knowledge, self-confidence and satisfaction scores for childbirth and postpartum care in nursing students. In conclusion, We recommend for maternity core nursing practicum to empower the competency of the students.
Purpose: Clinical training for nursing students is limited to obstetrical nursing to avoid potential risks. This study was conducted to examine the effects of a simulation-based learning for obstetrical nursing. The study examines knowledge of obstetrical nursing, performance ability and self-confidence between experimental group (nursing student who participated in the simulation-based learning discussing case studies and comparing to their own experience) and control group. Methods: The study was designed using a nonequivalent control group pretest-posttest design. Twenty nursing students were assigned to experimental group and participated in the simulation-based learning. The data were analyzed using the SPSS 18.0 program to perform χ2-test and t-test. Results: The experimental group showed significantly higher posttest scores in knowledge, performance ability and self-confidence than those of control group. Conclusion: The study results indicate that a simulation-based learning was effective in increasing knowledge, performance ability and self-confidence for nursing students.
Purpose: The purpose of this study was to understand how team performance was related to team efficacy, interpersonal understanding, positiveness in problem solving, and class satisfaction, after applying simulation education using team based learning.
Methods: Study objects were the students in C college who learn through simulation using team based learning for 4 weeks(March 2012 to June 2012). Team efficacy, interpersonal understanding, and positiveness in problem solving were developed by Kwon (2010). Class Satisfaction was developed by Kim (1998) and team performance was designed by professors. SPSS/WIN 21.0 was used for descriptive analysis, pearson correlation.
Results: In this study, team performance score was related to interpersonal understanding (score=3.84, r=.620, p<.001), team efficacy(score=3.73, r=.510, p<.001), positiveness in problem solving(score=3.56, r=.468, p=.001), and class satisfaction(score=3.55, r=.448, p=.002), respectively.
Conclusion: There findings indicate that there is a need to increase team efficacy,interpersonal understanding, positiveness in problem solving and class satisfaction to improve team performance of nursing students
Purpose: The purpose of this study was to identify the effect of simulation-based education for nursing students.
Methods: One group pre-post test of quasi-experimental design was used. Forty-four nursing students participated in the study. The instruments used for this study were critical thinking disposition scales and problem solving process scales, clinical competency scales. Data were analyzed using the SPSS 18.0 program with descriptive statistics, paried-test.
Results: There were significant increases in critical thinking(t=5.958, p<.001), problem solving process(t=3.331, p=.002) and nursing clinical(t=2.226 p=.031).
Conclusion: In conclusion, the simulation-based education program was effective in contributing towards the development of critical thinking, problem solving process and clinical competence. Further study is needed to develop of clinical based learning modules and determine the effect of simulation method, learning times, team size on learrning.
Purpose: This study was conducted to examine the effects of Clinical practice learning using a web-based e-book on nursing students' learning motivation, knowledge achievement and satisfaction with clinical practice.
Methods: The participants in this study were 69 third-year nursing students (34 in the experimental and 35 in the control group) from a C-university in G-city, Korea, who were engaged in one-week clinical practicum in a gastroenterology ward. The data were analyzed by x²-test, Fisher's exact test, and t-test with the SPSS program 20.0.
Results: After intervention, compared to the control group, the experimental group reported significant difference in Learning motivation (t=-3.61, p<.001), knowledge achievement(t=-2.92, p<.001), and satisfaction with clinical practice (t=-8.78, p<.001) in the training course using Mosby's nursing skills.
Conclusion: These results identified that clinical practice learning using Mosby’s Nursing Skills was effective for the improvement of learning motivation, knowledge achievement and satisfaction with clinical practice. These results indicate that the implementation of an e-Learning needs to be continued as an effective educational tool. Also, it is needed to research more for better ways to implement e-Learning on students’ practicum.
Purpose: The purpose of this study was to investigate the effect of debriefing learning using peer feedback after blood transfusion nursing simulation practice. Methods: This study is a mixed method research to investigate the effect of debriefing using peer feedback on learning. The subjects of this study were third-year nursing students, and 23 of them were allocated to the control group and 19 to the experimental group. The experimental treatment was performed for about three hours, and the debriefing using peer feedback was not performed with the control group. The effect of the debriefing was measured in terms of the knowledge, attitude, and confidence in the performance with regard to blood transfusion nursing. The qualitative data about cognitive learning experience during the debriefing were analyzed. The quantitative data were analyzed by a t-test, a x² test, and a paired t-test by using IBM Statistics SPSS 19.0 software. Results: The results showed that the knowledge was significantly increased in both the control group and the experimental group (paired t=-6.411, p<.001; paired t=-5.759, p<.001), that the attitude toward the blood transfusion nursing was not significantly changed in both groups (paired t=-0.639, p=.530; paired t=-0.631, p=.536), and that the confidence in the performance was significantly increased in both groups (paired t=-5.124, p<.001; paired t=-4.747, p<.001). The qualitative data analysis of the cognitive learning experience during the debriefing showed that the content was divided into four subjects: “My errors are clearly seen as I reflect on myself,” “I can understand how to say and perform,” “I could make the knowledge my own by reviewing what I have done,” and “I could have see the big picture of nursing skills.” Conclusion:. The results of this study showed that the debriefing using peer feedback after the simulation had the learning effects of repeated learning and experiential learning of specific nursing skill, indicating that it is a useful education tool in nursing education.
Purpose: The study was undertaken to evaluate the reliability and validity of hypoglycemia clinical judgment rubric which developed for investigation nursing student’s clinical judgement competency on hypoglycemia simulation practice.
Methods: The study was a methodological study with 59 nursing students from Y University participating. Fifty video files were used to analyze nursing student’s clinical judgment competency. Rubric was consisted with 11 questions having 4 phases (beginning, developing, accomplished, and exemplary) and composed with 4 sub-categories (noticing, interpreting, responding and evaluation/reflecting).
Results: The value of inter-rater reliability was r=.92 (p<.001) and Kendall tau b=.79 (p<.001). The value of intra-rater reliability was r=.92 (p<.001) and r=.99 (p<.001). Cronbach's α was .93 as internal consistency reliability. Construct validity by factor analysis, 3 factors were extracted and it explained 80.9% of the variance in clinical judgment competency. The value of competency of hypoglycemia clinical judgment was 2.47 (±.42).
Conclusion: The hypoglycemia clinical judgment rubric can be used for assessing clinical judgment competency on simulation practice. Also, it can be applied for evaluation a clinical judgment as a nursing program outcome of nursing students.