Purpose The purpose of this study was to develop a model for handoff education for nursing students based on simulation using video and to identify educational effects of a simulated situation in pediatric care units.
Methods Data were collected from May 1 to 30, 2016. Participants were 84 senior nursing students in Seoul (video group: 43, simulation group: 41). Both groups were given a lecture and pre-briefing on handoff education. The simulation group had nursing practice on resolving health issues for respiratory distress using a high-fidelity baby simulator. The video group watched a video recording of a scenario based simulation, and used a summarized handoff situation to practice patient handoff to another student.
Results There was no significant difference between the two groups for handoff self-confidence, problem solving ability, handoff competence (self-assessment of students), or learning satisfaction. Self-confidence increased significantly in both groups. Handoff competency evaluated by the instructor was higher in the video group compared to the simulation group (t=2.33, p=.022).
Conclusion Nursing student education for handoff practice utilizing a video in the pediatric unit was more cost effective. Therefore, it could be a useful educational method for students in learning patient handoff practices and helpful for related research.
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Purpose The purpose of this study was to identify the factors that affect nursing students’ perception of pediatric safety nursing activities for children during hospitalization.
Methods The study sample included 304 nursing students who had participated in pediatric nursing practice. Data were analyzed using SAS 9.3 program.
Results Regression analysis showed that the model’s explanatory power was 37%. Safety policy and procedure, safety priority, disaster experience, and knowing a place of refuge were factors affecting the perception of safety nursing activities for children during hospitalization.
Conclusion Findings show that safety policy and procedures and safety priority are major factors that affect the perception of safety nursing activities and indicate that effective education programs on safety policy and procedure and safety priority are necessary to improve the perception of safety nursing activities.
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Purpose This study was done to explore the experiences of ego identity development in Korean nursing students.
Methods Data were collected from 16 nursing students through in-depth interviews. The main question was, “Could you tell me your experience of developing an ego identity?” Data were analyzed using Strauss and Corbin’s grounded theory methodology.
Results The core category of the experiences of ego identity development in Korean nursing students was ‘trying to be a different new person’. Action/interaction strategies were ‘solving the problem using experiences’, ‘making one’s own success story’, and ‘making harmony with others’. Consequences were ‘being sure of oneself as a new person’.
Conclusion Korean nursing students tried to use their experiences, achieve success, and harmonize with others. Their efforts were influenced by conflicts and supports of people around. Therefore, nurse educators should understand contextual and intervening conditions of nursing students, and try to help them achieve ego identities.
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Purpose This study was done to analyze nursing students’ attitudes to life-sustaining treatment by measuring their awareness of biomedical ethics and resulting attitude toward withdrawal of life-sustaining treatment.
Methods This study was a descriptive research to assess the level of nursing students’ awareness of biomedical ethics, attitude toward withdrawal of life-sustaining treatment, and correlations between these variables. After the nursing students signed a consent form they were assessed. Data collection was done from September 1 to October 25, 2016, and analyzed using SPSS 23.0 WIM Program.
Results There was a negative correlation and significant difference between nursing students’ awareness of biomedical ethics and attitude toward withdrawal of life-sustaining treatment. There was a significant correlation among attitude toward withdrawal of life-sustaining treatment and medical ethics, mortality ethics.
Conclusion The findings in the study indicate that it is necessary to provide nursing students with easy access to continuous education to help them establish an acceptable view of withdrawal of life-sustaining treatment.
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Purpose The purpose of this study was to explore perception of the clinical learning environment, resilience and perfectionism in relation to practice burnout and to identify factors influencing practice burnout in student nurses.
Methods A descriptive correlational study was conducted. The participants were 313 student nurses from three universities in B and U city. Data were analyzed using t-test, ANOVA, Pearson correlation coefficient, Scheffés test and multiple regression analysis.
Results Mean score for practice burnout in student nurses was 2.92 out of 5 points. Practice burnout explained 44.7% of the variance in perfectionism (β=.245, p<.001), satisfaction with college life (β=.232, p<.001), resilience (β=-.228, p<.001), clinical learning environment (β=-.193, p<.001), satisfaction with major (β=.180, p=.001), practical relationships with peers (β=.128, p=.005), and satisfaction with clinical practice (β=.124, p=.039).
Conclusion Research results suggest that the important variable for student nurses’ practice burnout is perfectionism. Therefore education is needed to develop strategies to manage perfectionism and reduce practice burnout.
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Purpose The purpose of this study was to explore and describe the experiences of career decision making by Korean nursing students.
Methods The participants were 18 nursing students from one nursing college. Data were collected through in-depth individual interviews, and the main question was, “Could you describe your experience of making a career decision?” Data from the field and transcribed notes were analyzed using Strauss and Corbin’s grounded theory methodology.
Results Core category of nursing students’ experiences in making career decisions was ‘trying to find the way of being a nurse’. Action/interaction strategies were ‘becoming one’s own self’, ‘actively exploring the way of being a nurse’, and ‘experiencing one’s own achievement as a future nurse’. Consequences were ‘deciding on the career on one’s own’ and ‘career indecision on one’s own’.
Conclusion The findings indicate that nursing students tried to know themselves, explore careers and experience their achievements, and that their efforts were influenced by real situations and support systems. Therefore, nurse educators should develop systems and programs to help students in nursing make career decisions.
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Purpose The purpose of this study was to identify personal, contextual, and cognitive factors influencing the career preparation behavior of Korean nursing students. In this study, an examination was done of the fitness of a path model for the relationship among these factors based on the social cognitive career theory.
Methods The participants were 413 nursing students in South Korea. Data were collected using self-report questionnaires that included self-esteem, social support, self-efficacy, outcome expectation, career decision level, and career preparation behavior. Data were analyzed using descriptive statistics, Pearson correlation analysis, and path analysis.
Results The factors influencing career preparation behavior were self-efficacy, career decision level, self-esteem, outcome expectation, and social support. The factors influencing career decision level were self-efficacy, outcome expectation, self-esteem, and social support.
Conclusion The findings indicate that self-efficacy is an important factor influencing the career behavior of Korean nursing students. Nurse educators should consider personal, contextual, and cognitive factors of nursing students and develop systemic career guidance programs to help nursing students’ career preparation behavior.
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Methods A descriptive research design was used with a convenience sample of 202 nursing students. After explaining the purpose of the study, participants who signed the consent form were asked to complete a self-descriptive questionnaire, which included the Child Abuse Intension Scale (CARIS).
Results The number of correct answers for knowledge of child abuse and the law was 7.0 /13. The mean scores were, for attitude toward childrearing belief and discipline, 17.1 ± 5.2, for punishment and culpability of offender or victim, 24.6 ± 4.1, for professional responsibility, 30.5±5.1, and for perceived behavioral control, 25.3±5.0. The intended reporting behavior differed significantly by severity of abuse. Factors influencing the intention to report child abuse were attitude towards punishment of parents, professional responsibility, and perceived behavioral control (R2 = .133).
Conclusion On the basis of our finding, developing education programs to help nursing students detect child abuse and improve reporting rates is important. Thus, we suggests that nursing students be provided with educational protocol for detection and reporting of child abuse.
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Methods A cross-sectional descriptive design was used. Undergraduate students enrolled in departments of nursing (n=322) from three universities in D city participated. Knowledge and beliefs about KC were measured using the Kangaroo Care Questionnaire (KCQ).
Results The overall level of nursing students’ knowledge about KC was very low with a mean score of 6.9 out of 17. The mean score for nursing students’ beliefs about KC was 87.4 out of 100, indicating relatively positive beliefs. The students who had both education and exposure to KC had higher scores for knowledge and more positive beliefs about KC compared to students with no experience or exposure to KC. There was a positive correlation between knowledge and beliefs about KC (r = .371, p < .001).
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Results Seven theme clusters were extracted from fourteen themes. The seven theme clusters of the nursing students’ clinical practice experience in NICU were: 1) Excitement about the clinical practice setting 2) Afraid of practice environment 3) Babies have priority over clinical practice 4) Comparing with adult nursing clinical practice 5) Feeling pity for babies and their parents 6) New awareness about the role of nurses 7) Demands of enhancing clinical practice.
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Purpose
This descriptive research was conducted to identify educational needs in pediatric nursing handoff training to improve students’ handoff skills.
Methods
Data were collected using a survey with 188 senior nursing students and 48 pediatric nursing professors and clinical nurses. The survey included items on general information as well as experiences in handoff training, necessity, training content, and items for a handoff training program in pediatric nursing.
Results Of the nursing students, 30.5% reported receiving handoff training during their clinical hours. After their handoff training, the students’ confidence index was only 3.78 out of 10. Significantly, 98.3% of the respondents said that pediatric handoff training is necessary. In addition, participants reported that simulation practice (26.5%) is an appropriate educational method, and the time required for handoff training should be 8.16 hrs. Admission process was placed first as the most critical circumstance for handoff (56.8%). High demands were observed for the necessity of training content for patients with respiratory problems.
Conclusion The results of this study show the various educational needs for developing a patient safety pediatric handoff training program to promote nursing students’ skills in handoff.
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PURPOSE The purpose of this study was to identify the correlation of critical thinking disposition and problem solving process, and the simulation-based assessment of clinical competence based on a survey of college nursing students. METHODS In this descriptive correlation study, data for 214 nursing students were analyzed using t-test and Pearson correlation coefficients. RESULTS Critical thinking disposition, problem solving process, and simulation-based assessment of clinical competence averaged 3.76+/-0.46 (out of 5), 3.67+/-0.47 (5), and 1.51+/-0.17 (2), respectively. A significant difference in scores for simulation-based assessment of clinical competence was found between the high-scoring group and low-scoring group in critical thinking disposition. A significant positive correlation was found between critical thinking disposition and nursing assessment, a sub-domain of clinical competence. CONCLUSION The results suggest that success in simulation-based learning requires critical thinking disposition in the nursing students, and their critical thinking disposition plays a positive role in nursing assessment, which evaluates the patient's status in a complex situation. Simulation-based learning programs help assess the students' levels in their clinical judgement and performance, and identify their strengths and weaknesses so that the instructor can evaluate and improve the current teaching method.
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