Purpose This study aimed to examine the relationship between future core nursing competencies and key variables, identifying factors influencing these competencies among senior nursing students.
Methods This cross-sectional study included 150 third- and fourth-year nursing students in South Korea. Based on King’s Dynamic Interaction System Model, perceived work value and individual innovative behavior were categorized as personal systems, interpersonal competence as an interpersonal system, and adhocracy culture as a social system. Participants completed self-reported online questionnaires to assess factors influencing future core nursing competencies.
Results Hierarchical multiple regression analysis identified interpersonal competency (β=0.32, p=.012) and adhocracy culture (β=0.23, p=.010) as significant predictors of future core nursing competency explaining 30.9% of the variance.
Conclusion Enhancing future core nursing competency among senior nursing students requires continuous education and counseling programs to strengthen interpersonal competency. Establishing an adhocracy culture involves recognizing creative ideas, fostering open communication for freely expressing ideas, and encouraging innovation. Therefore, developing interpersonal competence and promoting an adhocracy culture is essential for improving future core nursing competency in senior nursing students.
Purpose The present study aimed to develop and examine the effectiveness of a pediatric nursing competency-building program for nursing students.
Methods This was a quasi-experimental study with a nonequivalent control group pretest-posttest design conducted between October and December 2021. The participants included 40 nursing students (20 each in the experimental and control groups) at a university in a South Korean city. The pediatric nursing competency-building program integrated problem-based learning and simulation into clinical field practice. The experimental group participated in the program, while the control group did not. Data were analyzed using the x2 test, the independent t-test, and repeated-measures analysis of variance.
Results Pediatric nursing competency and clinical performance showed a greater increase in the experimental group than in the control group. However, the change in problem-solving ability in the experimental group was not significantly different from that in the control group.
Conclusion The pediatric nursing competency-building program effectively improved students' pediatric nursing competency and clinical performance.
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Development of a virtual reality program in South Korea for the measurement of vital signs in children: a methodological study Sun Nam Park, Hye Young Hwang, Hyun Young Koo Child Health Nursing Research.2023; 29(2): 137. CrossRef
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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Patient handover education programme based on situated learning theory for nursing students in clinical practice Jung Hee Kim, Jong Mi Lim, Eun Man Kim International Journal of Nursing Practice.2022;[Epub] CrossRef
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Development and evaluation of a pediatric nursing competency-building program for nursing students in South Korea: a quasi-experimental study Hyun Young Koo, Bo Ryeong Lee Child Health Nursing Research.2022; 28(3): 167. CrossRef
Effects of Handoff Education using Concept Mapping and PASS-BAR Heejung Kim, So-Hi Kwon Journal of Korean Academy of Fundamentals of Nursi.2021; 28(1): 1. CrossRef
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Purpose This study was done to examine the effect of direct practice of newborn health assessment on nursing student’s clinical competence and self-efficacy and to propose effective strategies for clinical education on newborn care.
Methods Design was a nonequivalent control group quasi-experimental study. The direct practice program was composed of a lecture, demonstration, drill and feedback using a manikin, and repeated direct practice regarding newborn health assessment. Participants were 65 student nurses taking the pediatric nursing practicum in the nursery room at M hospital. The experimental group (n=33) participated in the direct practice program for newborn health assessment and the control group (n=32) received the traditional practice method. Nursing clinical competence was assessed by two nurse investigators and structured questionnaires were used to measure self-efficacy.
Results The experimental group’s clinical competence was significantly higher than that of the control group (t = -4.82, p = .000). However no significant difference was found between the two groups for self-efficacy (t = 1.264, p = .211).
Conclusion These findings indicate that the direct practice program is effective in improving nursing student’s clinical competence, but it was not effective in increasing self-efficacy. Direct practice in various clinical education settings is recommended and longitudinal effects be evaluated.
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Purpose This study was done to analyze the effectiveness of simulation-based integrated practice program (maternal-child) on nursing knowledge, self-confidence, and clinical competence of nursing students.
Methods A nonequivalent control group pre-post experimental design was used to compare experimental and control group. The experimental group received the integrated simulation practice and the control group received a separate simulation for maternal care and for newborn care.
Results The experimental group who had the integrated simulation had significantly higher scores for self-efficacy on nursing handover (F = 0.480 p = .012) and oxygen therapy in newborn care (F = 3.262 p = .037), and for clinical competence (F = 2.639, p < .001) and personal satisfaction with debriefing compared to the control group (F = 2.179, p = .044). But the experimental group did not have significantly higher scores in nursing knowledge.
Conclusions The results indicate that an integrated simulation practice is an effective practice method to improve self-confidence, clinical competence and satisfaction. Also this study had significance in providing a setting similar to the clinical situation.
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PURPOSE This study was conducted to examine the effects of simulation education integrated with problem based learning (SIM-PBL) on clinical competency and self-efficacy in post operation nursing care for children. METHODS This study was a quasi-experimental design. Thirty six students in the third year of a 4-year baccalaureate nursing program were recruited conveniently and assigned to the control or intervention groups using time difference.
Students were all in a pediatric nursing clinical practicum.
The control group received the regular clinical practicum in a hospital setting. For the intervention group, a SIM-PBL education replaced 150 minutes of their clinical practicum. RESULTS The intervention group showed greater improvement in two areas of clinical competency compared with the control group; physical assessment (t=3.019, p=.005) and post operation advice (t=2.428, p=.021). However, no statistically significant differences in improvement in any areas of self-efficacy were found between two groups. CONCLUSION The results indicate that the SIM-PBL education is effective in improving some areas of clinical competence, but not self-efficacy in post operation nursing care for children. Further study is needed to develop SIM-PBL programs for various clinical topics and evaluate the effectiveness on the learning outcomes.
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Effects of a Neonatal Nursing Practice Program on Students’ Stress, Self-efficacy, and Confidence Yunsoo Kim, Horan Park, Sung Sil Hong, Hee Jin Chung Child Health Nursing Research.2018; 24(3): 319. CrossRef
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, Jeonghun Kang
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