Pub Date : 2021-05-31DOI: 10.5977/JKASNE.2021.27.2.132
Min-Young Kim, Jieun Cha
Purpose: The aim of this study was to identify the relationships between health literacy competencies and patient-centered care among clinical nurses. Methods: The participants of this study were 254 nurses working in two hospitals in the D region. The data were collected from July to August 2020. The health literacy competencies for registered nurses scale and individualized care scale were utilized. Descriptive statistics, independent t-test, ANOVA, Pearson’s correlation coefficient and multiple regression analysis were used for data analysis. Results: The mean of health literacy competencies was 3.16±0.31 points on a four-point scale, and the average of patient-centered care was 3.69±0.50 points on a five-point scale. Regarding the nurses’ general characteristics, patient-centered care showed significant differences according to age (F=4.68, p=.010), marital status (t=-2.38, p=.018), religion (F=3.03, p=.030), total clinical experience (F=2.94, p=.021) and prior health literacy knowledge (t=3.20, p=.002). As a result of a hierarchical multiple regression analysis, health literacy competencies (β=.63) were found to significantly influence patient-centered care. The explanatory power of the model was 41.0% (F=25.58, p<.001). Conclusion: The study suggests that nurse’s health literacy competencies should be developed in order to improve patient-centered care. Nursing education should include an emphasis on integrating health literacy into the nursing school curriculum.
{"title":"The influence of health literacy competencies on patient-centered care among clinical nurses","authors":"Min-Young Kim, Jieun Cha","doi":"10.5977/JKASNE.2021.27.2.132","DOIUrl":"https://doi.org/10.5977/JKASNE.2021.27.2.132","url":null,"abstract":"Purpose: The aim of this study was to identify the relationships between health literacy competencies and patient-centered care among clinical nurses. Methods: The participants of this study were 254 nurses working in two hospitals in the D region. The data were collected from July to August 2020. The health literacy competencies for registered nurses scale and individualized care scale were utilized. Descriptive statistics, independent t-test, ANOVA, Pearson’s correlation coefficient and multiple regression analysis were used for data analysis. Results: The mean of health literacy competencies was 3.16±0.31 points on a four-point scale, and the average of patient-centered care was 3.69±0.50 points on a five-point scale. Regarding the nurses’ general characteristics, patient-centered care showed significant differences according to age (F=4.68, p=.010), marital status (t=-2.38, p=.018), religion (F=3.03, p=.030), total clinical experience (F=2.94, p=.021) and prior health literacy knowledge (t=3.20, p=.002). As a result of a hierarchical multiple regression analysis, health literacy competencies (β=.63) were found to significantly influence patient-centered care. The explanatory power of the model was 41.0% (F=25.58, p<.001). Conclusion: The study suggests that nurse’s health literacy competencies should be developed in order to improve patient-centered care. Nursing education should include an emphasis on integrating health literacy into the nursing school curriculum.","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49481872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-31DOI: 10.5977/JKASNE.2021.27.2.152
Taehee Do, Hee-Soon Kim
Nursing records provide an account of the care and treatment given to a patient, providing a way to monitor progress and develop clinical histories. They allow for continuity of care by facilitating treatment and support [1]. They are an official communication tool for medical staff and an integral part of patient care, providing evidence of care for patients [2]. Nursing records are also used as basic data for healthcare policymaking, statistical analysis, research, education, and insurance claims [3]. Therefore, nurses are responsible for maintaining accurate records of the care they provide and are accountable if information is incomplete and inaccurate [4]. As electronic medical records are becoming more widely used, nursing records are also transitioning from paper to electronic formats. The expansion of electronic nursing records (ENRs) promotes better quality, completeness, and accuracy. Furthermore, electronic nursing records have allowed nurses to spend more time nursing patients since less time is required to write nursing records [2]. On the other hand, a study criticized that ENRs often fail to reflect individual patients’ personal nursing care because the records contain repetitive, standardized text. This threatens patient safety, revealing the negative side of ENRs [2,5]. Lee [6] reported that nursing records’ accuracy in ENRs was only 61.9%. Kang [7] found that while 94.9% of ENRs contained information about patients’ conditions and status, only 65.3% recorded nursing services provided to patients. The obstacles to writing nursing records are having several ORIGINAL ARTICLE ISSN 1225-9578 e-ISSN 2093-7814 https://doi.org/10.5977/jkasne.2021.27.2.152 JKASNE Vol.27 No.2, 152-162, May, 2021
{"title":"Effects of nursing record education focused on legal aspects at small and medium sized hospitals","authors":"Taehee Do, Hee-Soon Kim","doi":"10.5977/JKASNE.2021.27.2.152","DOIUrl":"https://doi.org/10.5977/JKASNE.2021.27.2.152","url":null,"abstract":"Nursing records provide an account of the care and treatment given to a patient, providing a way to monitor progress and develop clinical histories. They allow for continuity of care by facilitating treatment and support [1]. They are an official communication tool for medical staff and an integral part of patient care, providing evidence of care for patients [2]. Nursing records are also used as basic data for healthcare policymaking, statistical analysis, research, education, and insurance claims [3]. Therefore, nurses are responsible for maintaining accurate records of the care they provide and are accountable if information is incomplete and inaccurate [4]. As electronic medical records are becoming more widely used, nursing records are also transitioning from paper to electronic formats. The expansion of electronic nursing records (ENRs) promotes better quality, completeness, and accuracy. Furthermore, electronic nursing records have allowed nurses to spend more time nursing patients since less time is required to write nursing records [2]. On the other hand, a study criticized that ENRs often fail to reflect individual patients’ personal nursing care because the records contain repetitive, standardized text. This threatens patient safety, revealing the negative side of ENRs [2,5]. Lee [6] reported that nursing records’ accuracy in ENRs was only 61.9%. Kang [7] found that while 94.9% of ENRs contained information about patients’ conditions and status, only 65.3% recorded nursing services provided to patients. The obstacles to writing nursing records are having several ORIGINAL ARTICLE ISSN 1225-9578 e-ISSN 2093-7814 https://doi.org/10.5977/jkasne.2021.27.2.152 JKASNE Vol.27 No.2, 152-162, May, 2021","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45726341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-31DOI: 10.5977/JKASNE.2021.27.2.144
Y. S. Kim, Kyoungsook Lee
Purpose: The purpose of this study was to investigate the mediating effect of optimism on the relationship between grit and learning flow in nursing college students. Methods: Structured self-reported questionnaires were used to measure grit, optimism and learning flow. The study was conducted on 200 nursing students in P, U and J cities between September 1 and September 20, 2020. The data were analyzed using a t-test, one-way ANOVA, Pearson’s correlation coefficients and hierarchical multiple linear regression with SPSS/WIN 23.0. Results: Significant relationships were found between learning flow and grit (r=.60, p<.001), between learning flow and optimism (r=.42, p<.001), and between grit and optimism (r=.42, p<.001). Additionally, optimism had a partial mediating effect on the relationship between grit and learning flow (Z=3.11, p<.001). Conclusion: These results indicate that interventions to increase the level of grit along with optimism is necessary in order to increase the level of nursing college students’ learning flow.
{"title":"The mediating effect of optimism between grit and learning flow of nursing students","authors":"Y. S. Kim, Kyoungsook Lee","doi":"10.5977/JKASNE.2021.27.2.144","DOIUrl":"https://doi.org/10.5977/JKASNE.2021.27.2.144","url":null,"abstract":"Purpose: The purpose of this study was to investigate the mediating effect of optimism on the relationship between grit and learning flow in nursing college students. Methods: Structured self-reported questionnaires were used to measure grit, optimism and learning flow. The study was conducted on 200 nursing students in P, U and J cities between September 1 and September 20, 2020. The data were analyzed using a t-test, one-way ANOVA, Pearson’s correlation coefficients and hierarchical multiple linear regression with SPSS/WIN 23.0. Results: Significant relationships were found between learning flow and grit (r=.60, p<.001), between learning flow and optimism (r=.42, p<.001), and between grit and optimism (r=.42, p<.001). Additionally, optimism had a partial mediating effect on the relationship between grit and learning flow (Z=3.11, p<.001). Conclusion: These results indicate that interventions to increase the level of grit along with optimism is necessary in order to increase the level of nursing college students’ learning flow.","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41659415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-28DOI: 10.5977/JKASNE.2021.27.1.59
Seung-Chul Yoo, S. Kang, Joo-yeon Ryu
Purpose: The purpose of this study is to examine the effectiveness of Problem-based Learning (PBL) in an interdisciplinary college class. This class was run under the theme of ‘Nurse Social Content Creators’ (NSCC) in the Korean Nurses Association (KNA)’s industry-university collaborative project designed to promote a positive image of nurses among the public. Methods: Study 1 examined changes in perception about nurses among the PBL participants before and after the program. A one-group pre-post test experimental design was applied, and the data were analyzed using a Wilcoxon signed-rank test. Study 2 identified differences of perceptions of nurses between people who had observed the PBL final presentation and people who had not. A post-test-only with nonequivalent group experimental design was used, and the data were analyzed using a Mann-Whitney U test. Results: Study 1 revealed a significant increase of positive perceptions towards nurses. Study 2 revealed a significant difference between the PBL presentation audience group and the control group. Students who had observed the PBL program showed more positive perceptions of nurses than students who had not. Conclusion: This research is an important study with high practicality in the area of media studies as well as in nursing. The PBL teaching method was proven to be effective in enhancing perceptions of nurses.
{"title":"The intervention effect of a nursing-media studies convergence problem-based learning (PBL) program to improve nurses’ public image: Changed perceptions of program participants and students attended a PBL presentation","authors":"Seung-Chul Yoo, S. Kang, Joo-yeon Ryu","doi":"10.5977/JKASNE.2021.27.1.59","DOIUrl":"https://doi.org/10.5977/JKASNE.2021.27.1.59","url":null,"abstract":"Purpose: The purpose of this study is to examine the effectiveness of Problem-based Learning (PBL) in an interdisciplinary college class. This class was run under the theme of ‘Nurse Social Content Creators’ (NSCC) in the Korean Nurses Association (KNA)’s industry-university collaborative project designed to promote a positive image of nurses among the public. Methods: Study 1 examined changes in perception about nurses among the PBL participants before and after the program. A one-group pre-post test experimental design was applied, and the data were analyzed using a Wilcoxon signed-rank test. Study 2 identified differences of perceptions of nurses between people who had observed the PBL final presentation and people who had not. A post-test-only with nonequivalent group experimental design was used, and the data were analyzed using a Mann-Whitney U test. Results: Study 1 revealed a significant increase of positive perceptions towards nurses. Study 2 revealed a significant difference between the PBL presentation audience group and the control group. Students who had observed the PBL program showed more positive perceptions of nurses than students who had not. Conclusion: This research is an important study with high practicality in the area of media studies as well as in nursing. The PBL teaching method was proven to be effective in enhancing perceptions of nurses.","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47658186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-28DOI: 10.5977/JKASNE.2021.27.1.16
GyeongAe Seomun, K. Bang, H. Kim, C. Yoo, Woon Kyung Kim, Jinkyun Park
1) Professor, BK21FOUR R&E Center for Learning Health Systems·College of Nursing, Korea University 2) Professor, College of Nursing·The Research Institute of Nursing Science, Seoul National University 3) Professor, College of Nursing, Kyungpook National University 4) Chief Manager, Seoul National University Hospital 5) Master's student, College of Nursing, Korea University 6) Research Professor, College of Nursing, Korea University
{"title":"The development of nurses’ core competencies and the analysis of validity and importance-performance","authors":"GyeongAe Seomun, K. Bang, H. Kim, C. Yoo, Woon Kyung Kim, Jinkyun Park","doi":"10.5977/JKASNE.2021.27.1.16","DOIUrl":"https://doi.org/10.5977/JKASNE.2021.27.1.16","url":null,"abstract":"1) Professor, BK21FOUR R&E Center for Learning Health Systems·College of Nursing, Korea University 2) Professor, College of Nursing·The Research Institute of Nursing Science, Seoul National University 3) Professor, College of Nursing, Kyungpook National University 4) Chief Manager, Seoul National University Hospital 5) Master's student, College of Nursing, Korea University 6) Research Professor, College of Nursing, Korea University","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45178797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-28DOI: 10.5977/JKASNE.2021.27.1.49
Hyewon Kim, Myo-Gyeong Kim
Purpose: The purpose of this study was to determine relationships between academic achievement, clinical competence, and confidence in the clinical performance of nursing students, and to identify factors that influence them. Methods: This was a descriptive correlation study. Data were collected from 118 nursing students at a nursing college in Seoul. One-way variance analysis, Pearson's correlation coefficient, and multiple linear regression analysis were used to examine relationships between academic achievement, clinical competence, and confidence in clinical performance. Results: Clinical competence was related to academic achievement in students’ previous semester and to students’ academic scores in a fundamental of nursing course. Clinical competence showed a weak positive correlation with academic achievement in students’ previous semester and academic scores in a fundamental of nursing course in both evaluations by the professor and students’ self-evaluations. However, confidence in clinical performance had no significant correlation with academic achievement. The factor affecting the clinical competence was academic scores in a fundamental of nursing course, and factors affecting confidence in clinical performance were health status, personality, major suitability, and class satisfaction in a fundamental of nursing skills course. Conclusion: These findings indicate that students with high academic achievement have better clinical performance, but confidence in clinical performance is not related to academic achievement.
{"title":"The relationship among academic achievement, clinical competence, and confidence in clinical performance of nursing students","authors":"Hyewon Kim, Myo-Gyeong Kim","doi":"10.5977/JKASNE.2021.27.1.49","DOIUrl":"https://doi.org/10.5977/JKASNE.2021.27.1.49","url":null,"abstract":"Purpose: The purpose of this study was to determine relationships between academic achievement, clinical competence, and confidence in the clinical performance of nursing students, and to identify factors that influence them. Methods: This was a descriptive correlation study. Data were collected from 118 nursing students at a nursing college in Seoul. One-way variance analysis, Pearson's correlation coefficient, and multiple linear regression analysis were used to examine relationships between academic achievement, clinical competence, and confidence in clinical performance. Results: Clinical competence was related to academic achievement in students’ previous semester and to students’ academic scores in a fundamental of nursing course. Clinical competence showed a weak positive correlation with academic achievement in students’ previous semester and academic scores in a fundamental of nursing course in both evaluations by the professor and students’ self-evaluations. However, confidence in clinical performance had no significant correlation with academic achievement. The factor affecting the clinical competence was academic scores in a fundamental of nursing course, and factors affecting confidence in clinical performance were health status, personality, major suitability, and class satisfaction in a fundamental of nursing skills course. Conclusion: These findings indicate that students with high academic achievement have better clinical performance, but confidence in clinical performance is not related to academic achievement.","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45478271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-28DOI: 10.5977/JKASNE.2021.27.1.39
Kyung-Choon Lim, Myoungsuk Kim, H. Ko
Purpose: This study aimed to explore factors influencing on the preventive behaviors of dementia in older Koreans enrolled in senior welfare centers to provide basic information on dementia prevention. Methods: A total of 182 older Koreans participated in this study, which employed a cross-sectional design. Data were collected using questionnaires with items related to general characteristics, depression, self-esteem, knowledge and attitudes about dementia, preventive behaviors of dementia, dementia management self-efficacy, and anxiety about dementia. Using SPSS WIN 23.0, data were analyzed by descriptive statistics, t-test, ANOVA, Scheffe ́ test, Pearson's correlation coefficient, and multiple regression. Results: Living with a spouse (p=.013), a higher monthly income (p=.018), better nutrition (p=.010), not having a sleep disorder (p<.001), and higher number of participating programs (p=.001) were associated with better dementia prevention behaviors. Attitudes about dementia (β=.18, p=.006) and the number of programs older Koreans were participating in (β=.17, p=.006) influenced positively on the preventive behaviors of dementia, while depression (β=-.41, p<.001) and sleep disorders (β=-.17, p=.006) influenced negatively on dementia preventive behaviors. Overall, approximately 35% of the variability in dementia preventive behaviors was explained by these four variables in this study (F=24.97, p<.001). Conclusion: The findings of this study suggest that depression reduction, good attitudes about dementia, program participation, and good sleep should be encouraged to promote dementia prevention. In addition, effective and structured educational programs should be developed for older Koreans to encourage dementia preventive behaviors to reduce the risk of dementia.
{"title":"Factors influencing dementia prevention behaviors in older Koreans enrolled in senior welfare centers","authors":"Kyung-Choon Lim, Myoungsuk Kim, H. Ko","doi":"10.5977/JKASNE.2021.27.1.39","DOIUrl":"https://doi.org/10.5977/JKASNE.2021.27.1.39","url":null,"abstract":"Purpose: This study aimed to explore factors influencing on the preventive behaviors of dementia in older Koreans enrolled in senior welfare centers to provide basic information on dementia prevention. Methods: A total of 182 older Koreans participated in this study, which employed a cross-sectional design. Data were collected using questionnaires with items related to general characteristics, depression, self-esteem, knowledge and attitudes about dementia, preventive behaviors of dementia, dementia management self-efficacy, and anxiety about dementia. Using SPSS WIN 23.0, data were analyzed by descriptive statistics, t-test, ANOVA, Scheffe ́ test, Pearson's correlation coefficient, and multiple regression. Results: Living with a spouse (p=.013), a higher monthly income (p=.018), better nutrition (p=.010), not having a sleep disorder (p<.001), and higher number of participating programs (p=.001) were associated with better dementia prevention behaviors. Attitudes about dementia (β=.18, p=.006) and the number of programs older Koreans were participating in (β=.17, p=.006) influenced positively on the preventive behaviors of dementia, while depression (β=-.41, p<.001) and sleep disorders (β=-.17, p=.006) influenced negatively on dementia preventive behaviors. Overall, approximately 35% of the variability in dementia preventive behaviors was explained by these four variables in this study (F=24.97, p<.001). Conclusion: The findings of this study suggest that depression reduction, good attitudes about dementia, program participation, and good sleep should be encouraged to promote dementia prevention. In addition, effective and structured educational programs should be developed for older Koreans to encourage dementia preventive behaviors to reduce the risk of dementia.","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44215306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-28DOI: 10.5977/JKASNE.2021.27.1.5
S. Kim, J. Lim
Purpose: This study aimed to provide a systematic review and meta-analysis of research on flipped learning effects applied to university students. Methods: The random effect model was applied to 21 papers to calculate the effect size. To verify the moderation effect, a meta regression analysis and meta ANOVA were performed. Publication bias was verified through a funnel plot, and then an Egger's regression test was conducted. Results: The overall average effect size was .69 (95% CI: .51-.87), showing a median effect size, which was statistically significant. The outcome variables were in the order of learning motivation (Hedges’ g=.83), self-directed learning (Hedges’ g=.78), learning achievement (Hedges’ g=.66), and efficacy (Hedges’ g=.50), which were statistically significant. Conclusion: Flipped learning was found to be statistically significant in improving self-directed learning, learning motivation, efficacy, and learning achievement amng university students. It is suggestd that this method be actively applied in university education.
{"title":"A systematic review and meta-analysis of flipped learning among university students in Korea: Self-directed learning, learning motivation, efficacy, and learning achievement","authors":"S. Kim, J. Lim","doi":"10.5977/JKASNE.2021.27.1.5","DOIUrl":"https://doi.org/10.5977/JKASNE.2021.27.1.5","url":null,"abstract":"Purpose: This study aimed to provide a systematic review and meta-analysis of research on flipped learning effects applied to university students. Methods: The random effect model was applied to 21 papers to calculate the effect size. To verify the moderation effect, a meta regression analysis and meta ANOVA were performed. Publication bias was verified through a funnel plot, and then an Egger's regression test was conducted. Results: The overall average effect size was .69 (95% CI: .51-.87), showing a median effect size, which was statistically significant. The outcome variables were in the order of learning motivation (Hedges’ g=.83), self-directed learning (Hedges’ g=.78), learning achievement (Hedges’ g=.66), and efficacy (Hedges’ g=.50), which were statistically significant. Conclusion: Flipped learning was found to be statistically significant in improving self-directed learning, learning motivation, efficacy, and learning achievement amng university students. It is suggestd that this method be actively applied in university education.","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45344274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-28DOI: 10.5977/JKASNE.2021.27.1.68
J. Ahn, Youngran Yang
Purpose: This study aimed to identify the educational needs of nurses and nursing students for the development of a simulation module of home visiting care for frail, elderly people. Methods: Focus group interviews were conducted with 15 home visiting nurses working in public health centers and 14 nursing students who experienced home visiting from September 10 to October 10, 2018. Results: Bloom’s taxonomy of learning objectives, namely, cognitive, affective, and psychomotor domains was used as a framework for data analysis. The defined educational needs for each domain were as follows: “understanding frail, elderly people” for the cognitive domain; “intervention for mental health” and “building a therapeutic relationship” for the affective domain; and “nursing skills”, “health education for healthy lifestyles”, “referral to the community resource connection”, “protection for visiting nurses” for the psychomotor domain. Conclusion: Based on the findings of this study, a simulation module of home visiting care for frail, elderly people can be developed and used for nursing students and nurses to strengthen the capacity for home visiting care.
{"title":"Educational needs for the development of a simulation module of home visiting care for the frail elderly","authors":"J. Ahn, Youngran Yang","doi":"10.5977/JKASNE.2021.27.1.68","DOIUrl":"https://doi.org/10.5977/JKASNE.2021.27.1.68","url":null,"abstract":"Purpose: This study aimed to identify the educational needs of nurses and nursing students for the development of a simulation module of home visiting care for frail, elderly people. Methods: Focus group interviews were conducted with 15 home visiting nurses working in public health centers and 14 nursing students who experienced home visiting from September 10 to October 10, 2018. Results: Bloom’s taxonomy of learning objectives, namely, cognitive, affective, and psychomotor domains was used as a framework for data analysis. The defined educational needs for each domain were as follows: “understanding frail, elderly people” for the cognitive domain; “intervention for mental health” and “building a therapeutic relationship” for the affective domain; and “nursing skills”, “health education for healthy lifestyles”, “referral to the community resource connection”, “protection for visiting nurses” for the psychomotor domain. Conclusion: Based on the findings of this study, a simulation module of home visiting care for frail, elderly people can be developed and used for nursing students and nurses to strengthen the capacity for home visiting care.","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71143094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-28DOI: 10.5977/JKASNE.2021.27.1.80
Kyun-Hee Yim, Insook Lee
Purpose: This study aimed to investigate nursing students’ learning agility and confirm the mediating effect of self-leadership in the relationship between achievement motivation and learning agility. Methods: The study design was a descriptive survey design. The subjects were thirdand fourth-year nursing students attending three universities in one region. Data were collected from November 28, 2019, to May 25, 2020, and a total of 202 data were collected using the scale of achievement motivation, self-leadership, and learning agility. Data analysis included frequency analysis, descriptive statistics, and Pearson's correlation coefficient using SPSS 25.0 statistics 25.0 software. The mediating effect of self-leadership was analyzed through regression analysis and bootstrapping using process macro ver. 3.4.1. Results: Self-leadership’s partial mediating effect was confirmed in achievement motivation and learning agility. Achievement motivation was found to affect directly learning agility, with an indirect effect through self-leadership. Conclusion: The study results showed that nursing students could increase their learning agility through self-leadership improvement. Future research should focus on identifying the factors influencing nursing students’ learning agility and develop and apply programs to improve learning agility.
{"title":"The effect of achievement motivation on learning agility of nursing students: The mediating effect of self-leadership","authors":"Kyun-Hee Yim, Insook Lee","doi":"10.5977/JKASNE.2021.27.1.80","DOIUrl":"https://doi.org/10.5977/JKASNE.2021.27.1.80","url":null,"abstract":"Purpose: This study aimed to investigate nursing students’ learning agility and confirm the mediating effect of self-leadership in the relationship between achievement motivation and learning agility. Methods: The study design was a descriptive survey design. The subjects were thirdand fourth-year nursing students attending three universities in one region. Data were collected from November 28, 2019, to May 25, 2020, and a total of 202 data were collected using the scale of achievement motivation, self-leadership, and learning agility. Data analysis included frequency analysis, descriptive statistics, and Pearson's correlation coefficient using SPSS 25.0 statistics 25.0 software. The mediating effect of self-leadership was analyzed through regression analysis and bootstrapping using process macro ver. 3.4.1. Results: Self-leadership’s partial mediating effect was confirmed in achievement motivation and learning agility. Achievement motivation was found to affect directly learning agility, with an indirect effect through self-leadership. Conclusion: The study results showed that nursing students could increase their learning agility through self-leadership improvement. Future research should focus on identifying the factors influencing nursing students’ learning agility and develop and apply programs to improve learning agility.","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44178793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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