Effects of Writing Reflective Journal onMeta-cognition and Problem Solving Ability in Nursing Students taking a Fundamental Nursing Skills Course Applying Blended Learning / 기본간호학회지

PURPOSE: The purpose of this study was to contribute to the development of an efficient teaching-learningmethod by analyzing effects of writing reflective journals onmeta-cognition and problem solving ability in nursing students in education applying blended learning for fundamental nursing skills. METHODS: The research design was a one-group pretest-posttest design, done to assess changes in meta-cognition and problem solving ability. Participants were 63 nursing students taking the fundamental nursing skills course at one college in Gyeonggi Province. The course was offered from March 21 to June 3, 2016. Data were collected using pre and post tests given before and after writing of reflective journals in blended learning. Data were analyzed using t-test, ANOVA, Scheffé's test and paired t-test with SPSS Statistics version 20.0. RESULTS: The results of this study show that scores formeta-cognition and problemsolving ability of these students were all above average. There was a statistically significant difference inmeta-cognition between pre and post writing of reflective journals but not for problem-solving ability. CONCLUSION: The findings indicate that writing a reflective journal in blended learning is an efficient teaching-learning method to improve meta-cognition in nursing students.

Effects of Core Fundamental Nursing Skills Education on Self-efficacy, Clinical Competence and Practice Satisfaction in Nursing Students / 기본간호학회지

PURPOSE: The purpose of this study was to contribute to the development of efficient methods of nursing practice education by evaluating effects of core fundamental nursing skills education on self-efficacy, clinical competence and practice satisfaction in nursing students. METHOD: The research design was a one group pretest-posttest design and it was done to assess changes in self-efficacy and clinical competence from pre to the post-test which was given after the core fundamental nursing skills education was completed. Data were collected from September 5 to December 20, 2013 from 156 nursing students who were taking the 12-hours core fundamental nursing skills education at one university in Gyeonggi-do. This practicum was composed of 6 core fundamental nursing skills. RESULTS: Self-efficacy and clinical competence scores improved. There was no significant difference in self-efficacy but there was a significant difference of clinical competence. In the subscales of clinical competence, the domain of nursing skill was scored the highest. The score for practice satisfaction was also high. CONCLUSION: The results indicate that the core fundamental nursing skills education is effective in improving clinical competence and practice satisfaction in nursing students. But new strategies are needed to improve self-efficacy.

Impact of Self-Directed Learning Ability and Metacognition on Clinical Competence among Nursing Students / 한국간호교육학회지

PURPOSE: This study identifies the influences of self-directed learning ability and metacognition on clinical competence in nursing students. METHOD: The subjects consisted of 290 second and third year nursing students. The data were analyzed using t-tests, ANOVA, Scheffe's test, Pearson's correlation coefficients and multiple linear regression via SPSS Statistics version 18.0. RESULTS: On a scale of 1 (lowest) to 5 (highest), the mean self-directed learning ability score of the subjects was 3.19, mean metacognition score was 3.36 and mean clinical competence score was 3.29. A positive correlation was found between clinical competence with self-directed learning ability and metacognition. The strongest predictor of clinical competence was metacognition. CONCLUSION: To improve the clinical competence of nursing students, these findings indicate that increasing metacognition ability is required.

Development of the Program Evaluation Measurement of Continuing Nursing Education Programs

PURPOSE: This study was done to develop a measurement tool for evaluation of continuing nursing education programs and to verify its validity for effective management and quality of education programs. METHODS: The draft of the evaluation measurement was developed from consultation with professionals, focus group interviews targeting groups of nurses, and individual interviews with education program planners. After 6 professionals examined content validity, 46 items were retained. A pilot-survey was conducted to confirm the time required to complete the questionnaire and the level of understanding of general content and each item in the questionnaire. Construct validity was verified through exploratory factor analysis of data from a survey with 44 items completed by 452 nurses and 59 education program planners. RESULTS: The final evaluation measurement for continuing nursing education programs consisted of 6 evaluation factors and 36 evaluation items. The 6 evaluation factors included identifying program goals and target groups, program planning, performance, operation and management, program outcomes, and program effectiveness. CONCLUSION: The evaluation measurement for continuing nursing education programs developed in this study is considered suitable to utilize as an evaluation measurement of the quality of continuing education programs for nurses.