Effects of Utilizing Animation Prior to Fundamental Nursing Practice on Learning Motivation and Self-Directedness in Student Nurses / 기본간호학회지

PURPOSE: This study was done to examine learning motivation and self-directedness when animation prior learning of fundamental nursing practice education was used. METHOD: For the study 220 nursing students participated in a fundamental nursing practice session after prior study using animation every week for 15 weeks. They responded to questionnaires that included measures of learning motivation and self-directedness. RESULTS: There was no statistically significant difference in total scores for learning motivation over the 15 weeks of the practice sessions, but there was a difference for self-directedness. There was a significant difference in learning motivation in the group that always watched the animation and for which animation helped with the practice sessions and where the application purpose was postive. There was a difference in self-directedness for the students whose future was described as health teachers and where the application purpose was positive. Learning motivation showed positive correlations with self-directedness. CONCLUSION: Learning motivation and self-directedness utilizing animation prior to fundamental nursing practice were high and correlated with each other indicating the usefulness of this teaching method.

Relationship of Self Efficacy, Self-Directedness and Practice Satisfaction to Clinical Practice Education in Nursing Students / 기본간호학회지

PURPOSE: This study was done to investigate the relationship of self efficacy, self-directedness and practice satisfaction to clinical practice for nursing students. METHOD: The participants were 122 nursing students in clinical practice. They responded to questionnaires that included measures of self efficacy, self-directedness and clinical practice satisfaction. RESULTS: The average self efficacy score was 3.70, self-directedness, 3.66 and clinical practice satisfaction, 3.44. Self efficacy showed a significant difference according to gender with men having higher scores (t=-2.82, p= .005). Clinical practice satisfaction showed a significant difference according to motivation for nursing (F=3.86, p= .011), and location of clinical practice (F=3.73, p= .006). Self efficacy had a significant positive correlation to self-directedness (r= .755, p< .001) and clinical practice satisfaction (r= .379, p< .001). Selfdirectedness had a significant correlation with clinical practice satisfaction (r= .412, p< .001). CONCLUSION: After clinical practice, self efficacy, self-directedness and clinical practice satisfaction in nursing students were relative higher. Self efficacy, self-directedness were affected by clinical practice satisfaction.

Satisfaction with Evaluation Method for Fundamental Nursing Practical Skill Education Through Cell Phone Animation Self-Monitoring and Feedback: Focus on Foley Catheterization / 기본간호학회지

PURPOSE: This study was done to identify satisfaction with the method of evaluating practical skills in fundamental nursing through cellular phone animation self-monitoring and feedback. METHOD: The participants were 163 first-year student nurses. Data were collected from October 1 to 5 2007 using a structured questionnaire. RESULTS: The average score for satisfaction was 3.65(+/-.69) and the highest score was for the item, "I was pleased to have the opportunity of relearning by looking back at my behaviors through self monitoring" with 4.05(+/-.89). The average score for dissatisfaction was 3.23(+/-.90) and the highest score was "I memorized only orders according to the checklist" with 3.65(+/-.97). The practical tests method showed a significant difference according to motivation for application to college of nursing (F=3.11, p=.047). There was a significant positive correlation between practical education satisfaction and test method (r=.363, p=.000). CONCLUSION: These findings show that there is a need to develop strategies to improve practical test methods for student nurses.

Effects of Foot Reflexology Education Program on Bowel Function, Anxiety and Depression in Nursing Students / 여성건강간호학회지

PURPOSE: The purpose of this study was to probe the effect of foot reflexology education program on nursing students with constipation, anxiety and depression. This study was a quasi-experimental study of pre-test and posttest design on non-equivalent control group. METHOD: The data of this study were collected from October 28, to December 14, 2002. The subjects consisted of 61 nursing students (experimental group: 31, control group: 30) with constipation, anxiety and depression. 31 out of them were devided into the experimental group and received foot reflexology education program that was authorized by the World Foot Reflexology Association and made to suit for the subjects by the author for 6weeks composed of 2 weeks theory and of 4 weeks practical skill on the program. The effect of the program was measured by Bowel Function Assessment Form for constipation, State Anxiety Inventory, and Beck Depression Inventory. Data were analyzed by t-test, X(2)-test, Repeated measures ANOVA, Bonferroni multiple comparison using SAS/PC 8.12 program. RESULT: After all session of treatment, the score of bowel function assessment were significantly decreased in the experimental group compared to the control group. Outcomes of 6 and 7 weeks were significantly different from those of pre-experiment. After all session of treatment, anxiety states were significantly decreased in the experimental group compared to the control group. Outcomes of 7 weeks were significantly different from those of pre- experiment. After all session of treatment, depression states were significantly decreased in the experimental group compared to the control group. Outcomes of 6 and 7 weeks were significantly different from those of pre- experiment. CONCLUSION: The results are suggested that the foot reflexology education program might improve the bowel function, anxiety and depression for the nursing students with constipation, anxiety and depression.

The Effect of Foot Reflexology on Premenstrual Syndrome and Dysmenorrhea in Female College Students / 여성건강간호학회지

The purpose of this study was to identify the effect of foot reflexology on premenstrual syndrome and dysmenorrhea in female college students. The research design of this study was a quasi-experimental design. Of the forty female college students, twenty were assigned to the experimental group and, twenty to the control group. The data were obtained over 2 months(November 26, 2001 to January 31, 2002) from a nursing of C college located in S city. The instrument used to assess premenstrual syndrome and dysmenorrhea was Keele?s VAS(Visual Analogue Scale) and opening records. Subjects in the experimental group received foot reflexology for 6 times with 1 hours during 60 days, and subjects assigned to the control group did not receive foot reflexology. Data were analysed with percentage, mean, standard deviation, X(2)-test, unpaired t-test, and repeated measure ANOVA, using SAS Program. The results of the study are as follow, 1.The symptoms which the group of experimental and the group of control discomforts the most are sensitiveness(35%), abdominal pain (30%),lower abdominal pain (30%) and lumbago (20%). The method of relieve premenstrual syndrome and dysmenorrhea by which the subjects employ the most to solve their premenstrual syndrome and dysmenorrhea is the getting along by enduring(67.5%) and bed rest (32.5%). 2.The mean score of the premenstrual syndromes and dysmenorrhea before foot reflexology was 8.35, it was 4.16 at the first menstruation after foot reflexology and 3.25 at the second menstruation for the experimental group. 3.The relieved symptoms after foot reflexology was fatigue(50%), insomnia(40%), abdominal pain(35%), lower abdominal pain (30%) and constipation(30%). Foot reflexology was effective in improve the symptoms of the female college students who have the premenstrual syndrome and dysmenorrhea.