ABSTRACT
Purpose@#This study uses a descriptive research design to identify the influence of critical thinking disposition, deep approaches to learning, and interaction between learners on the degree of nursing process confidence for nursing students. @*Methods@#The subjects of the study were second-year students in the department of nursing at a university in G city. The data included general characteristics, critical thinking disposition, deep approaches to learning, learner-to-learner interaction, and nursing process confidence were analyzed utilizing an independent t-test, one-way ANOVA, and Scheffe’s test to identify differences in the variables according to general characteristics. To identify the correlation between the factors related to the nursing process and nursing process confidence, Pearson's correlation was analyzed, and hierarchical regression was used to determine the factors affecting the confidence of the subject's nursing process. @*Results@#Gender, critical thinking disposition, and in-depth learning approach were statistically significant as factors affecting the nursing process confidence of nursing students, and these factors were shown to explain 62% of nursing course performance (F=23.80, p<.001), among which in-depth learning access has the greatest influence (ß=.41, p<.001). @*Conclusion@#Critical thinking disposition and deep approaches to learning arbitration program development are necessary to improve nursing students’ nursing process confidence.
ABSTRACT
Purpose@#This study uses a descriptive research design to identify the influence of critical thinking disposition, deep approaches to learning, and interaction between learners on the degree of nursing process confidence for nursing students. @*Methods@#The subjects of the study were second-year students in the department of nursing at a university in G city. The data included general characteristics, critical thinking disposition, deep approaches to learning, learner-to-learner interaction, and nursing process confidence were analyzed utilizing an independent t-test, one-way ANOVA, and Scheffe’s test to identify differences in the variables according to general characteristics. To identify the correlation between the factors related to the nursing process and nursing process confidence, Pearson's correlation was analyzed, and hierarchical regression was used to determine the factors affecting the confidence of the subject's nursing process. @*Results@#Gender, critical thinking disposition, and in-depth learning approach were statistically significant as factors affecting the nursing process confidence of nursing students, and these factors were shown to explain 62% of nursing course performance (F=23.80, p<.001), among which in-depth learning access has the greatest influence (ß=.41, p<.001). @*Conclusion@#Critical thinking disposition and deep approaches to learning arbitration program development are necessary to improve nursing students’ nursing process confidence.
ABSTRACT
Purpose@#The purpose of this study was to validate the effects that the structured pamphlet and education through tablets regarding the daily life management and disease nursing education program has towards pneumonia patients in compliance, and self-efficacy. @*Methods@#This study used the quasi-experimental study design based upon the nonequivalent control group pretest-posttest design. A total of 100 patients-50 patients who were hospitalized February 2020 as the control group and 50 patients who were hospitalized March 2020 as the experimental group – were used as material for the statistical analysis. These data were analyzed with a significance level of p< .05 using the SPSS WIN 21.0 program. @*Results@#The patients’ compliance, and self-efficacy had no significance difference between the two previous scores, meaning homogeneity in the two groups. Through verifying the experimental group who had disease and daily-life managing nursing education will have higher scores in compliance (t= 20.95, p< .001), and self-efficacy (t= 17.24, p< .001) than the control group who had not received those education, were statistically significantly different leading to all hypothesis being supported. @*Conclusion@#For improving pneumonia patients’ compliance, the methods should be simple, easy to understand, effective in numerous clinical situations, require constant education and reinforcement, and periodic nursing education program.
ABSTRACT
PURPOSE: The purpose of the study was to understand low-income elders' experiences of community-based u-Health services. METHODS: Qualitative data were collected from 11 participants. All interviews were recorded and transcribed verbatim. The transcribed data were analyzed using qualitative content analysis. RESULTS: Three themes and eight sub-themes emerged as a result of analysis. The three main themes were 'recovered confidence and health condition,' 'trial and error in change,' and 'hope.'The eight sub-themes were 'the burden and efforts to overcome it in using bio-signal device,' 'ambivalence due to changing lifestyle,' 'increase of care time, decrease of pressure', 'conflict under environmental constraints,' 'difficulty in prioritizing health management,' 'discouragement in handling new devices,' 'desire not to be a burden to their children-gradual fulfillment of learning needs,' and 'long for broadening coverage range of services.' CONCLUSION: The findings of this study demonstrate that low-income elders among the participants have different needs in using u-Health services. Therefore, health professionals need to give personalized education to deal with their conflicts and requirements, especially emotional and environmental support in order for them to successfully accept the u-Health services for self-care.