A Study on the Relationship Between College Adaptation, Academic Achievement, and Admission Type in One Nursing School / 한국간호교육학회지

PURPOSE: This study was performed to identify the effect of admission type on college adaptation and academic achievement in one nursing school in order to refine the entrance selection system. METHODS: Subjects were 405 nursing students (female : male = 385 : 20, first grade = 155, second grade = 138, third grade = 112). They were given the Student Adaptation to College Questionnaire (SACQ) purchased from Western Psychological Service. SACQ is composed of 67 questions and subdivided into 4 subcategories: academic adjustment, social adjustment, personal-emotional adjustment, and attachment. Student college adaptation scores and academic achievements were analyzed with reference to the entrance selection system (rolling admission vs. regular admission) by SPSS 22.0. The rolling admission system recruited students based on high school records only while the regular admission system was based on both high school records and the College Scholastic Ability Test (CSAT). RESULTS: Total College adaptation score, personal-emotional adjustment score, and academic achievement were higher in regular-admission students than in those admitted through rolling admission. Academic achievement for first-grade students was higher in regular-admission students than for those admitted through rolling admission, But the difference in academic achievement became null as students were promoted to the second and third grades. CONCLUSION: Students recruited using both high school records and the CSAT showed better college adaptation and higher academic achievement.

Analysis of Trends in Self-assessment of Performance of Clinical Skills in Nursing Students after OSCE / 기본간호학회지

PURPOSE: The self-assessment ability of students is important in acquiring clinical skills. The study explored the self-assessment behavior of nursing students after OSCE (Objective Structured Clinical Examination). METHODS: The participants were 90 nursing students. They assessed their performance just after an OSCE (assessment 1). They were given OSCE checklists and re-assessed their performance level (assessment 2). Assessments 1, 2, and an assessment by professor were compared and analyzed. RESULTS: Students assessed themselves higher than professor. But, when students were divided into three groups according to score level, different behaviors were evident between the groups. The high-score group assessed themselves lower than the professor, while the mid-and low-score groups assessed themselves higher than the professor. Students' self-assessment more closely approximated the professor's assessment when they were given checklists. The correlation between assessments 1 and 2 was stronger in high-score group and weak in low-score group. CONCLUSION: The study results indicate that students tend to assess their skills higher than the professor, but their scores were more in line with the professor when they were provided with checklists, and students' self-assessment behavior differed in the different score groups, suggesting a need for customized feedback and a concern for students with low scores.

Differences between Scores Assessed by Examiners and Examinees on Objective Structured Clinical Examination / 한국의학교육

PURPOSE: Self-assessment is important for learning. But, the reliability of self-assessment has long been questioned. We investigated this problem in an objective structured clinical examination (OSCE) setting. METHODS: Forty third-year nursing students who participated in the OSCE were given the same checklist that was used for assessment by the examiners after they finished the OSCE. Then, the scores that were calculated by the examiners and examinees were compared, measuring the average, correlation, difference in score between examinee and examiner, difference in score according to the examinee's level, and Z-score. RESULTS: Scores that were made by the examinees were significantly higher than those of the examiners (average 72.34 vs. 64.03), between which there was a loose positive correlation (r=0.34). The correlation coefficient increased (r=0.62) when a difference in score (examinee-examiner) was compared with the examiner score. When examinees were divided into 3 groups according to their scores, the difference tended to become less as the scores of examinee rose. When the Z-score was compared with the level of the examinee, examinees who had higher scores evaluated themselves lower than the examiners, and examinees with lower scores assessed themselves higher than the examiners. CONCLUSION: According to comparison of averages or correlation analysis, self-assessment by the examinee appeared to be less reliable. But when data were analyzed using difference in score, examinee levels, and Z-score, a certain tendency developed. This pattern may be due to the heterogeneity of the examinee group. Selection of appropriate analysis methods might be important to estabilish the reliability of self-assessment skills.

Educational Effects of OSCE Module Development Activity on Student Nurses / 기본간호학회지

PURPOSE: Objective Structured Clinical Examination (OSCE) has been used for clinical skill evaluation. This study was done investigate whether there are positive impact educational effects if nursing students are invited to develop OSCE modules. METHOD: The participants were 63 second-year students in one nursing college. Students were divided into 3 groups; the OSCE module development group (Exp1), traditional study group (Exp2), and control group (Cnt). Students were allocated according to clinical skill test scores to make the 3 groups equal. Exp1 developed OSCE modules, and Exp2 studied using traditional methods. Clinical skill tests and surveys were done to measure self-directed readiness, problem-solving ability, and self-efficacy before and after experimental treatments. RESULTS: Clinical skill test scores increased significantly in all three groups, but Exp1 and Exp2 showed a higher clinical skill test score increment than Cnt. Self-directed readiness scores increased significantly in Exp1, but not in Exp2 and Cnt. Problem-solving ability scores increased significantly in Exp1 compared to Cont. CONCLUSION: Development of OSCE modules has positive educational effects for participating students in terms of clinical skill tests, self-directed readiness, and problem-solving ability.

Clinical application of preimplantation genetic diagnosis (PGD) using fluorescence in-situ hybridization to balanced reciprocal or Robertsonian translocation carriers in human IVF-ET program / 대한산부인과학회잡지

OBJECTIVE: This study was performed to evaluate the efficiency of preimplantation genetic diagnosis (PGD) using fluorescence in-situ hybridization (FISH) in Robertsonian or balanced reciprocal translocation carriers in human IVF-ET programm. METHOD: FISH was carried out in 25 cycles of 15 couples. Two-color FISH analysis was performed on 54 polar bodies in 3 cycles and 234 blastomeres in 22 cycles. After FISH analysis, the embryos with normal FISH signals were transferred into mother's uterus. RESULTS: In FISH analysis of polar bodies, 18 nuclei of polar bodies were normal and 12 embryos were transferred in 3 cycles. FISH efficiency per oocyte was 95.0% in cases using polar bodies. In FISH analysis of blastomeres, 49 embryos were normal and transferred in 21 cycles. FISH efficiency per embryo was 92.7% using blastomeres. At present, three pregnancies were achieved. A girl and a boy were delivered. Both of them were translocation carriers. The other conceptus showed normal karyotype. CONCLUSIONS: According to this study, PGD using FISH can be successfully applied for the patients with translocations of chromosomes.

Results of Transfer of Cryopreserved Supernumerary Embryos Obtained after Conventional in vitro Fertilization and Intracytoplasmic Sperm Injection (ICSI) / 대한불임학회지

Intracytoplasmic sperm injection (ICSI) recently has been utilized widely as the most successful technique to overcome the unfertilization problem in cases of severe male infertility in couples who could not be treated by conventional IVF. Recently, indications of ICSI have been extended further and more fertilized oocytes become available. Thus, it is necessary to examine the efficiency of freezing the surplus embryos obtained from ICSI. We compared the survival rate and the future outcome of cryopreserved embryos obtained either after conventional IVF or ICSI during the same period. After ICSI or IVF, five best-quality embryos from each patient were transferred in the stimulation cycle and the surplus pronuclear (PN) stage oocytes or multicellular embryos were cryopreserved by slow freezing protocol with 1,2-propanediol (PROH) as a cryoprotectant.4 total of 792 embryos from ICSI trial were thawed and 65.2% (516/792) survived. The survival rates of PN stage oocyte, multicellular embryo and PN + multicellular embryo were 63.5%, 68.2%, 64.0%, respectively. After 111 transfers, 34 pregnancies were achieved, corresponding to a clinical pregnancy rate of 30.6% per transfers. We thawed 1033 embryos from IVF trials and 57.5% (594/1033) survived. In IVF cycle, the survival rates of PN stage oocyte, multicellular embryo and PN + multicellular embryo were 58.2%, 65.2%, 40.2%, respectively. Thirty eight clinical pregnancies were established after 134 transfers, corresponding to a pregnancy rate of 28.4% per transfer The cleavage rate of thawed PN stage oocytes from ICSI trial (61.3%) was significantly higher than those from conventional IVF (53.4%). The developmental rates of good embryo (> or = grade II) in thawed PN stage oocytes obtained from conventional IVF and ICSI were 63% and 65%, respectively. We concluded that PN stage oocytes, multicellular embryos resulting from ICSI procedure can be successfully frozen/thawed with reasonable clinical pregnancy rates comparable to those of IVF.