Go to the main menu
Skip to content
Go to bottom
REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
The Journal of Korean Academic Society of Nursing Education
Journal Basic Information
Journal DOI :
KOREAN ACADEMY SOCIETY OF NURSING EDUCATION
Editor in Chief :
Volume & Issues
Volume 21, Issue 4 - Nov 2015
Volume 21, Issue 3 - Aug 2015
Volume 21, Issue 2 - May 2015
Volume 21, Issue 1 - Feb 2015
Selecting the target year
Developing Course Outcome to Achieve Exit Outcome: Applying Hauenstein's theory
Hwang, Yoon Young ; Kim, Sun Hee ; Chu, Min Sun ;
The Journal of Korean Academic Society of Nursing Education, volume 21, issue 2, 2015, Pages 155~167
DOI : 10.5977/jkasne.2015.21.2.155
Purpose: The aim of this study was to develop course outcomes for nursing students by applying Hauenstein's theory. Methods: The research was conducted in three steps as follows: identifying exit outcomes related to the Adult Nursing course, developing Adult Nursing course outcomes based on the theory of Hauenstein, and finalizing Adult Nursing course outcomes. Results: Exit outcomes achievable in Adult Nursing were generated after a needs analysis survey among students, nurses and professors was conducted and subsequently reviewed by professors specializing in the subject. For theoretical courses, the level of the course outcomes was derived from the cognitive domain, whereas, for practical courses, it was derived, in stages, from the cognitive, affective and psychomotor domains. Next, using taxonomical terms that can properly address the level of each domain, course outcomes for theoretical and practical courses were determined. After expert opinion was sought, the final course outcome for the Adult Nursing course was produced. Conclusion: The results are meaningful in that valid course outcomes were developed through the process described above and are expected to greatly contribute to reaching exit outcomes and strengthen the professional capacity of nursing students.
Structural Relationship of Variables Regarding Nurse's Preventive Action against Needle Stick Injury
Ju, Hyeon Jeong ; Lee, Ji Hyun ;
The Journal of Korean Academic Society of Nursing Education, volume 21, issue 2, 2015, Pages 168~181
DOI : 10.5977/jkasne.2015.21.2.168
Purpose: This study was conducted to determine the factors affecting the prevention of needle stick injury. Methods: Data collection was conducted during the period July 15-31, 2013 by a self-administered questionnaire involving 220 nurses working in 7 hospitals. The data was analyzed by SPSS v18 and AMOS v18. Results: Actions by nurses to prevent needle stick injury were directly and indirectly influenced by perceived benefits, attitude toward the behavior, perceived behavioral control, and intention underlying the behavior. Specially, perceived behavioral control is verified to have not only direct influence but also indirect influence on the performance of preventive action through the intention underlying the behavior. Also, perceived benefits indirectly influence the intention toward the behavior and performance of preventive action through attitude toward the behavior and perceived behavioral control. The predictor variables in this model are 52% explicable in terms of intention of prevention action against needle stick injury, and 66% explicable in terms of performance of preventive action. Conclusion: To ensure high performance of preventive action against needle stick injury, constructing not only the solution that inspires the intention toward behavior but also a system that can positively solve and improve obstructive factors in behavioral performance is of primary importance.
Factors Influencing the Adaptation to the College Life of Nursing Students
Choi, Soon Ook ; Park, Jin Kyoung ; Kim, Sang Hee ;
The Journal of Korean Academic Society of Nursing Education, volume 21, issue 2, 2015, Pages 182~189
DOI : 10.5977/jkasne.2015.21.2.182
Purpose: The purpose of this study was to determine the degree of undergraduate nursing student adaptation to college life and investigate the factors that influenced that adaptation. Methods: First-year (undergraduate) students attending three nursing colleges were surveyed from November 24 through December 5, 2014; and data from 206 respondents were analyzed. For data analysis, multiple regression analysis was performed using the SPSS WIN 18.0 program. Results: The findings showed that age (p=.002), emotional intelligence (p<.001), and self-efficacy (p<.001) were significant variables that influenced first-year undergraduate nursing student adaptation to college life. Undergraduate nursing student adaptation was explained by self-efficacy (
, p<.001), emotional intelligence (
, p=.001), satisfaction with education in their academic major (
, p<.001), and academic achievement (
, p=.018); and, the explanatory power of these variables was 41.2%. Conclusion: To facilitate undergraduate nursing student adaptation to college life prior to clinical practice, developing and apply programs to improve self-efficacy, emotional intelligence, satisfaction with education in their major, and academic achievement is deemed necessary.
Factors Influencing Suicidal Ideation of College Students
Lee, Sung-Hee ; Jung, Hyun-Ok ; Park, Kyung-Ran ; You, Jun-Ok ; Ha, Tae-Hi ; Kim, Hee-Sook ;
The Journal of Korean Academic Society of Nursing Education, volume 21, issue 2, 2015, Pages 190~201
DOI : 10.5977/jkasne.2015.21.2.190
Purpose: This study was conducted to explore the influence of academic institutional interest, open parent-adolescent communication, social (friend) support, and existential spiritual well-being on suicidal ideation of college students. Methods: The research design was descriptive survey research involving 285 college students in city G. Data was collected from May 18, 2011 to November 2, 2011 and analyzed using descriptive statistics, t-test, one-way ANOVA, Pearson correlation coefficient, and hierarchical regression analysis. Results: The findings reveal that suicidal ideation of college students was low, i.e., average score was
(possible range 5~25). This study determined that suicidal ideation is negatively correlated with interest on the part of the academic institution, open parent-adolescent communication, social support from friends, and existential spiritual well-being. The extent of existential spiritual well-being was a significant predictor of suicidal ideation, controlling for general characteristics variables (gender, number of close friends, first supporter) and institutional interest, open parent-adolescent communication, and social support. Existential spiritual well-being accounted for 50% of the explanation of suicidal ideation of college students. Conclusion: Based on the outcomes of this study, designing an intervention program that emphasizes existential spiritual well-being in order to decrease suicidal ideation of tertiary education students is strongly recommended.
Development and Evaluation of Extracurricular Coaching Programs for Improving Communication Skills and Leadership among Nursing Students
Bae, Su Hyun ; Park, Jeong Sook ;
The Journal of Korean Academic Society of Nursing Education, volume 21, issue 2, 2015, Pages 202~214
DOI : 10.5977/jkasne.2015.21.2.202
Purpose: The purpose of this study was to develop extracurricular coaching programs to improve communication skills and leadership for nursing students and evaluate the effects of the programs. Methods: The 8-week extracurricular coaching program was developed based on the Joo, Whitmore and Hong models. A quasi-experimental design was used. The subjects were selected by two full-time nursing professors training students at one university in city G. The subjects were chosen from among the advisees of these two professors. Of the students who participated in this study, 29 were in the experimental group and 27 were in the control group. Data was analyzed through t-test and Mann Whitney U-test. Results: The experimental group showed significantly higher post-test scores in communication skills, communication as a nursing outcome, observation of communication, leadership, and leadership as a nursing outcome than those of the control group. However, the experimental group did not reveal significantly higher post-test scores in the number of leadership activities using a portfolio than those of the control group. Conclusion: This extracurricular coaching program can help cultivate important, basic grounding as well as achieve nursing student learning outcomes upon graduation.
Development of Program Outcome Self-Assessment Tool in Korean Nursing Baccalaureate Education
Kim, Hyun-Kyoung ;
The Journal of Korean Academic Society of Nursing Education, volume 21, issue 2, 2015, Pages 215~226
DOI : 10.5977/jkasne.2015.21.2.215
Purpose: This study aimed to develop a self-assessment tool to evaluate program outcomes of nursing students in Korean nursing undergraduate education. Methods: The instrument development process consisted of literature review, focus group interviews, and item validation. A total of 117 items were analyzed through content validity testing. Data was gathered from 302 nursing students in Korea and analyzed using SPSS 21.0. Results: To construct validity, principal component analysis and Varimax rotation were used, and 12 factors, with a cumulative explanatory variance of 69.16%, were determined from 79 items. For internal consistency and reliability, Cronbach's
was .91. The half-split reliability results were .84 and .85, and the ROC curve showed an optimal cutpoint at 227. A five-point Likert scale was used for scoring. Conclusion: This instrument was found to have fair validity and reliability as a self-assessment tool for nursing student learning outcomes. Therefore, it can be used to evaluate program outcomes indirectly in nursing schools.
Correlations Among Nursing Professionalism, Critical Thinking Disposition and Self-leadership in Nursing Students
Park, Hyun Ju ;
The Journal of Korean Academic Society of Nursing Education, volume 21, issue 2, 2015, Pages 227~236
DOI : 10.5977/jkasne.2015.21.2.227
Purpose: The purpose of this study was to determine the relationship among the factors of nursing professionalism, critical thinking disposition and self-leadership in nursing students. Methods: The participants were 715 nursing students in tertiary education. Data was collected from March 10 to 14, 2014 using self-report questionnaires and analyzed through descriptive statistics, t-test, ANOVA and Pearson correlation coefficient with SPSS/win 17.0. Results: The mean scores for nursing professionalism (
), critical thinking disposition (
), self-leadership (
) were above average. There was a positive correlation between nursing professionalism and self-leadership (r=.452, p<.01) and between critical thinking disposition and self-leadership (r=.405, p<.001). Conclusion: The result of this study indicates that developing nursing professionalism and critical thinking disposition in nursing students is significant for improving their self-leadership. Therefore the findings suggest meaningful basic data for nursing education.
Factors Influencing Empathy in Nursing Students in Korea
Kim, Haejin ; Yi, Myungsun ;
The Journal of Korean Academic Society of Nursing Education, volume 21, issue 2, 2015, Pages 237~245
DOI : 10.5977/jkasne.2015.21.2.237
Purpose: The purpose of the study was to explore the levels of self-awareness, assertiveness, life stress, and empathy in nursing students and identify influential factors on empathy. Methods: A predictive correlational design was used. The data was collected by questionnaires from a convenience sample of 319 nursing students in 2014 in Korea. The data was analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and stepwise multiple regression. Results: The mean items scores of self-awareness, assertiveness, life stress, and empathy were 3.49, 3.02, 2.20 and 3.58, respectively, of a possible score ranging from 1 to 5. Empathy significantly differed by gender, grade, satisfaction with nursing as a major, and clinical practice experience. Empathy was correlated with self-awareness and interpersonal relationship stress. As a result of multiple regression analysis, empathy accounted for 20.1% of the variance by self-awareness, gender, clinical practice experience and interpersonal relationship stress. The most important factor was self-awareness, which explained 11.6% of the variation. Conclusion: The results of the study reveal that strengthening self-awareness and relieving interpersonal relationship stress ought to be integrated in developing effective educational intervention for enhancing empathy in nursing students.
State Anger, Depression, Resilience and Self-esteem According to School Violence Type of Elementary School Students
Lee, Yong Mi ; Pak, So Young ; Choe, Myeong Hui ;
The Journal of Korean Academic Society of Nursing Education, volume 21, issue 2, 2015, Pages 246~255
DOI : 10.5977/jkasne.2015.21.2.246
Purpose: The purpose of this study was to investigate differences in the states of anger, depression, resilience and self-esteem according to type of school violence involving elementary school students. Methods: The participants were 257 elementary school students in the 4th, 5th and 6th grades. Data was collected by structured questionnaires, and analyzed using descriptive statistics,
-test, t-test, ANOVA, and Pearson correlation coefficients with the SPSS/WIN 20.0 program. Results: There were significant differences among the states of anger (Fs=16.66, p<.001), depression (Fs=18.04, p<.001), resilience (F=12.77, p<.001) and self-esteem (F=10.39, p<.001) according to the type of school violence. Of all the groups, bully-victim exhibited the highest score for anger and depression, and the lowest score for resilience and self-esteem. Conclusion: Based on the findings, developing intervention programs that consider the psychological characteristics of elementary school students is necessary. Also, the results of this study suggest that integrative programs for students that can enhance resilience and self-esteem, such as self-discovery programs, and reduce anger, such as anger control programs, need to be developed.
A Structural Equation Model on Core Competencies of Nursing Students
Jung, Myeong-Soon ; Kwon, Hye-Jin ;
The Journal of Korean Academic Society of Nursing Education, volume 21, issue 2, 2015, Pages 256~265
DOI : 10.5977/jkasne.2015.21.2.256
Purpose: The purpose of this study was to propose and test a predictive model that could explain and predict the core competencies of nursing students. Methods: A survey using a structured questionnaire was conducted with 361 nursing students. The data was analyzed using SPSS Windows 21.0 and AMOS 21.0. Results: The elements that directly influence the core competencies of nursing students were satisfaction with their academic discipline (nursing) and critical thinking disposition in which the disposition toward critical thinking directly influenced their satisfaction with nursing as an academic discipline and clinical practice. Conversely, satisfaction with clinical practice indirectly influenced core competencies through critical thinking disposition. Conclusion: This result provides the basic data for a competence-based curriculum intent on strengthening the core competencies (communication, problem-solving, and self-directed learning) by improving satisfaction with both clinical practice with their major and disposition toward critical thinking on the part of nursing students.
Lesson with Students Generated Questions: Based on a Department of Health Science
Ahn, Youngmi ; Hwang, Sujin ;
The Journal of Korean Academic Society of Nursing Education, volume 21, issue 2, 2015, Pages 266~275
DOI : 10.5977/jkasne.2015.21.2.266
Purpose: The aim of this study was to evaluate the effect of student question-centered lessons for bi-directional faculty-student communication. Methods: This study performed one-group pretest-posttest design; participants were university students majoring in health science (nursing 58, physical therapy 45) in city C. Data was collected and the program was conducted from March 3 to June 14, 2014. Measurements employed were the ARCS model of motivational design, self-assertiveness, learning satisfaction, and interpersonal relationship. Data was analyzed through frequency statistics, descriptive statistics, and repeated measurement of one-way analysis of variance with the SPSS 19.0 program. Results: In this student question-centered lesson participants exhibited significant enhanced satisfaction in terms of learning motivation, learning satisfaction, self-assertiveness, behavioral assertiveness, general assertiveness, and sensibility regarding interpersonal relationships. Conclusion: The results suggest that student question-centered lessons are applicable to a variety of subjects. Also, for comparative purposes, a faculty-centered lesson will be undertaken.
Factors Affecting Subjective Well-Being in Nursing Students
Jun, Won-Hee ; Cha, Kyeong-Sook ; Lee, Kee-Lyong ;
The Journal of Korean Academic Society of Nursing Education, volume 21, issue 2, 2015, Pages 276~284
DOI : 10.5977/jkasne.2015.21.2.276
Purpose: This study was conducted to investigate the factors that affect subjective well-being in nursing students. Methods: A total of 236 nursing students participated in the study. Data was collected from November through December 2013 using a self-reporting questionnaire that surveyed the level of gratitude, interpersonal relationship ability, subjective happiness, and life satisfaction. Data was analyzed by descriptive analysis, t-test, ANOVA, Pearson correlation coefficients and multiple regression with the SPSS/WIN 18.0 program. Results: Subjective happiness positively correlated with gratitude (r=.41, p<.001) and interpersonal relationship ability (r=.55, p<.001). Life satisfaction positively correlated with gratitude (r=.53, p<.001) and interpersonal relationship ability (r=.37, p<.001). Significant predictors of subjective happiness included gratitude (
, p<.001), interpersonal relationship ability (
, p<.001) and major satisfaction (
, p=.002). The regression model explained 39.3% of subjective happiness. Significant predictors of life satisfaction included gratitude (
, p<.001), academic achievement (
, p=.006), interpersonal relationship ability (
, p=.008) and major satisfaction (
, p=.035). The regression model explained 35.3% of life satisfaction. Conclusion: To improve subjective well-being among nursing students, nurse educators should develop educational intervention programs to promote gratitude and interpersonal relationships.