PURPOSE This study was conducted to test whether Health Communication Assessment Tool (HCAT) developed by Campbell et al. in 2013 can be applied to assess Korean nursing students' communication skills in simulation education. METHODS The content validity of the Korean version of HCAT (K-HCAT) was evaluated through expert's assessment and a principal component analysis was conducted for testing construct validity. The convergent validity was tested by measuring relationship between the K-HCAT and those of existing communication assessment tool for standardized patient instruction. The evaluation was done by surveying 154 senior students from four different nursing colleges. RESULTS The K-HCAT was condensed into 15 items from the original 22 HCAT items. Four factors were extracted from the principal component analysis; factor loadings ranged from .50 to .83; cumulative explained variance was 62.65%. Four factors were entitled as 'relationship building', 'empowering', 'empathy/response', and 'education/feedback'. Cronbach's α for sub-dimensions ranged from .73 to .84. An evaluation of convergent validity showed that the scores of the K-HCAT were moderately correlated with those of an assessment tool for standardized patient instruction. CONCLUSION The K-HCAT can be used as an effective tool for assessing nursing students' communication skills in various kinds of simulation educations Further research is needed to test the consistency of the K-HCAT.
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PURPOSE This study was aimed to develop frequently-used clinical scenarios and scoring rubrics to assess core basic nursing skills in adult health nursing clinical practice for clinical evaluation based on program learning outcomes (PO). METHODS This study was a methodological research combining focus group interviews and questionnaires to select and construct scenarios. Data were collected from clinical practitioners, adult health nursing professors, and new nurses from November, 2013 to April, 2014. The developed scenarios and rubrics were applied to nursing students by way of showing an example. RESULTS The 12 frequently-used clinical scenarios were developed. The proportion of the evaluation rubrics were 30% for clinical instructors where as 70% for college instructors. In order for students to achieve the important learning outcomes from the courses for clinical practice, four program outcomes (POs) were selected as well as a rubric for each POs was developed. Students who had situation-based clinical practices showed higher levels of satisfaction on mastery of core basic nursing skills and communication skills. CONCLUSION This findings of the study suggested the strategies for complementing pitfalls in clinical setting and achieving PO during students' clinical practicum.
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