Purpose This study aimed to examine the relationship among professor-student interactions, grit, and adaptation to college life.
Methods In this quantitative, cross-sectional study, participants completed a structured questionnaire comprising 48 items: 8 on general characteristics, 8 on professor-student interactions, 12 on grit, and 20 on adaptation to college life. Data were collected from 165 nursing students at two four-year universities between April 15 and May 20, 2023.
Results Professor-student interactions had a mean score of 3.76±0.59 out of 5, grit had a mean score of 3.09±0.53, and adaptation to college life had a mean score of 3.48±0.51. Regression analysis identified significant predictors of adaptation to college life, including professor-student interactions (β=.26, p<.001), grit-perseverance of effort (β=.18, p=.047), and satisfaction with the major, with the "very satisfied" (β=.40, p<.001) and "satisfied" (β=.24, p=.002) categories showing significant impacts. The overall regression model was statistically significant (F=20.76, p<.001) and accounted for 32.5% of the variance in adaptation to college life.
Conclusion Educational programs designed to strengthen professor-student interactions, enhance grit, and improve satisfaction with one's major should be developed to help nursing students adapt to college life. These findings have important implications for nursing education practices, the improvement of student support systems, and the preparation of students for their professional roles.
PURPOSE Standardized patient-based simulation is known to be a useful tool in the training of nursing students; however, few studies have examined the use of this method in oncology nursing education. This study aimed to evaluate the effects of an oncology nursing simulation program that used standardized patients on knowledge, nursing performance ability, and satisfaction among nursing students. METHODS This study used a non-equivalent control group pretest-posttest design. The experimental group (n=25) participated in an 8-hour oncology nursing simulation program that consisted of a lecture (2 hours) and a four-session simulation program(6 hours). The control group (n=29) received case-based learning (6 hours) and a lecture (2 hours). Knowledge level was assessed with a 33-item knowledge assessment multiple-choice questionnaire. Nursing performance ability was assessed with a nursing performance ability checklist. Educational satisfaction was evaluated using the 12-item Course Satisfaction Evaluation tool. Data were collected from June to July of 2012 and were analyzed using descriptive statistics, independent t-test, and repeated measures analysis of variance. RESULTS The experimental group showed significantly higher nursing performance ability and satisfaction compared with the control group. Knowledge of oncology nursing increased in both the experimental and control groups. CONCLUSION An oncology nursing simulation program was more effective than case-based learning in improving nursing student performance and was found to produce high satisfaction.
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PURPOSE This study was conducted to develop a simulation-based education course and to evaluate the results after the application for second year nursing students. METHODS: This study was a non-equivalent control pre-post design. Based on the clinical situation scenarios about patients with COPD and MI, a total of two simulation-based learning modules was developed. Pretest and posttest was conducted to evaluate the difference in critical thinking disposition, problem solving, and clinical competence between two groups of 102 students for the experimental group, 2007 and 90 students for the control group, 2006. The experimental group conducted a clinical performance evaluation in the final test, on December 10, 2007. RESULTS: In the experimental group, knowledge related to learning objectives was significantly increased and core intervention was performed almost exactly, but the same result was not observed in domains of analysis of laboratory test, and nursing education for patients. Self-evaluated clinical competence and problem solving level were significantly more improved in the experimental group than control group, but critical thinking disposition level wasn't. CONCLUSION: In conclusion, a simulation-based education course needs to utilize self-directed learning module like computer-based learning through web contents and MicroSim and video productions for improving nursing students' critical thinking.
PURPOSE The purpose of this study was to identify the effect of web-based learning for ventilator practice on the knowledge and clinical competence of nursing students. METHOD The research design was a non-equivalent control group pre-post non-synchronized design. Twenty five nursing students were collected for the experimental group from August 23 to November 26, 2004 and nineteen nursing students for the control group from August 22 to November 25, 2005. All subjects experienced clinical practices in an intensive care unit of a hospital in G city for 2 weeks. The web-based learning for ventilator practice was conducted in the experimental group only. The data were analyzed with t-test and ANCOVA using SPSS 10.1 program. RESULT The 2 week web-based clinical practice learning significantly improved the knowledge scores for the experimental group, however, there was no significant differences in the score for the clinical competence between experimental and control group. CONCLUSION These findings suggest that a self-directed web-based learning for ventilator practice of nursing students can facilitate the knowledge of care for a ventilated patient. Therefore, faculties should develop a variety of web-based multimedia content programs for clinical instruction based on clinical situation.
PURPOSE To understand the meaning of death seen by nursing students through collage art works. METHOD: The qualitative research method and the content analysis were used. The text were collage and related essays written by 42 senior nursing students about the impressions on death through collage art works. RESULT: Statements were classified into three categories and seventeen themes. The three categories include 'efinitions of death', 'feelings about the death', and 'attitudes about the death and the dying patients'. CONCLUSION: It is shown that participants recognize their position as nursing student, although they may not escape the fear of death, will learn to deal with death, and the dying in a suitably professional manner. In this respect, the study is considered to be helpful for the students in learning the knowledge and information which are needed for hospice nursing care more effectively.
PURPOSE To understand the meaning of death seen by nursing students through art works. METHOD: The qualitative research method and the content analysis were used. The text were essays written by 42 senior nursing students about their impressions on death through art works. RESULT: Statements were classified into six categories and twenty six themes. The six categories include definitions of death, feelings about the death of a main character, responses to the death of the main character, feelings of significant others about the death of the main character, feelings of participants in this study, and oaths of the participants in this study. CONCLUSION: It is shown that participants recognize their position as nursing students, although they may not escape the fear of death, will learn to cope with death, and the dying in a suitably professional manner. In this respect, the study is considered to be helpful for the students in learning the knowledge and information which are needed for hospice nursing care more effectively.
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