Factors Influencing on Learning Flow of Nursing Students

김선화,; 박상연,

doi:10.5762/kais.2014.15.3.1557

Cited by 15 publications

(4 citation statements)

References 14 publications

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“…Therefore when educational programs and extracurricular programs are developed to improve the self-leadership of nursing students, these programs should be designed to develop the kind of ability that is to analyze and criticize one's own problems and foster positive thinking faculty [13]. Kim and Park's study [14] found that self-efficacy is correlated with self-leadership. Self-efficacy is an autonomous power to enable oneself to be a high performer, and in order to boost the self-leadership of nursing students, intervention by a program geared toward bolstering self-efficacy seems to be necessary.…”

Section: Discussionmentioning

confidence: 99%

Analysis of Domestic Research Trend in Self-Leadership Found among NURSING Students in Republic of KOREA

Kyeong-Deok¹,

Park²

2018

J-Inst

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Purpose; The purpose of this study was to analyze papers on the self-leadership of nursing students, which were included in domestic academic journals over the past 15 years, in an attempt to determine the research trend. Methods: This is a descriptive research study that analyzed 41 papers included in domestic academic journals over the past 15 years(2003-2018). Results: The studies related to the self-leadership of nursing students numbered five(12.2%) between 2009 and 2014 and 36(87.8%) between 2015 and 2018. As to the distribution of the papers by journal, 10 papers(24.3%) that were largest in number were included in the Journal of Korea Academia-Industrial Cooperation Society. Concerning variables related to self-leadership, critical thinking disposition was a major variable that was covered in 10 papers(24.3%) that were largest in number, and another major variable was self-efficacy that was covered in seven(17.5). As a result of analyzing the papers by research method, every study was quantitative research that numbered 41(100%). Out of them, the descriptive research studies were most common, and the experimental studies numbered 17(17.0%). In regard to sample size determination, G*Power was used the most in 31 papers(75.6%). Regarding institutional review board, eight(19.5%) out of the 41 papers were implemented with the approval of IRB. As for data analysis in the studies using descriptive statistics, t-test was used mainly in 35 papers(85.3%); ANOVA, in 26(63.4%); Pearson correlation coefficient, in 26(63.4%). In the experimental studies, x2-test was dominant, which was used in 10 papers(24.3%). Conclusion: The findings of the study are expected to provide some information on how to nurture the selfleadership of would-be professional nurses to step up their competency development to affect their clinical performance in a positive way and on how to set the right directions for the development of nursing to make a contribution to the improvement of the quality of nursing.

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Section: Discussionmentioning

confidence: 99%

Analysis of Domestic Research Trend in Self-Leadership Found among NURSING Students in Republic of KOREA

Kyeong-Deok¹,

Park²

2018

J-Inst

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“…Self-leadership, academic self-efficacy [ 18 ], and positive psychological capital [ 19 ] were factors that influenced nursing students’ learning flow prior to the COVID-19 pandemic. Factors related to the learning flow of nursing students in virtual education after the COVID-19 pandemic include learning motivation [ 20 ], quality of teaching and professional support [ 21 ], and online practice experience of nursing students [ 2 ].…”

Section: Introductionmentioning

confidence: 99%

Influencing Factors on Nursing Students’ Learning Flow during the COVID-19 Pandemic: A Mixed Method Research

Park

Seo

2022

Asian Nursing Research

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Purpose This study aimed to investigate nursing students’ influence on the learning flow in COVID-19 pandemic situations through mixed-method research. Method Of the 245 nursing students participating in the survey, 20 participated in a focus group interview. Quantitative data were analyzed using stepwise multiple regression analysis. Qualitative data were analyzed using content analysis. Results The factors affecting the learning flow of nursing students during the COVID-19 pandemic were their self-regulated learning ability (β = .24, p = .001); learning motivation (β = .23, p = .001); self-efficacy in clinical practice (β = .14, p = .014); and lecture type, or a mixture of recorded and real-time video lectures (β = .13, p = .022). As a result of the qualitative study, eight categories and 22 subcategories were derived. The eight categories are: a lack of preparation in the starting of virtual classes due to the COVID-19 pandemic, adapting and growing in a new learning environment, enhancing nursing knowledge and skills through virtual clinical training, self-regulation difficulties when studying alone due to social distancing, difficulty concentrating when learning online, disadvantages of virtual learning, concerns about academic performance, and missing opportunities to enjoy college life. Conclusion Students attempted to discover their own learning expertise through virtual learning while concerned that they would be unable to fully establish their competence to work as actual hospital nurses due to a lack of clinical practice. In such a learning environment, systematic support and strategies are needed to increase the learning flow of nursing students.

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“…The clinical training of nursing students is an important subject that should be learned before becoming a nurse, and uniform education has been done without considering the learning styles of students. Recently, as the paradigm of nursing education emphasizes performance-based education to produce students with nurse competency, the emphasis is placed on teaching-learning methods in which learners take a leading role [6]. It is expected that the learning style of nursing students can be grasped to confirm the learning achievement of clinical training and to prove that effective teaching based on learner can be achieved in instruction of clinical training.…”

Section: Introductionmentioning

confidence: 99%

Relationship Between Clinical Competency and Kolb’s Learning Style for Clinical Practice Education in Nursing Students

Moon¹

2019

IJANER

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The purpose of this study was to understand Kolb's learning style after clinical training of nursing students and to know the relevance of clinical competency according to learning type. The subjects of this study were 143 nursing students in 3rd and 4th year attending one of 2 universities that completed clinical training of more than 6 weeks. Data were analyzed using SPSS 21.0 program. As a result of analyzing the difference of clinical competency according to general characteristics, it was found to be significant in school satisfaction), clinical training period, and clinical training satisfaction. In the learning style degree of the subjects, the assimilator was the most frequent with 31.5% and the accommodator with 25.2%. There was a significant difference in the nursing process among the 5 sub-variables in the analysis of the difference of the clinical competency according to the learning style of the subject. There was no correlation between the learning style and clinical competency. Therefore, by focusing on the learning styles of nursing students, it is necessary to grasp the learning style according to the period rather than once, and to make educational efforts for the qualitative change according to the maturity and environment of the learner.

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Factors Influencing on Learning Flow of Nursing Students

Cited by 15 publications

References 14 publications

Analysis of Domestic Research Trend in Self-Leadership Found among NURSING Students in Republic of KOREA

Analysis of Domestic Research Trend in Self-Leadership Found among NURSING Students in Republic of KOREA

Influencing Factors on Nursing Students’ Learning Flow during the COVID-19 Pandemic: A Mixed Method Research

Relationship Between Clinical Competency and Kolb’s Learning Style for Clinical Practice Education in Nursing Students

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