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Abstract

Background/Objectives: The purpose of this study is to determine the relationships between nursing ethics,major satisfaction, and the patient safety management activities of nursing students and find the factors that affect the patient safety management activities of nursing students.

Method/Statistical Analysis: This is a descriptive research study for which 240 participants were selected from nursing students in Jeollabuk-do and Jeollanam-do. Data were collected from March to April 2019. Descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation coefficient and multiple regression were used for analysis.

Findings: This study confirmed that factors of nursing ethics and major satisfaction directly affect the patient safety management activities of nursing students.

Improvements/Applications: The purpose of this study is to identify the correlation between nursing ethics, major satisfaction, and patient safety management activities, to understand what factors affect patient safety management activities, and to develop programs for improving the students’nursing ethics.

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Abstract

Background/Objectives: In this study, the clinical nursing skills of nursing students are strengthened through delivery video training and delivery simulations based on the difficulties in labor training, so that critical thinking, interpersonal ability, self-leadership, and major satisfaction could be analyzed.

Method/Statistical Analysis:The purpose of this study is to investigate the effects of video teaching and simulation training on nursing college students. The subjects of this study were 170 out of 178participants excluding eightdropouts in the G city nursing department in the J area. Structured questionnaires were used as learning tools including general characteristics, critical thinking, interpersonal relationships, self-leadership and major satisfaction. Data were collected from September 2018 to April 2019 and technical statistics, t-test, and paired t-test were conducted.

Findings: Critical thinking(t = -4.53, p = .000), interpersonal relationship(t = -2.89, p = .005), self-leadership (t = -3.00, p = .004), and major satisfaction(t = -2.31, p = .023) are all significant, and simulation is more effective than video, and critical thinking, interpersonal relationship, self-initiative, and major satisfaction are positively correlated. The simulation education was significantly lower in the subdomain than the education.

Improvements/Applications: The simulation of training in childbirth showed significant differences in critical thinking, interpersonal relationship, self - leadership, and majors in video education.

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Abstract

This study was conducted to develop and evaluate the effects of the Team-Based Learning (TBL) education program, in the college course “Theory of Nursing Process, on critical thinking, interpersonal relationships, self-leadership and academic major satisfaction among nursing college students.

The methodology used in this research is an experimental study of a group of pretest-posttest design, which was designed to check for differences before and after the intervention through the TBL education program to the treatment group. The participants in this study are second-grade nursing students at H University in J city, South Korea. From March 24, 2019, to June 15, 2019, the TBL education program was applied to “Theory of Nursing Process” classes for a total of 10 weeks, 2 hours per week. The collected data were analyzed with descriptive statistics and paired t-tests using the SPSS WIN 21.0 Program.

The effects of the TBL educational program on critical thinking ability, interpersonal relationships, self-leadership and satisfaction toward the nursing major were statistically significant, as follows: critical thinking ability(t=-4.09, p = .000), interpersonal relationship(t=-3.35, p = .001), self-leadership (t=- 3.48, p = .001) and major satisfaction(t=-2.47, p = .016). The above findings confirm that the application of team-based learning in nursing education can positively affect critical thinking, interpersonal relationships and self-leadership among nursing students, and increase academic major satisfaction. After the intervention of the TBL training program, a correlation between variables was found. Critical thinking and interpersonal skills (r = 382, p = .002), critical thinking and self-leadership (r = .360, p = .003), critical thinking and major satisfaction (r = 534, p = .000 ), Interpersonal Skills and Self Leadership (r = .861, p = .000), Interpersonal Skills and Main Satisfaction (r = .627, p = .000), Self Leadership and Main Satisfaction (r = .654, p = .000) showed a significant positive correlation.

he results above confirm that applying teambased learning to nursing education can have a positive impact on critical thinking, interpersonal, and self-leadership among nursing students and increase academic satisfaction. It can be seen that critical satisfaction correlates with critical thinking, interpersonal ability, and self-leadership.

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