Earticle

Background: This study was aimed at investigating the perception of the requirement of measuring the periodontal pocket depth of the dental hygiene students in the mock national board examination. Methods: SPSS 25.0 (IBM SPSS Statistics) was used to perform the independent t-test for the recognition level of dental hygiene students in the interdisciplinary practical national board examination. A p-value < 0.05 was set to indicate statistical significance. Results: Participants showed a high recognition level for the requirement of measuring the periodontal pocket depth without any difference among disciplines. When periodontal pocket depth measurement was included in the national board examination, the educational and clinical work of dental hygienists was expected to be unified, and the professionalism of dental hygienists was expected to be strengthened. Conclusion: The results of this study suggest that the feasibility of introducing periodontal pocket depth measurement in the practical national board examination for dental hygienists should be reviewed by a group of experts.

The purpose of this study is to investigate the effects of debriefing using Lasater's Clinical Judgment Rubric to study nursing students' academic self-efficacy, clinical performance, and clinical judgment. The experiment group was subjected to debriefing by applying the Clinical Judgment Rubric, while general debriefing was applied to the control group. The results of the study are as follows: Clinical judgment scores were improved after debriefing for both groups, significantly higher for students in the experimental group compared to the control group. However, there was no significant difference between the two groups in academic self-efficacy or clinical performance. In conclusion, the debriefing based on the Clinical Judgment Rubric used in this study proved to be effective in improving the clinical judgment of nursing students.

Objective: The purpose of this study is to present practice guidelines on what physical therapy students must learn during clinical training and how to evaluate them. Design: Design & development research Methods: A Delphi survey was conducted with 16 experts. Experts who participated in the study were asked to respond to 15 musculoskeletal system, 14 nervous system, and 12 physical factor therapy items through an online survey with a 5-point Likert score for each item regarding suitability and importance. Results: As a result of defining the core basic physical therapy skills that students in the Department of Physical Therapy must learn through clinical practice and in the process of evaluating them, there was a strong opinion that among the specific fields of physical therapy, evaluation items related to the musculoskeletal system, nervous system, and cardiorespiratory system were important. On the contrary, physical factor therapy showed poor results. Conclusions: In a previous study, opinions on the specialty of physical therapists were collected from current physical therapists, and the field of physical factor therapy was evaluated low. I think this reflects the perception that treatment using electricity has been commonly used in the field of physical therapy for a long time and does not require deep expertise among clinicians. Physical therapy clinical practice guidelines and efficient operation plans for clinical practice were presented. Through this, it can be usefully applied in hospitals where physical therapy students undergo clinical training in the future.

Purpose: Evidence-based practice (EBP) is a key competency that undergraduate nursing students need to learn, as EBP competence is essential for the effective implementation of EBP. However, few studies have comprehensively assessed the aspects of EBP competence using a reliable and valid measure specific to Korean nursing students. This study aimed to translate the Student Evidence-Based Practice Questionnaire (S-EBPQ) into Korean and evaluate its psychometric properties. Methods: The original S-EBPQ was translated into Korean. After a pilot test, a convenience sample of 249 college students with more than four weeks of clinical training experience was selected from three universities in September 2017. Reliability and construct validity were evaluated using exploratory and confirmatory factor analyses. Concurrent validity was evaluated by correlating the measure with informatics competency. Results: The exploratory factor analysis revealed four factors that explained 66.3 of the variance. The confirmatory factor analysis yielded a 4-factor structure (c2/df = 1.52, p < .001, standardized root-meansquare residual = .07, root-mean-square error of approximation = .07, goodness of fit index = .84, comparative fit index = .91). The Cronbach’s a was .81 for the total scale. The scale’s correlation with informatics competency was r = .55. Conclusions: The Korean S-EBPQ is a reliable and valid tool that has utility for assessing EBP competence in Korean nursing students and for making comparisons of the EBP competence of nursing students from other countries.

Purpose: Since the COVID-19 pandemic, virtual simulation practice has been increasingly activated as an alternative to clinical practice in nursing colleges. This study aimed to provide basic data by confirming changes in self-efficacy and nursing knowledge in the virtual simulations of nursing students, and identifying virtual presence, virtual patient learning system evaluation (VPLSE), and practical satisfaction. Methods: This was a single-group pre-post quasi-experimental study. The subjects were 28 third-grade nursing students. Results: Self-efficacy and nursing knowledge increased significantly (p<.001). Virtual presence had a significant positive correlation with VPLSE) (p=.002) and practice satisfaction (p=.011). There was also a significant positive correlation between virtual simulation learning evaluation and practice satisfaction (p<.001). Conclusion: Based on these results, virtual simulation practice can be used with clinical practice as an educational method to improve nursing students' self-efficacy and nursing knowledge in nursing education. Virtual presence was confirmed as a significant variable to improve practice satisfaction and VPLSE. It is necessary to develop a virtual simulation program that can improve virtual presence through collaboration with virtual reality technology experts.

Automated speech evaluation (ASE) software is designed to provide instant computer-generated feedback. This study examined the pedagogical practices of a Web-based ASE (WASE) utilized in three different ways in college conversation classes and investigated students’ perceived effectiveness of WASE in improving their speech. Eighty college students participated in the study. All of the participants were required to practice the lessons provided in the WASE employed in this study, MyET, and the scores were taken as formative assessment. A questionnaire was administered at the end of the course to reveal students’ perceived effectiveness of WASE in terms of its instructional and user-interface design. The results show that students in the three classes did not perform differently in the lessons provided in MyET, including consonants, vowels, words, and sentences, despite the ASE’s different kinds of pedagogical practices. Nevertheless, students in Class B and Class C, who practiced pronunciation with MyET in class, received similar scores while Class A, who practiced only after class, received significantly lower scores. As for the functions of MyET, most of the students held neutral attitudes. Moreover, the students in this study did not find the spectrogram and speech contour displays in MyET useful. However, Class C, who received both teacher feedback and ASE feedback, demonstrated a more favorable attitude toward the ASE than the other two classes.

Incivility in clinical practice is a pervasive organizational issue that can undermine nursing students’ psychological well-being and professional development. This study developed a simulation-based education program to improve nursing students’ recognition of and coping with incivility during clinical practice and evaluated its effects on stress coping, academic burnout, and communication skills. Grounded in students’ experiences, the program was developed using the Analysis, Design, and Development phases of the ADDIE instructional design model and then implemented and evaluated. A quasi-experimental non-equivalent control group pretest–posttest design was used with 53 fourth-year nursing students (experimental group = 27; control group = 26). Program effects were examined using repeated measures ANCOVA controlling for age. A significant Group × Time interaction was found for academic burnout (F = 4.254, p = .044), indicating a greater reduction in the experimental group than in the control group. No significant interaction effects were found for stress coping or communication skills. These findings suggest that simulation-based incivility coping education may help reduce academic burnout in clinical training environments.

본 연구는 최근 영미지역 사회복지교육의 패러다임이라 할 수 있는 역량기반 교육의 핵심인 역량측정방안을 살펴봄으로써 한국에의 함의를 모색해 보고자 하였다. 이를 통해 실천역량 증진을 위한 교과과정 운영의 중요성에도 불구하고 이에 대한 논의가 원론적, 제도적 차원에 머물렀거나 실습교과목 차원으로 한정되었던 국내 현황에서 역량 있는 실천가를 양성하기 위한 교육과정에의 함의를 제시하고자 하였다. 역량기반 측정은 학생들에게 무엇을 제공했느냐의 교육의 ‘내용(content)’ 중심 평가에서 학생들이 실제로 무엇을 ‘수행(performance)’할 수 있게 되었는가를 평가하는 것으로의 이행을 말한다. 현재 미국과 캐나다, 영국 등 영미지역에서 사회사업 교육에서 활용되고 있는 역량 사정을 위한 도구들은 대략 20개 종류이다. 출판된 논문의 분석 결과 사회복지 교과과정에서 널리 활용되는 역량측정 도구들이 과학적 신뢰성 및 타당성을 대부분 높게 확보하고 있으나 교육적 효과성이나 활용의 용이성, 비용측면에서 모두 충족되는 도구들은 드물어 여러 측정도구의 복합적인 활용 필요성을 제기했다. 전반적으로 서구사회에서 일고 있는 사회사업 교육에서의 역량중심 평가의 이론적 배경과 측정방법들을 개괄적으로 소개한 본 연구가 향후 한국 사회복지 실천교육과정에서 활용될 수 있는 다양화된 기법들과 그 교육적 필요성을 제기하는데 계기가 되기를 기대해 본다.

The current study aimed to introduce and discuss the theoretical backgrounds and evaluating methods related to the competency-based evaluation which has emphasized in social work education in England and America. Thus, this study tried to suggest foundational knowledge to develop effective assessment tools to assess students' achievement in social work education in Korea. As conceptual frameworks for understanding the competency-based assessment, this study suggested two frameworks such as the 'Framework for clinical assessment' and the 'Utility model'. Through a careful review of the published literature regarding the assessment methods used in social work education, this study found that assessment tools used in social work institutions have limitations. By a careful definition and operationalization of the competency and multiple tests for various samples, reliability, validity, educational impacts, acceptability and costs issues could be improved. This study suggests that using of multiple measurement tools is the best way to assess students' competency. By the fact that as an applied discipline, social work education has traditionally required students to integrate classroom learning with fieldwork, this study suggested that the competency-based evaluation focused on student outcome is valuable concept in social work education.

Since 2013, basic pharmacy practice education (BPPE) program has been implemented underthe new six-year Pharmaceutical College curriculum in Korea. In accordance with this implementation,the pharmacy department at St.Mary’s Hospital in Seoul has developed its own BPPE program whichwas composed of the following 10 education items: introduction of hospital pharmacy practice, evaluationmedicine prescription, various dosage forms preparation, major prescription preparation, injectabledrugs preparation, drug information provision, medication safety evaluation, medical terminology,patient evaluation, and patient counseling. To evaluate the effectiveness of the BPPE program and students’satisfaction,the first 20 students trained under the BPPE program were surveyed and practicallytested. The students rated their knowledge level of each education item pre- and post-BPPE: using the4-point Likert scale from 1 to 4, where 1 is very low, 2 is low, 3 is high and 4 is very high. The objectivepractical tests were done after the BPPE. The students’safety evaluation survey contained questions on overall satisfaction, self-sufficiency, benefits of the education, and self confidence in further advancedpharmacy practice education program. All students responded to the survey. For self-assessed knowledge level of each education item, theportion of positive responders significantly increased in all items in the post-BPPE survey (p<0.001), and‘medication safety evaluation’among the items showed the greatest increase followed by ‘injectabledrug preparation’and ‘various dosage forms preparation’. In the objective practical tests after theBPPE,‘ various dosage preparation’had the highest scores of 93.8±1.1 (mean ±SD), and‘ medical terminology’and‘patient counseling’had the lowest scores of 80.5±8.5. There was no statistically significantrelationship between the self-assessed knowledge and the objective test scores. All students positivelyanswered to overall satisfaction. Only 76.7% of the students positively answered to self confidencein further advanced pharmacy practice education program, and the most negatively responded confidentitem was‘ injectable drugs preparation’. The results suggested that the BPPE program was efficient andhighly satisfying. However, the self assessment did not significantly correspond to objective evaluation. Therefore, consensus between preceptors and students regarding the purpose of BPPE, standard of students’evaluation,and items of BPPE is needed. Furthermore, there should be persistent efforts betweenthe pharmacy school and practice field by sharing information as a way to be complementary to eachother for more systematic and efficient pharmacy practice education program.

Purpose: The COVID-19 pandemic has increased the importance of nurses' clinical performance, and accordingly, nursing educators have emphasized students' clinical practice and performance. This study developed a Clinical Practice Self-Efficacy Scale for nursing students and examined its psychometric properties. Methods: The authors reviewed instruments for selecting items for the scale in the areas of clinical skills, communication, infection control, safety, and nursing process. After preliminary items were selected, ten experts consisting of nursing professors and clinical nurses reviewed the items considering Korean clinical and educational situations. The data for the psychometric evaluation was collected from 257 nursing students in their 2nd, 3rd, and 4th years and then analyzed. Results: The confirmatory factor analysis showed that the goodness of fit of this scale with five factors represented by 40 items was appropriate. The significant positive correlations with general self-efficacy indicated sound construct validity. The senior nursing students showed higher scores than others, as we expected. Cronbach's alpha was .94. Conclusion: The Clinical Practice Self-Efficacy Scale is appropriate for measuring Korean nursing students' self-efficacy of clinical practice. It is expected to act as a good tool to measure the effects of clinical practice education.

Purpose: The purpose of this study was to develop a clinical practice nursing students’ microbiology program based on the mastery learning model, and to evaluate the effects of the program on nursing students’ knowledge, self-efficacy, performance, and satisfaction related to the nursing students’ microbiology program. Methods: The program was developed by using the processes of the mastery learning model. The pre-experimental research design involved a one group pretest-posttest design. The setting was a university located in Incheon, Korea. A total of 130 nursing students participated in the program including a theoretical lecture, clinical practice, and formative and summative evaluation. Results: Using the program that was designed and developed, results for the total score of self-efficacy, knowledge, and performance in the post-test application were significantly higher than in the pre-test application (p<.05). The satisfaction of hand hygiene and disinfection/contaminated hand microbial culture and disinfection test received the highest ratings. Conclusion: The application of a clinical practice nursing students’ microbiology program was effective, and can be expanded to other nursing students. Future research with other study designs was warranted in order to prove the effect of a microbiology program based on the mastery learning model.

Purpose: The purpose of this study was to develop and evaluate e-EBPP(Evidence-based Practice Protocol) system for nursing care for patients with dementia to facilitate the best evidence-based decision in their dementia care settings. Method: The system was developed based on system development life cycle and software prototyping using the following 5 processes: Analysis, Planning, Developing, Program Operation, and Final Evaluation. Result: The system consisted of modules for evidence-based nursing and protocol, guide for developing protocol, tool for saving, revising, and deleting the protocol, interface tool among users, and tool for evaluating users' satisfaction of the system. On the main page, there were 7 menu bars that consisted of Introduction of site, EBN info, Dementia info, Evidence Based Practice Protocol, Protocol Bank, Community, and Site Link. In the operation of the system, HTML, JavaScript, and Flash were utilized and the content consisted of text content, interactive content, animation, and quiz. Conclusion: This system can support nurses' best and cost-effective clinical decision using sharable standardized protocols consisting of the best evidence in dementia care. In addition, it can be utilized as an e-learning program for nurses and nursing students to learn use of evidence based information.

사회복지실습은 사회복지실천기술과 전문적 가치를 사회복지현장 경험을 통하여 연습할 수 있는 기회를 제공한다. 그러나 다수의 연구자들은 사회복지실습을 포함한 사회복지교육이 전문적 가치를 실제 사회복지실천으로 실행하는 데 충분한 노력을 기울이지 못하고 있다는 의견을 보이고 있다. 또한, 성과를 중요하게 여기고 효과적인 실천에 대한 사회적 요구가 급증하고 있어 사회복지교육이 전문적 가치와 구체적인 기술 중심의 실천을 동시에 실행하는 기회를 제공하고 있는 가에 대한 논의가 제기되고 있다. 본 연구는 사회복지대학원 실습현장에서 사회복지실천이 전문적 가치와 구체적인 기술 모두를 균형 있게 비중을 두는 가에 대하여 살펴보고자 하였다. 이를 위해, 사회복지실습 교육자가 실습 전반에 대한 평가에서 전문적 가치 중심의 실천과 기술 중심 실천 중 어디에 보다 비중을 두는 가에 검증해 보고자 하였다. 실습교육자는 실습 전반에 대한 평가와 더불어 다양한 차원 각각에서 실습생의 능력을 평가하였다. 가치중심 실천은 전문적 가치라 할 수 있는 인간존엄, 자기결정, 전문적 가치 실행 등을 포함하였다. 기술 중심 실천은 구체화할 수 있는 개입 활동을 포함하였다. 예로 개입 목적을 규정하기, 사례관리 기술을 실행하기, 개입계획이 성취되었는가 평가하기 등이다. 조사 대상자는 사회복지대학원에 재학 중인 98명을 포함하였다. 중다회귀 분석 결과 기술 중심 실천에 대한 평가는 사회복지실습 교육자가 실습 전반에 대하여 내린 평가와 유의미하게 연관성을 보인 반면, 가치 중심 실천에 대한 평가는 연관성을 보이지 않았다. 연구결과를 바탕으로 논의 및 함의를 제시하였다.

Field education provides students opportunities to practice skills and professional values through experiencing real social work practice. Many authors suggest that the social work educational programs have made insufficient efforts to implement professional values in real social work practice. Besides, the increasing demand for effective practice based on clear outcomes calls into question whether social work education programs can provide opportunities to implement professional values and yet emphasis skill based practice at the same time. This study explores how well social workers balance the commitment to professional values and to outcome in one venue, MSW field practica. It investigates whether field instructors' overall evaluation of students is associated more with their assessment of the student's professional value based practice or with the students' skill based practice. Field instructors rated students on specific competencies as well as overall rating. Value based practice included competencies anchored in the values of the profession, for example, human dignity, self-determination, conducting professional value. Skill based practice included outcome-oriented intervention activities, for examples, identifying goals, demonstrating skills in case management, and evaluating whether intervention plans were achieved. Data were obtained from the field evaluations of ninety eight Master of Social Work (MSW) students. The multiple regression analyses revealed that ratings of skill based practice were significantly associated with the overall evaluation of students whereas ratings of value based practice were not. The implications for field education are discussed.

Today, quality management is appearing as a critical issue in the field of health care service, partly because of increasing cost of health care. And qualified health care is also accepted as the right of clients, and the responsibility of health professions. So nursing profession can survive and develop only through the quality management of nursing practice like other health professions. Recently, Consumers of nursing service require the effectiveness and the efficiency of nursing practice. Effectiveness and efficiency of nursing practice can be accomplished by outcome evaluation. The focus of outcome evaluation in nurisng practice is on the change which occures in patient's health status with nurisng intervention. Evaluation of outcome is difficult because of some related problems which should be solved, or managed. These problems could be classified as problems of measurement, and attribution. To solve the problems and to evaluate the outcome in nursing practice more accurately, following tasks were suggested. 1) Outcome indicators, and outcome measurement tools should be developed. For these purpose, outcome variables that nursing interventions can contribute primarily should be found out. Also, outcome variables which are driven from nursing theories should be developed. 2) Outcome researches which can explain the effect of nursing care to patient outcomes should be performed. The outcome researches are the methods which can increase the power of nursing profession. 3) Models which can be used for the systematic and scientific quality management in nursing practice should be developed. The models should include outcome variables, and be able to explain the relationship between structure, process, and outcome aspects of quality management. 4) The method which can make patients participate in the evaluation process of quality of nursing practice should be devised. Because outcome evaluation is client-focused evaluation, the perspectives of patients should be emphasized, and reflected in the process of evaluation.

Purpose: The purpose of this study was to development and measure validity and reliability of evaluation tool for clinical nursing practice competency of Nursing students. Method: The participants in this study were 568 nurses who had worked for more than three years above in hospitals. A questionnaire of 79 items was administered to the nurses using a convenience sampling method. The data were collected from Sep. 12th, to Oct. 20th, 2004. Result: The derived outcome tool consisted of 6 factors of direct nursing actions and 6 factors of indirect nursing actions on the basis of 79 items. The 6 factors in direct nursing actions accounted for 76.84% of the variance and 6 factors in indirect nursing actions accounted for 79.68% of the variance on total scale. As a result of the item analysis, 79 items were selected and the internal consistency alpha coefficient was .9917. The value of Cronbach' alpha of direct nursing actions was .9640, indirect nursing actions was .9550. Conclusion: The results of this study show that useful application to the evaluation tool of clinical practice competency of Nursing students and further studies need to be done to verify clinical practice educational evaluation.

본 연구는 우리나라 사회복지대학 학부과정에서 현재 이루어지고 있는 사회복지실천교육이 원래 그 교육이 지향하는 바와 같이 사회복지실천현장에서 필요한 전문적 가치, 지식과 기술을 갖춘 유능한 사회복지사를 양성하는데 기여하고 있는지 알아봄으로써 사회복지실천교육을 평가하고 당면과제와 그 대안을 모색하기 위해 이루어졌다. 좀 더 구체적으로는 사회복지학과 학부과정에서 이루어지는 사회복지실천교육의 내용과 방법 중 사회복지현장에서 유능한 사회복지사로서 실천하는데 도움이 되는 것과 도움이 되지 않는 것이 무엇인지 파악하고, 앞으로 사회복지실천교육이 좀 더 효과적으로 진행되기 위해서는 어떤 점들이 개선되어야 하는지 살펴보고자 하였다. 이를 위해 학부에서 사회복지학을 전공하고 현재 각각 서로 다른 대표적인 사회복지실천현장에서 근무하고 있고, 사회복지현장 경력이 5년 이상이 되는 7명의 사회복지사를 대상으로 포커스집단 면접조사를 활용한 질적 연구를 실시하였다. 연구결과 사회복지사들은 사회복지실천교육에서 가장 중요하게 다루어야 할 부분은 사회복지의 가치와 윤리교육이고, 사회복지실천교육이 단순한 지식의 전달에서 실천중심의 교육으로 전환되어야 하며, 사회복지실천교육이 체계적이고도 통합적으로 이루어져야 한다고 강조하였다. 본 연구결과에 기초하여 사회복지실천교육의 당면과제와 대안을 제시하였다.

This study was conducted to evaluate whether the social work practice education provided in colleges is actually achieving its goal of training students to become able social workers equipped with the professional values, knowledge, and skills needed in the field. More specifically, the study attempted to find out which contents and methods of social work practice education are helpful and unhelpful in addition to exploring the areas that need to be improved for the education to become more effective. For this end, a qualitative study using focus group interview was carried out with 7 social workers who have 5 or more years of work experience and are all working in different social work fields. The social workers who participated in the study emphasized that the social work values and ethics are the subject matter that deserves utmost attention in social work practice education, that social work practice education needs to be transformed from a simple delivery of knowledge to a more practice oriented one, and that social work education needs to become more systematic and integrated. Based on the study results, alternative measures to resolve the problems evident in current social work practice education were suggested.

Purpose: This study aimed to develop an app-based self-management program based on the transtheoretical model (TTM) for breast cancer survivors' exercise practice, as well as to investigate the program's effects on the stage of change for exercise, exercise self-efficacy, exercise decisional balance, exercise amount, and body composition. Methods: This non-randomized controlled study included 52 participants (26 in each of the experimental and control groups, respectively). An app-based self-management program based on the TTM was conducted with the experimental group for a 12-week period. The program comprised three components: individual coaching for each stage of change for exercise based on TTM, amount of exercise and body composition monitoring, and online self-help meetings. Results: Compared with the control group, the experimental group had significantly higher stages of change for exercise (p < .001), exercise self-efficacy (p < .001), exercise decisional balance (p = .002), exercise amount (p < .001), and body composition (body weight [p = .006], body mass index [p = .005], and body fat percentage [p = .010]) immediately and four weeks after the intervention. Conclusion: An app-based self-management program based on the TTM improves exercise behaviors in breast cancer survivors and provides physical benefits.

Purpose: This study was conducted to develop a nurse-learning program for the pain management of cancer patients. Methods: In this methodological study, a learning program was developed between January and June 2011, following the methodological procedure based on the ADDIE Instructional System Design. Results: The learning program consists of 4 parts: learning goal, learning outcomes, learning method, and evaluation method. Learner-centered learning goal and learning outcomes were established, and lecturebased group learning and self-directed study were combined as the learning method. For the evaluation, we developed a written test, a nursing skill checklist, and a case report evaluation tool. After a pilot test, the learning program was assessed by an expert group for its construct validity and content-related conformance. Moreover, the effectiveness of the program was validated by the results of the learning outcomes evaluation and the achievement levels of 40 trainees who participated in the program. Conclusion: On the basis ofthe results of this study, we suggest that this unit-based core nursing practice learning program, comprising 202 nursing units developed by a research institute nursing department since 2010, be shared by all nurses in clinical nursing care settings to improve their practical performance and ensure necessary specialization.