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Research articles
The effect of simulation-based training on problem-solving skills, critical thinking skills, and self-efficacy among nursing students in Vietnam: a before-and-after study  
Tran Thi Hoang Oanh, Luu Thi Thuy, Ngo Thi Thu Huyen
J Educ Eval Health Prof. 2024;21:24.   Published online September 23, 2024
DOI: https://doi.org/10.3352/jeehp.2024.21.24
  • 721 View
  • 217 Download
AbstractAbstract PDFSupplementary Material
Purpose
This study investigated the effect of simulation-based training on nursing students’ problem-solving skills, critical thinking skills, and self-efficacy.
Methods
A single-group pretest and posttest study was conducted among 173 second-year nursing students at a public university in Vietnam from May 2021 to July 2022. Each student participated in the adult nursing preclinical practice course, which utilized a moderate-fidelity simulation teaching approach. Instruments including the Personal Problem-Solving Inventory Scale, Critical Thinking Skills Questionnaire, and General Self-Efficacy Questionnaire were employed to measure participants’ problem-solving skills, critical thinking skills, and self-efficacy. Data were analyzed using descriptive statistics and the paired-sample t-test with the significance level set at P<0.05.
Results
The mean score of the Personal Problem-Solving Inventory posttest (127.24±12.11) was lower than the pretest score (131.42±16.95), suggesting an improvement in the problem-solving skills of the participants (t172=2.55, P=0.011). There was no statistically significant difference in critical thinking skills between the pretest and posttest (P=0.854). Self-efficacy among nursing students showed a substantial increase from the pretest (27.91±5.26) to the posttest (28.71±3.81), with t172=-2.26 and P=0.025.
Conclusion
The results suggest that simulation-based training can improve problem-solving skills and increase self-efficacy among nursing students. Therefore, the integration of simulation-based training in nursing education is recommended.
Events related to medication errors and related factors involving nurses’ behavior to reduce medication errors in Japan: a Bayesian network modeling-based factor analysis and scenario analysis  
Naotaka Sugimura, Katsuhiko Ogasawara
J Educ Eval Health Prof. 2024;21:12.   Published online June 11, 2024
DOI: https://doi.org/10.3352/jeehp.2024.21.12
  • 1,100 View
  • 241 Download
AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to identify the relationships between medication errors and the factors affecting nurses’ knowledge and behavior in Japan using Bayesian network modeling. It also aimed to identify important factors through scenario analysis with consideration of nursing students’ and nurses’ education regarding patient safety and medications.
Methods
We used mixed methods. First, error events related to medications and related factors were qualitatively extracted from 119 actual incident reports in 2022 from the database of the Japan Council for Quality Health Care. These events and factors were then quantitatively evaluated in a flow model using Bayesian network, and a scenario analysis was conducted to estimate the posterior probabilities of events when the prior probabilities of some factors were 0%.
Results
There were 10 types of events related to medication errors. A 5-layer flow model was created using Bayesian network analysis. The scenario analysis revealed that “failure to confirm the 5 rights,” “unfamiliarity with operations of medications,” “insufficient knowledge of medications,” and “assumptions and forgetfulness” were factors that were significantly associated with the occurrence of medical errors.
Conclusion
This study provided an estimate of the effects of mitigating nurses’ behavioral factors that trigger medication errors. The flow model itself can also be used as an educational tool to reflect on behavior when incidents occur. It is expected that patient safety education will be recognized as a major element of nursing education worldwide and that an integrated curriculum will be developed.
Effect of a transcultural nursing course on improving the cultural competency of nursing graduate students in Korea: a before-and-after study  
Kyung Eui Bae, Geum Hee Jeong
J Educ Eval Health Prof. 2023;20:35.   Published online December 4, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.35
  • 2,147 View
  • 200 Download
AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to evaluate the impact of a transcultural nursing course on enhancing the cultural competency of graduate nursing students in Korea. We hypothesized that participants’ cultural competency would significantly improve in areas such as communication, biocultural ecology and family, dietary habits, death rituals, spirituality, equity, and empowerment and intermediation after completing the course. Furthermore, we assessed the participants’ overall satisfaction with the course.
Methods
A before-and-after study was conducted with graduate nursing students at Hallym University, Chuncheon, Korea, from March to June 2023. A transcultural nursing course was developed based on Giger & Haddad’s transcultural nursing model and Purnell’s theoretical model of cultural competence. Data was collected using a cultural competence scale for registered nurses developed by Kim and his colleagues. A total of 18 students participated, and the paired t-test was employed to compare pre-and post-intervention scores.
Results
The study revealed significant improvements in all 7 categories of cultural nursing competence (P<0.01). Specifically, the mean differences in scores (pre–post) ranged from 0.74 to 1.09 across the categories. Additionally, participants expressed high satisfaction with the course, with an average score of 4.72 out of a maximum of 5.0.
Conclusion
The transcultural nursing course effectively enhanced the cultural competency of graduate nursing students. Such courses are imperative to ensure quality care for the increasing multicultural population in Korea.
Suggestion for item allocation to 8 nursing activity categories of the Korean Nursing Licensing Examination: a survey-based descriptive study  
Kyunghee Kim, So Young Kang, Younhee Kang, Youngran Kweon, Hyunjung Kim, Youngshin Song, Juyeon Cho, Mi-Young Choi, Hyun Su Lee
J Educ Eval Health Prof. 2023;20:18.   Published online June 12, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.18
  • 2,175 View
  • 119 Download
AbstractAbstract PDFSupplementary Material
Purpose
This study aims to suggest the number of test items in each of 8 nursing activity categories of the Korean Nursing Licensing Examination, which comprises 134 activity statements including 275 items. The examination will be able to evaluate the minimum ability that nursing graduates must have to perform their duties. Methods: Two opinion surveys involving the members of 7 academic societies were conducted from March 19 to May 14, 2021. The survey results were reviewed by members of 4 expert associations from May 21 to June 4, 2021. The results for revised numbers of items in each category were compared with those reported by Tak and his colleagues and the National Council License Examination for Registered Nurses of the United States. Results: Based on 2 opinion surveys and previous studies, the suggestions for item allocation to 8 nursing activity categories of the Korean Nursing Licensing Examination in this study are as follows: 50 items for management of care and improvement of professionalism, 33 items for safety and infection control, 40 items for management of potential risk, 28 items for basic care, 47 items for physiological integrity and maintenance, 33 items for pharmacological and parenteral therapies, 24 items for psychosocial integrity and maintenance, and 20 items for health promotion and maintenance. Twenty other items related to health and medical laws were not included due to their mandatory status. Conclusion: These suggestions for the number of test items for each activity category will be helpful in developing new items for the Korean Nursing Licensing Examination.
Comparison of nursing students’ performance of cardiopulmonary resuscitation between 1 semester and 3 semesters of manikin simulations in the Czech Republic: a non-randomized controlled study  
Vera Spatenkova, Iveta Zvercova, Zdenek Jindrisek, Ivana Veverkova, Eduard Kuriscak
J Educ Eval Health Prof. 2023;20:9.   Published online March 31, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.9
  • 2,082 View
  • 103 Download
AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to assess the effect of simulation teaching in critical care courses in a nursing study program on the quality of chest compressions of cardiopulmonary resuscitation (CPR).
Methods
An observational cross-sectional study was conducted at the Faculty of Health Studies at the Technical University of Liberec. The success rate of CPR was tested in exams comparing 2 groups of students, totaling 66 different individuals, who completed half a year (group 1: intermediate exam with model simulation) or 1.5 years (group 2: final theoretical critical care exam with model simulation) of undergraduate nursing critical care education taught completely with a Laerdal SimMan 3G simulator. The quality of CPR was evaluated according to 4 components: compression depth, compression rate, time of correct frequency, and time of correct chest release.
Results
Compression depth was significantly higher in group 2 than in group 1 (P=0.016). There were no significant differences in the compression rate (P=0.210), time of correct frequency (P=0.586), or time of correct chest release (P=0.514).
Conclusion
Nursing students who completed the final critical care exam showed an improvement in compression depth during CPR after 2 additional semesters of critical care teaching compared to those who completed the intermediate exam. The above results indicate that regularly scheduled CPR training is necessary during critical care education for nursing students.
Technical report
Development of examination objectives based on nursing competency for the Korean Nursing Licensing Examination: a validity study  
Sujin Shin, Gwang Suk Kim, Jun-Ah Song, Inyoung Lee
J Educ Eval Health Prof. 2022;19:19.   Published online August 22, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.19
  • 3,130 View
  • 218 Download
  • 3 Web of Science
  • 3 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to develop the examination objectives based on nursing competency of the Korean Nursing Licensing Examination.
Methods
This is a validity study to develop the examination objectives based on nursing competency. Data were collected in December 2021. We reviewed the literature related to changing nurse roles and on the learning objectives for the Korea Medical Licensing Examination and other health personnel licensing examinations. Thereafter, we created a draft of the nursing problems list for examination objectives based on the literature review, and the content validity was evaluated by experts. A final draft of the examination objectives is presented and discussed.
Results
A total of 4 domains, 12 classes, and 85 nursing problems for the Korean Nursing Liscensing Examination were developed. They included the essentials of objectives, related factors, evaluation goals, related activity statements, related clients, related settings, and specific outcomes.
Conclusion
This study developed a draft of the examination objectives based on clinical competency that were related to the clinical situations of nurses and comprised appropriate test items for the licensing examination. Above results may be able to provide fundamental data for item development that reflects future nursing practices.

Citations

Citations to this article as recorded by  
  • A validity study of COMLEX-USA Level 3 with the new test design
    Xia Mao, John R. Boulet, Jeanne M. Sandella, Michael F. Oliverio, Larissa Smith
    Journal of Osteopathic Medicine.2024; 124(6): 257.     CrossRef
  • A Survey on Perceptions of the Direction of Korean Medicine Education and National Licensing Examination
    Han-Byul Cho, Won-Suk Sung, Jiseong Hong, Yeonseok Kang, Eun-Jung Kim
    Healthcare.2023; 11(12): 1685.     CrossRef
  • Suggestion for item allocation to 8 nursing activity categories of the Korean Nursing Licensing Examination: a survey-based descriptive study
    Kyunghee Kim, So Young Kang, Younhee Kang, Youngran Kweon, Hyunjung Kim, Youngshin Song, Juyeon Cho, Mi-Young Choi, Hyun Su Lee
    Journal of Educational Evaluation for Health Professions.2023; 20: 18.     CrossRef
Research articles
Effect of online education on the knowledge on, attitudes towards, and skills in patient safety for nursing students in Korea: a mixed-methods study  
Dan Bi Cho, Won Lee, So Yoon Kim, Sungkyoung Choi
J Educ Eval Health Prof. 2022;19:14.   Published online June 30, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.14
  • 4,103 View
  • 394 Download
  • 2 Web of Science
  • 3 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
The purpose of this study was to evaluate the impact of synchronous online education on the patient safety competency (knowledge, attitudes, and skills) of nursing students in Korea and to explore what they thought about this educational method.
Methods
A single-group pre-and post-test design and summative content analysis were implemented. On November 14th, 2020, 110 nursing students completed synchronous online patient safety education. Patient safety competency was measured before and after the intervention using the revised Patient Safety Competency Self-Evaluation tool. The descriptive statistics, paired t-test, and Wilcoxon signed-rank test were used to analyze the data. Students also expressed their opinions about this education based on open-ended questions.
Results
All the patient safety competency scores significantly increased after intervention. A summative content analysis of the open-ended questions yielded 5 categories: educational materials, education level, education time, interaction, and educational media.
Conclusion
This study found that synchronous online patient safety education improves nursing students’ knowledge on, attitudes towards, and skills in patient safety. Nursing students also expressed a variety of positive aspects of the online education method. To improve the efficacy of synchronous online patient safety education, there is a need for further empirical studies on the appropriate class duration and difficulty of the content. It is essential to find a way to combine online education with various learning activities.

Citations

Citations to this article as recorded by  
  • Factors influencing patient safety competency in baccalaureate nursing students: A descriptive cross-sectional study
    Shinae Ahn
    Nurse Education Today.2025; 145: 106498.     CrossRef
  • Effectiveness synchronous e-learning in nursing education: A meta-analysis and subgroup analysis
    Songxian Jin, Jung-Hee Kim
    Nurse Education in Practice.2024; 78: 104029.     CrossRef
  • Effects of the small private online course combined with simulation-based training in a patient safety education program among nursing students: A quasi-experimental study
    Hui Li, Wenzhong Zhao, Bo Li, Yanhong Li
    International Journal of Nursing Sciences.2023; 10(4): 555.     CrossRef
Development and validation of a measurement scale to assess nursing students’ readiness for the flipped classroom in Sri Lanka  
Punithalingam Youhasan, Yan Chen, Mataroria Lyndon, Marcus Alexander Henning
J Educ Eval Health Prof. 2020;17:41.   Published online December 14, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.41
  • 7,068 View
  • 271 Download
  • 9 Web of Science
  • 8 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
The aim of this study was to develop and validate a scale to measure nursing students’ readiness for the flipped classroom in Sri Lanka.
Methods
A literature review provided the theoretical framework for developing the Nursing Students’ Readiness for Flipped Classroom (NSR-FC) questionnaire. Five content experts evaluated the NSR-FC, and content validity indices (CVI) were calculated. Cross-sectional surveys among 355 undergraduate nursing students from 3 state universities in Sri Lanka were carried out to assess the psychometric properties of the NSR-FC. Principal component analysis (PCA, n=265), internal consistency (using the Cronbach α coefficient, n=265), and confirmatory factor analysis (CFA, n=90) were done to test construct validity and reliability.
Results
Thirty-seven items were included in the NSR-FC for content validation, resulting in an average scale CVI of 0.94. Two items received item level CVI of less than 0.78. The factor structures of the 35 items were explored through PCA with orthogonal factor rotation, culminating in the identification of 5 factors. These factors were classified as technological readiness, environmental readiness, personal readiness, pedagogical readiness, and interpersonal readiness. The NSR-FC also showed an overall acceptable level of internal consistency (Cronbach α=0.9). CFA verified a 4-factor model (excluding the interpersonal readiness factor) and 20 items that achieved acceptable fit (standardized root mean square residual=0.08, root mean square error of approximation=0.08, comparative fit index=0.87, and χ2/degrees of freedom=1.57).
Conclusion
The NSR-FC, as a 4-factor model, is an acceptable measurement scale for assessing nursing students’ readiness for the flipped classroom in terms of its construct validity and reliability.

Citations

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  • Design and validation of a preliminary instrument to contextualize interactions through information technologies of health professionals
    José Fidencio López Luna, Eddie Nahúm Armendáriz Mireles, Marco Aurelio Nuño Maganda, Hiram Herrera Rivas, Rubén Machucho Cadena, Jorge Arturo Hernández Almazán
    Health Informatics Journal.2024;[Epub]     CrossRef
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    Mehmet Ramazanoglu, Tayfun Akın
    Education and Information Technologies.2024;[Epub]     CrossRef
  • Content validity of the Constructivist Learning in Higher Education Settings (CLHES) scale in the context of the flipped classroom in higher education
    Turki Mesfer Alqahtani, Farrah Dina Yusop, Siti Hajar Halili
    Humanities and Social Sciences Communications.2023;[Epub]     CrossRef
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    Varsha M. Asrani, Colin McArthur, Ian Bissett, John A. Windsor
    Australian Critical Care.2022; 35(6): 636.     CrossRef
  • Psychometric evidence of a perception scale about covid-19 vaccination process in Peruvian dentists: a preliminary validation
    César F. Cayo-Rojas, Nancy Córdova-Limaylla, Gissela Briceño-Vergel, Marysela Ladera-Castañeda, Hernán Cachay-Criado, Carlos López-Gurreonero, Alberto Cornejo-Pinto, Luis Cervantes-Ganoza
    BMC Health Services Research.2022;[Epub]     CrossRef
  • Implementation of a Web-Based Educational Intervention for Promoting Flipped Classroom Pedagogy: A Mixed-Methods Study
    Punithalingam Youhasan, Mataroria P. Lyndon, Yan Chen, Marcus A. Henning
    Medical Science Educator.2022; 33(1): 91.     CrossRef
  • Assess the feasibility of flipped classroom pedagogy in undergraduate nursing education in Sri Lanka: A mixed-methods study
    Punithalingam Youhasan, Yan Chen, Mataroria Lyndon, Marcus A. Henning, Gwo-Jen Hwang
    PLOS ONE.2021; 16(11): e0259003.     CrossRef
  • Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study
    Sun Kim, A Ra Cho, Chul Woon Chung
    Journal of Educational Evaluation for Health Professions.2021; 18: 28.     CrossRef
Key competencies for Korean nurses in prenatal genetic nursing: experiential genetic nursing knowledge, and ethics and law  
Gyeyoung Shin, Myunghee Jun, Hye-Kyung Kim, Michael Wreen, Sylvia Mimi Kubsch
J Educ Eval Health Prof. 2020;17:36.   Published online November 26, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.36
  • 5,514 View
  • 164 Download
  • 2 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This study aims at determining the competencies of Korean nurses in prenatal genetic nursing.
Methods
First, a 3-round Delphi survey was conducted to establish prenatal genetic nursing competencies. Second, a prenatal genetic nursing education program (PGNEP), incorporating the findings from the Delphi survey, was designed. Third, a single group pre- and post-quasi-experimental study at a PGNEP workshop was conducted to assess the effectiveness of the integration of the competencies into the PGNEP with the measurements of knowledge about prenatal genetic testing and nursing (K-PGTN) and information needs about prenatal genetic testing and nursing (I-PGTN). Finally, the identified competencies were reexamined for their clarity.
Results
Based on the Delphi survey 78 competency components were identified. The components were then classified under 10 categories, which were organized under 4 domains. The domain of “experiential genetic nursing knowledge” and the domain of “ethics and law” were ranked as the first and the second in significance. The quasi-experimental study showed that the mean scores in K-PGTN were significantly increased from 8.19±2.67 to 11.25±2.51 (P<0.001). The mean scores of “ethics and law” in I-PGTN decreased significantly (P=0.023). The headings of 4 categories and 2 domains were revised.
Conclusion
This study identified competencies for prenatal genetic nursing and nursing education in Korea. There is a need for nursing instructors and researchers to improve the competencies of nurses in the identified areas. Particular emphasis should be placed on experiential nursing knowledge and on ethics and law related to prenatal genetic nursing.

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  • Current State of Genomics in Nursing: A Scoping Review of Healthcare Provider Oriented (Clinical and Educational) Outcomes (2012–2022)
    Joanne Thomas, Jordan Keels, Kathleen A. Calzone, Laurie Badzek, Sarah Dewell, Christine Patch, Emma T. Tonkin, Andrew A. Dwyer
    Genes.2023; 14(11): 2013.     CrossRef
Brief Report
Perceptions of nursing students trained in a new model teaching ward in Malawi  
Thokozani Bvumbwe
J Educ Eval Health Prof. 2015;12:53.   Published online November 23, 2015
DOI: https://doi.org/10.3352/jeehp.2015.12.53
  • 28,019 View
  • 220 Download
  • 3 Web of Science
  • 2 Crossref
AbstractAbstract PDF
This study aimed to investigate the perceptions of nursing students trained in a new model teaching ward in Malawi. A total of 90students from five nursing colleges were randomly assigned to one model ward and two ordinary wards in a single teaching hospital. The students were administered a revised version of the Student Evaluation of Clinical Education Environment questionnaire. Significant differences among the three wards were found in all items in the communication/feedback subscale, with the exception of the item “nursing staff provided constructive feedback” (P=0.162). Within the learning opportunities subscale all items showed significant differences among the three wards, whereas 50% of the items in the learning support/assistance subscale had significantly different responses among the three wards. Within the department atmosphere subscale, no significant differences were found in the items assessing whether an adequate number and variety of patients were present in the ward (P=0.978). The strategies that are being implemented to improve the educational environment showed positive results. Students scored the model teaching ward highly. Students who underwent precepting in the model teaching wards reported having more learning opportunities and a positive learning environment.

Citations

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  • STUDENT EVALUATION OF THE CLINICAL EDUCATION: ENVIRONMENT: DEVELOPMENT AND TESTING OF THE SECEE VERSION 4
    Kari Sand-Jecklin, Tanya Rogers, Kesheng Wang
    Journal of Nursing Measurement.2023; 31(1): 76.     CrossRef
  • Levels, antecedents, and consequences of critical thinking among clinical nurses: a quantitative literature review
    Yongmi Lee, Younjae Oh
    Journal of Educational Evaluation for Health Professions.2020; 17: 26.     CrossRef
Original Article
Development of Standards and Criteria for Accreditation of Baccalaureate Nursing Education Program
Yang Heui Ahn, Kyung Sook Park, Soon Ok Yang, Kyung Rim Shin, Mi Ja Kim
J Educ Eval Health Prof. 2005;2(1):87-103.   Published online June 30, 2005
DOI: https://doi.org/10.3352/jeehp.2005.2.1.87
  • 27,118 View
  • 165 Download
  • 8 Crossref
AbstractAbstract PDF
The goal of accreditation is to ensure that the education provided by an institution of higher education meets an acceptable level of quality. This study developed standards and criteria for accreditation of baccalaureate nursing education programs, by comparing accreditation in South Korea and in the United States, and validating standards and criteria. A main comparative analysis was made between Nursing League for Nursing Accrediting Commission (NLNAC) standards, Commission on Collegiate Nursing Education (CCNE) standards for accreditation of baccalaureate nursing education programs, and Korean Accreditation Board of Nursing standards for accreditation of nursing education programs. The research team developed and validated standards and criteria for South Korean baccalaureate nursing education programs. Using the results of the analysis, revisions are proposed to standards for accreditation of baccalaureate nursing education programs, and categorized into 24 criteria and six domains: mission and governance, curriculum and teaching-learning practices, students, faculty, resources, effectiveness. Further studies are required to refine the standards and criteria and make them sophisticated enough to be applied globally.

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    The Anatolian Journal of General Medical Research.2024; : 40.     CrossRef
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    Al D. Biag, Vanessa L. Belen
    Journal of Nursing Measurement.2022; 30(1): 75.     CrossRef
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    Hong Sung Kim, Ji-Hyuk Kang, Man-Gil Yang, Chang-Eun Park, Kyung-A Shin, Pil Seung Kwon
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    Won-Hee Lee, Sanghee Kim, Jihyoun An
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    Kyung Ja June, Young Ran Chin, Hee Girl Kim, Chun Mi Kim, Yeon Yi Song, Souk Young Kim, Hanju Lee, Ihn Sook Jeong, Ki Soon Seo, Kyung Won Choi
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  • A study on Korean nursing students' educational outcomes
    Kasil Oh, Yang Heui Ahn, Hyang-Yeon Lee, Sook-Ja Lee, In-Ja Kim, Kyung-Sook Choi, Myung-Sook Ko
    Journal of Educational Evaluation for Health Professions.2011; 8: 3.     CrossRef
  • Faculty Perceptions of the Improvement and Effort for the Achievement of Quality in Nursing Education through Accreditation in Baccalaureate Nursing Programs
    Kon Hee Kim
    Korean Medical Education Review.2011; 13(2): 59.     CrossRef
Review Article
Critical Thinking and the Standards of Nursing Education
Yang Heui Ahn
J Educ Eval Health Prof. 2004;1(1):99-106.   Published online January 31, 2004
DOI: https://doi.org/10.3352/jeehp.2004.1.1.99
  • 65,535 View
  • 299 Download
  • 6 Crossref
AbstractAbstract PDF
Critical thinking is the basis of professional nursing practice and is essential in the current complex health care delivery system. A major goal of baccalaureate nursing education is the development and promotion of students' ability to think critically. In America, the National League for nursing outcome-oriented accreditation process challenged nursing faculty to think about teaching and evaluating critical thinking. Based on nursing literature, the findings were inconsistent because of a lack of consensus on a definition of critical thinking and the measurement of critical thinking utilizing critical thinking instruments non-specific for nursing. However, a variety of teaching-learning strategies in nursing education were effective in the development of critical thinking dispositions and skills among nursing students. The author provides insight and ideas for nursing faculty as follows: 1) nursing programs must define critical thinking operationally in relation to their curricula; 2)nursing faculty must be knowledgeable concerning evaluation of critical thinking disposition and skills and construct a standardized critical-thinking instrument that is specific to the discipline of nursing; 3) nursing faculty must develop teaching-learning strategy in nursing education for improving students' critical thinking abilities. These are prerequisite for critical thinking which should be considered as a criterion in The Standards of Nursing Education in Korea.

Citations

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  • Factors Influencing Competency in Evidence-based Practice among Clinical Nurses
    Yeon-Sook Kim, Jimee Kim, Mi-Mi Park
    Journal of Korean Academy of Nursing Administration.2015; 21(2): 143.     CrossRef
  • The Effects of Video-based Peer assisted Learning in Standardized Patients Simulation: Pre and Post Operative Care
    In-Hee Park, Sujin Shin
    Korean Journal of Adult Nursing.2015; 27(1): 73.     CrossRef
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    Mi-Young Choi, Tae-Young Moon, Hyun-Ji Lee
    Journal of the Korea Academia-Industrial cooperation Society.2013; 14(3): 1301.     CrossRef
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    Sung Ok Chang, Eun Suk Kong, Chun Gil Kim, Hee Kyung Kim, Mi Soon Song, Soo Yeon Ahn, Young Whee Lee, Myung Ok Cho, Kyung Sook Choi, Nam Cho Kim
    Korean Journal of Adult Nursing.2013; 25(2): 125.     CrossRef
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    Moonhee Gang
    Journal of Korean Academy of Psychiatric and Mental Health Nursing.2011; 20(4): 404.     CrossRef
  • Development of Standards and Criteria for Accreditation of Baccalaureate Nursing Education Program
    Yang Heui Ahn, Kyung Sook Park, Soon Ok Yang, Kyung Rim Shin, Mi Ja Kim
    Journal of Educational Evaluation for Health Professions.2005; 2: 87.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions
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