• Journal of Convergence for Information Technology
• /
• v.7 no.6
• /
• pp.19-24
• /
• 2017

The purpose of this study is to investigate the relationship among the Clinical learning environment, clinical practice course satisfaction and the major satisfaction of nursing students. The subjects of this study were included 118 nursing students in one area. Data collection was conducted in September 20 17, and data analysis was descriptive statistics and Pearson's correlation. The results of the study showed that the average of the Clinical learning environment was $3.32{\pm}0.41$, the average clinical practice course satisfaction was $3.88{\pm}0.55$ and the average level of satisfaction was $3.99{\pm}2.30$. Clinical Practice Environment and Clinical Practice Course Satisfaction was (r=.586, p=.000), and the Clinical Practice Course Satisfaction with Major satisfaction was (r=.560, p=.000), Clinical Learning Environment and Major Satisfaction significant positive correlation (r=.530, p=.000). In order to increase resilience, it is necessary to improve the clinical practice environment and the major satisfaction through a detailed study.

• The Journal of the Convergence on Culture Technology
• /
• v.10 no.2
• /
• pp.43-49
• /
• 2024

This study is tried to confirm the effect of practical education environment and practical stress perceived by nursing college students who have experienced clinical practice on department adaptation. The subjects of the study were 154 nursing students who experienced clinical practice at nursing universities in Area C. As a result of the study, there was a positive correlation between the practical education environment perceived by nursing students and department adaptation (r=.43, p=.001), a negative correlation between practical stress and department adaptation (r=-.15, p=.012). The practical education environment and practical stress were identified as factors influencing nursing students' adaptation to the department. Therefore, in order to positively improve the practical education environment, it is necessary to continuously train related factors that can help adapt to field practice and prepare measures to improve the practical education environment through close cooperation with practice institutions.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.1
• /
• pp.501-511
• /
• 2023

Purpose: The purpose of this study was to investigate relationship among self-directed learning, confidence of performance, clinical learning environment and Clinical Competency of nursing students. Methods: 178 nursing students participated. Data analysis was performed using descriptive statistics, t-test, ANOVA and pearson's correlation coefficients with IBM SPSS Statistics 21.0. Results: Mean score of self-directed learning, confidence of performance, clinical learning environment and clinical competency was 3.36, 3.42, 3.20 and 3.66 points. There was significant positive correlation among self-directed learning, confidence of performance, clinical learning environment and clinical competency. Conclusion: Therefore, in order to improve the clinical competency of nursing students, it is necessary to systematize core nursing skills education and continuously improve the clinical learning environment through close industry-academia cooperation and relationship.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.22 no.2
• /
• pp.160-168
• /
• 2021

This study attempts to identify how incivility and clinical learning environment affects clinical practice stress among nursing students. This study enrolled 204 nursing students in the third- and fourth-grades, having practical clinical experience. Data were collected from April 1 to April 30, 2019, by the self-reported method. Data analysis was achieved by applying descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression analysis, using the SPSS 22.0 program. Our results showed that the average values for incivility experienced by nursing students was 2.58, clinical learning environment was 2.79, and clinical practice stress was 3.33. Incivility experienced and clinical practice stress appeared to be a static correlation, whereas the clinical learning environment and clinical practice stress, and incivility experienced and clinical learning environment, were identified as amulet correlations. Incivility experienced and clinical learning environment exerted significant influences on clinical practice stress, where the explanatory power was confirmed at 22.5%. Based on the results of this study, we propose the necessity to develop and apply various programs to effectively manage the clinical practice stress of nursing students.

• Journal of Digital Convergence
• /
• v.18 no.12
• /
• pp.469-479
• /
• 2020

This study was attemted to grasp the factors affecting the caring efficacy of senior nursing students. Data were collected from 173 nursing students at J university in G-do. Analysis was done using t-test, ANOVA, Pearson correlation coefficient, and Multiple regression with IBM SPSS WIN/25.0. Caring efficacy was positively correlated with clinical learning environment (r=.42, p<.001), field practice adaptation (r=.53, p<.001), nursing professionalism (r=.42, p<.001), and negatively correlated to clinical practice powerlessness (r=-.46, p<.001). The most influential factor on the subjects' caring efficacy was field practice adaptation (β=.330, p<.001), followed by nursing professionalism (β=.188, p=.005), clinical learning environment (β=.176, p=.015), introvert (β=-.146, p=.018), and extrovert (β=.134, p=.035). The explanatory power was 41.8%. Therefore, systematic nursing programs that can enhance caring efficacy are needed. Also, the following data can be utilized as basic data to help develop caring efficacy programs.

• Journal of radiological science and technology
• /
• v.34 no.4
• /
• pp.287-296
• /
• 2011

Students enrolled in Department of Radiologic Science were surveyed on satisfaction of clinical practice. Purpose of the survey was to cultivate field-oriented talents capable of changing medical environment. Total 302 students in three-year and four-year school system were surveyed withSPSS/PC+ Win 13 version. Firstly, frequency analysis was used for distribution of general characteristics and clinical practice characteristics. Secondly, one-way analysis of variance was used to identify difference in the level of satisfaction based on variables. Thirdly, simple product-moment co-relation was used to analyze relations between variables. Among other variables, which include support to clinical practice class, instructors' expertise, practice subjects, practice environment, practice time, evaluation after practice and overall practice, students were most satisfied with overall practice, which was followed by practice subjects and time. This indicates high co-relation between factors affecting satisfaction of clinical practice education.

• Journal of the Korea Convergence Society
• /
• v.10 no.1
• /
• pp.79-85
• /
• 2019

The purpose of this study was to investigate the convergence relationship between the clinical practice stress and professional identity of 171 dental hygiene students from 3 university in Jeollanam-do area. The data were analyzed using SPSS WIN 18.0 program. Professional identity was negatively correlated with clinical practice training environment(r=-0.352, p<0.01), clinical practice work burden(r=-0.185, p<0.05) and conflicts with patients(r=-0.181, p<0.05). The convergence factors influencing professional identity were clinical practice training environment(${\beta}=-0.261$), aptitude(${\beta}=0.238$), advice from others(${\beta}=-0.186$) and clinical practice unsatisfied(${\beta}=-0.176$). The regression model explained 23.7% of professional identity. Therefore, it is necessary to develop a program for the smooth labor supply by understanding the relationship between clinical practice stress and professional identity in dental hygiene students.

• Journal of dental hygiene science
• /
• v.17 no.1
• /
• pp.1-11
• /
• 2017

There are 82 dental hygiene departments and clinical training institutes across the country with a very wide range of clinical practice content and evaluation methods, making standardization difficult. Therefore, there is a need to establish a standard protocol outlining clinical practice content and evaluation methods for systematic and efficient operation of clinical practice. Thus, this study attempted to propose such a protocol for standardization of dental hygiene clinical practice in dental clinics and hospitals to examine the contents of clinical practice by reviewing relevant literature, and relating it to professional practice within the dental hygienic curriculum to facilitate enhancement of expertise. Clinical practice content was extracted from 74 cases, and was consisted of classifying mandatory and optional clinical practice, training time, and activity methods for each component. To standardize effective clinical practice, it is necessary to organize the components acquired in the course of clinical dentistry training in line with their arrangement on each university's curriculum, in order to learn all components step by step. To do this, it is necessary to present a standardized clinical practice protocol and a organic cooperation between educational institutions and clinical training institutions.

• The Journal of the Korea Contents Association
• /
• v.13 no.6
• /
• pp.361-369
• /
• 2013

The purpose of this study was to investigate the level of spirituality and stress of clinical practice and to identify the relationship of variables among nursing students. Data were collected from 203 nursing students using self-report questionnaire composed of demographic characteristics and two scales including spirituality and stress of clinical practice. Data were analyzed by frequencies, t-test, ANOVA, Pearson's correlation coefficients using the SPSS program. The mean score for spirituality and stress of clinical practice were above medium level, with the value of 3.18 and 3.42 out of 5 respectively. There were significant mean differences in spirituality according to religion and satisfaction on major while those in stress of clinical practice according to sex and satisfaction on major. Significant negative correlation between spirituality and stress of clinical practice was found. In conclusion, to reduce clinical stress in nursing students, it is necessary to develop and apply educational program for spiritual improvement.

• Journal of Digital Convergence
• /
• v.15 no.8
• /
• pp.213-224
• /
• 2017

This study was to examine the structural model of nursing student 's Professional self-concept, Critical thinking, Clinical Practice Satisfaction, Clinical competency and Clinical Practice Stress. The subjects consisted of 227 nursing students and data was collected through Structured questionnaires. Results, Critical thinking, Clinical Practice Satisfaction, Clinical competency and Clinical Practice Stress showed a direct effect on Professional self-concept for nursing students. Clinical competency and Clinical Practice Stress showed an indirect effect on nursing Professional self-concept. Clinical competency and Clinical Practice Stress showed a direct effect on Critical thinking and Clinical Practice Satisfaction. In this paper, we propose a new approach to nursing students 'self-concept in nursing. In this paper, we propose a new approach to nursing students' self-concept. And to develop and apply an intervention program that can reduce the stress of clinical practice.