• Journal of Digital Convergence
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• v.17 no.11
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• pp.387-394
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• 2019

The purpose of this study was to identify the moderated effects of emotional intelligence on the relationship between transition shock and adaptation on clinical practice among nursing students. Subjects were 185 associate nursing students associate nursing students(3rd). The data were collected using self -report questionnaire from May 1 to June 14, 2019. Data were analyzed by descriptive statistics, t-test, ANOVA, Pearson correlation and hierarchical multiple regression with SPSS/WIN 23.0. Mean point of transition shock(4 point scale) was 2.32. Mean point of emotional intelligence(5 point scale) was 3.61, and adaptation on clinical practice(5 point scale) was 3.40. Transition shock were significantly negative correlation with emotional intelligence(r=-.26. p <.001) and adaptation on clinical practice(r=-.43. p <.001) in nursing students. Emotional intelligence were significantly positive correlation with adaptation on clinical practice(r=.36. p <.001). Emotional intelligence has been shown to modulate the relationship between transition shock shock and adaptation on clinical practice(${\Delta}R^2=0.21$, p <.001). Therefore, to decrease the transition shock and to increase the adaptation on clinical practice of nursing students, It is necessary to develop the program for increase emotional intelligence of nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.12
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• pp.131-138
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• 2019

This study investigated the effects of emotional intelligence and ego resilience on the clinical practice of nursing students. The subjects of this study were 203 college students who were in the third year of a nursing college in G province, Korea from June 12 2018 to August 29, 2018. The data was analyzed using means, standard deviations, Pearson correlation coefficients, t-tests, ANOVA, and multiple regression analysis of the SPSS 26.0 statistical program. The emotional intelligence, ego resilience, and clinical practice showed significant differences according to students' satisfaction with the nursing department, and these variables all have significant positive correlation. The regression analysis showed that emotional intelligence (β=.23, p<.001) and ego-resilience (β=.20, p<.05) were the significant variables affecting the clinical practice of nursing students, and these variables explained 15% of adaptation to their clinical practice (F=18.71, p<.001). Based on the results of this study, it is necessary to develop and utilize a program to enhance emotional intelligence and self-elasticity as a way to improve the adaption to clinical practice of nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.6
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• pp.197-208
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• 2018

The purpose of this study was to investigate levels of vocational identity, adaptation in a nursing school, and nursing student satisfaction with major and clinical practice, to examine their interrelationships, and to investigate predictors affecting the vocational identity of nursing students. The participants were 335 nursing students in D city who were surveyed from October to December 2016 using a self-report questionnaire. The data from 317 participants (response rate 94.6%) were analyzed. There was a statistically significant positive correlation between college adaptation, satisfaction with major, satisfaction with clinical practice, and vocational identity. In the multiple regression analysis, college adaptation, satisfaction with major, and satisfaction with clinical practice were factors significantly associated with the vocational identity. These three factors explained 50.6% of the vocational identity of nursing students. Due to the high turnover rate among new nurses, it is critical that nursing students have a vocational identity as nurses. In order to improve vocational identity, nurse educators should consider helping students to adapt to nursing college, and to become satisfied with major and clinical practice.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.359-366
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• 2020

The purpose of this study is to explore factors inducing dental hygiene student's activeness during clinical practice. A conceptual study was conducted for dental hygiene students who participated in the clinical practice for the first semester of 2019. The focus question was, 'What factors induced activeness during clinical practice?', a total of 33 statements were drawn by analyzing the responses. Results of multidimensional scale analysis and cluster analysis, there are six factors that induce activeness 'provide information on clinical practice', 'possibility to participate in clinical practice', 'possibility of adaptation', 'attitude of educator', 'patience of educator', and 'attitude toward trainees'. Among them, the most factor inducing activeness was the 'possibility to participate in practice'. The four items inducing activeness were 'provide a training manual', 'can be observed closely,' 'practice for a sufficient period', and 'the educator's attitude is kind'. The results of this study could be used as basic data to enhance the clinical practice effect of dental hygiene students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.2
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• pp.74-84
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• 2020

This study was conducted to discover the meaning and the essential structure of the experiences of nursing students' introductory clinical practice. The participants were eight nursing students who had carried out the introductory clinical practice at a hospital. The data was collected from July 15 2019 to July 31, 2019 through focus group discussions and in-depth individual interviews using non-structured questionnaires. The data was analyzed by Colaizzi's phenomenological analysis methodology. The introductory clinical practice experienced by nursing students was categorized as followed: 'Feel worried and concern about expectations at the same time', 'Hospital experience as reality', 'Becoming accustomed to complexed emotion's, 'The first step of becoming a nurse', and 'Preparation for the future'. The five categories were expanded in the same context according to time. The essential structure of the clinical introductory practice experiences of the nursing students revealed by the study is that they begin to practice feeling worried and concerned about expectations, and concern about experience and adaption to various situations, emotions and preparation for the future. Based on the results obtained from this study, it is necessary to develop a realistic and effective education program before starting clinical practice.

• The Journal of the Convergence on Culture Technology
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• v.6 no.1
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• pp.223-229
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• 2020

The study was to understand the meaning and nature of clinical practice by examining the clinical experience of male nursing college students who have experienced clinical practice and to obtain basic data on how male nurses influence the career setting in clinical practice. to be. Participants in this study were male students who are currently in the Department of Nursing at H University, and three snowmen were selected as 3rd grade students and 3rd grade male students who had clinical practice, and analyzed meaningful statements according to Colaizzi data analysis To understand the meaning of students' clinical experience. The findings were divided into three categories, with six themes and 14 meaningful statements. The male nursing students experienced discrimination on the grounds of 'negative nursing image experienced in ward practice', 'the burden of self to be handled', and 'the charm of nursing found in the special part training experience'. Conflict and confusion over the profession were causing. However, among them, the professionalism of the nurses was confirmed and the pleasure of learning was found, and the results of this study can provide a holistic view of the clinical practice experience of male nursing students. In addition, it can be used as a basic data useful for counseling and guidance on academic adaptation and clinical practice adaptation of male nursing college students, and is expected to be useful for counseling career decision after graduation of male nursing students.

• Journal of radiological science and technology
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• v.33 no.3
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• pp.193-201
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• 2010

This study aimed to develop an open clinical training program to improve radiology graduates' clinical competency in the hospital setting to raise quality of patient-centered medical service. Development of the training program is similar to that of an instructional system design model. The program was developed according to the ADDIE model. Elements of each phase were collected. Draft of the program was constructed from literature review and clinical demands. Preliminary training program was implemented to sample students with the draft. After consultation with related professionals, the program was modified and completed. Professional groups assessed content validity of the program. Five continuous phases of the program - analysis, design, development, implementation, and evaluation - accommodate changes in clinical environment and demands. They also provide adequate learning needs. Effectiveness of the program and appropriateness of contents in each phase achieved a satisfactory level of significance. This program reflected demands from medical fields and effective learning programs. The purpose of the open clinical training program is to train radiological technologists in clinical setting to actively engage in patient-centered medical service and to help utilize their professional knowledge.

• Journal of radiological science and technology
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• v.34 no.4
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• pp.287-296
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• 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
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• v.12 no.12
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• pp.479-490
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• 2021

This study was attempted to identify the essence of the mixed practice experience that replaces the clinical practice of nursing students in the COVID-19 situation. From December 17, 2020 to December 31, 2020, eight nursing students were individually interviewed to collect data, and the data were analyzed by applying Colaizzi's phenomenological analysis methodology. The study's finding derived 6 categories. The specific categories were 'Accepting in anxiety', 'Autonomy at the fore', 'Straining non-face-to-face practice', 'Fill your knowledge', 'A variety of approaches to achieve goals', 'The best practice left with regret'. In the pendemic situation, nursing students accepted clinical practice substitution with anxiety and concern about mixed practice, and experienced a way to adapt to practice through self-directed learning and to achieve the goal of clinical practice.

• Journal of the Korean Society of Radiology
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• v.6 no.4
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• pp.291-298
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• 2012

Department of radiology implements the hospital-based clinical training to accept medical treatment techniques and to adapt experiences for students. However, it might cause negative effects to training education, leading to doubt about major and pressure about training as lots of students experience clinical treatment and complex stress in unfamiliar environment. Regarding this, pressure element that students can experience and diverse variables of training were compared and analyzed. With students in department of radiology for 6 colleges and universities, from September 15th to October 25th in 2011. The degree of stress for students in training was shown high in the fields of cost(3.06) and trainers(3.02). Value and ideal(2.94), role and experiment(2.93), training environment(2.74) and relationships among trainees(2.64) were followed in the order. Except expense regarding stress from clinical training, but in all factors, women showed higher pressure level than men(P<.05) and in stress range according to BEPSI-K, a meaningful difference was shown in fields of training environment, relationships among trainees and role and experiment(P<.01, P<.001, P<.05). Therefore, It has been confirmed that there is correlation between stress of students and satisfaction for clinical training with each other closely.