• Journal of Industrial Convergence
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• v.20 no.12
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• pp.245-250
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• 2022

This study aims to identify the factors that affect the satisfaction of practice among nursing students who participated after replacing it with on-campus practice in a situation where practice was not possible due to COVID-19. Data were collected from 144 nursing students who participated in the clinical practice alternative campus practice conducted from September 13 to December 3, 2021 at a university located in G province. Data analysis was analyzed by ANOVA, Pearson's correlation coefficient, and hierarchical multiple regression analysis. The subject's satisfaction with practice is a general characteristic, self-efficacy (r=.540, p=.000), self-leadership (r=.553, p=.000), and critical thinking ability (r=.382, p=.000). , there was a significant correlation between major satisfaction (r= .248, p=.003). Variables that affect the clinical performance of the subjects were self-efficacy 20.4% (𝛽=.266, p=.047), self-leadership 51.2% (𝛽=.271, p=.047), and satisfaction with practice The explanatory power of the variables was 33.8%. Therefore, it is necessary to develop and apply a curriculum that can increase self-leadership and self-efficacy in order to increase the satisfaction of nursing students' practice.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.12
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• pp.8738-8744
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• 2015

This study was conducted to identify the relationships among critical thinking disposition, professional self-concept and satisfaction of clinical practice in nursing students. The participants were 212 nursing students in Gyeonggy Province. Data was collected from June 1 to 12, 2015 using self-report questionnaires and analyzed through descriptive statistics, t-test, ANOVA and Pearson correlation coefficient with SPSS/win. 21.0. Critical thinking disposition, professional self-concept and satisfaction of clinical practice averaged 3.61(out of 5), 2.94(4), and 3.54(5), respectively. Significant positive correlations between critical thinking disposition and professional self-concept, satisfaction of clinical practice and professional self-concept were found, Therefore it is necessary to strengthen critical thinking and professional self-concept and improve satisfaction of clinical practice through effective educational program.

• Journal of Digital Convergence
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• v.15 no.1
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• pp.339-346
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• 2017

This study was conducted for nursing students and was attempted to find out the relationship between rudeness, major satisfaction, self-efficacy and burnout which they experience during clinical practice and provide the basic data for the qualitative clinical practice. This study, as a correlation survey study, was conducted for 210 senior nursing students who experienced clinical practice and who were in a nursing department, and data was collected from Oct 1, 2016 to Oct 15, 2016. The data was analyzed with Correlation Coefficient and regression using SPSS Program 20.0. It was revealed that the burnout of nursing students was affected by rudeness, major satisfaction, and self-efficacy. In conclusion, it is necessary to establish the reporting system which is connected to hospitals, students, and clinical practice leaders and hospital administrators and improve the system.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.11
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• pp.6793-6803
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• 2014

A self-administered survey was conducted on dental hygiene students at colleges or universities in Chungcheong Province to increase the levels of practice for them and provide basic data that could improve their major satisfaction after practice. The data was collected from December 2012 to April 2013 and 766 questionnaires, except for 13 containing insincere responses, were finally analyzed using SPSS/Win18.0. The on- and off-campus practice groups formed 59.7% and 57.4%, respectively. The most frequent place for practice was university dental hospitals, followed in order by hospitals/clinics and health centers. University students were more satisfied with on-campus practice in terms of factors, such as practice contents, practice time, and practice performance than those at three-year colleges. The students in the higher grades were more satisfied with the practice time. The university students were also more satisfied with off-campus practice in terms of all the factors than those at three-year colleges. The students in higher grades were more satisfied with the practice time and practice performance. The on- or off-campus practice group was generally more satisfied with their major than the non-practice group, and each of the factors-practice performance, practice time, practice environment, and practice contents-significantly affected the major satisfaction. The results highlight the need to plan and provide satisfactory education based on an understanding and awareness of students so that they can take pride in their major through on- and off-campus practice. In addition, it is also necessary to develop educational guidelines for clinical practice and efficient programs so that clinical practice can create the optimal learning situation.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.40-48
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• 2017

This study investigated the relationship among emotional regulation, coping strategies and satisfaction in clinical practice, and examined factors influencing satisfaction with clinical practice in nursing students. Data were collected through structured questionnaires from May 1 to June 30, 2016. The study participants were 201 third and fourth year nursing students at four departments of nursing located in B and K metropolitan city. Data were analyzed using t-test, ANOVA, Scheffe's test, Pearson's correlation coefficients and stepwise multiple regression with SPSS WIN v 20.0. The mean emotional regulation score was $3.73{\pm}0.48$, active coping was $2.79{\pm}0.33$, passive coping was $2.53{\pm}0.36$, and practice satisfaction was $3.58{\pm}0.46$. Statistically significant relationships were noted between emotional regulation and satisfaction with clinical practice (r=.391, p<.001), between active coping and satisfaction with clinical practice (r=.361, p<.001), between passive coping and satisfaction with clinical practice (r=.276, p<.001). Factors influencing satisfaction with clinical practice were satisfaction with the nursing major (${\beta}=-.322$, p<.001) and emotional regulation (${\beta}=.232$, p<.001). These factors explained 28.1% of variance in participant's satisfaction with clinical practice. In conclusion, effective nursing educational programs need to be developed to enhance satisfaction with clinical practice and to foster positive emotional regulation in nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.7
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• pp.220-227
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• 2016

This descriptive study was conducted to investigate the relationship between clinical practice stress, satisfaction with clinical practice, and clinical performance ability of nursing college students and the nursing profession. Data were collected from 240 students in the nursing college. Clinical performance ability (F=1.888, p=0.048) and the nursing profession (F=1.976, p=0.046) showed statistically significant differences depending on the satisfaction of majors. The nursing professional institution contained more population groups that were dissatisfied than satisfied with the majors. Additionally, clinical practice stress was reported to affect satisfaction by 41% of the respondents. Overall, stressful clinical practice, clinical practice satisfaction and clinical performance were found to significantly affect the degree of satisfaction by nursing students. Accordingly, the level of stress experienced during clinical training also affects the performance of clinical practice, and can therefore lead to mistakes. Thus, there is a need to develop future interventions that could reduce the stress experienced by clinical practice nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.10
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• pp.254-262
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• 2018

This study was conducted to investigate the relationship between depression and communication skills and clinical practice stress among college nursing students. This study targeted 208 nursing college seniors in B city who have experience in clinical practice. Data were collected from September 1-30 2017 and were analyzed using descriptive analyses, t-tests, ANOVA, Pearson's correlation, and Stepwise multiple regression with the SPSS WIN 21.0 program. The average score of communication skills was 3.73, the score of depression was 2.36, and the score of clinical practice stress was 2.88. Significant differences were found in clinical practice stress depending on gender (p=0.002), age (p=0.048), grade (p=0.001), satisfaction with college life (p<0.001), satisfaction with major (p=0.002), desired course (p=0.002), and satisfaction with clinical practice (p<0.001). Clinical practice stress was negatively related to communication skills (r=-0.17, p=0.016) and positively related to depression (r=0.37, p<0.001). Depression, satisfaction with clinical practice, grade, sex and religion had a high explanation rate of 26.9%, indicating that they were meaningful variables that influenced clinical practice stress. Overall, to decrease clinical practice stress among nursing students, it is necessary to develop an intervention program that can prevent and mitigate depression and improve communication skills.

• Journal of the Korean Applied Science and Technology
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• v.37 no.6
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• pp.1718-1727
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• 2020

The purpose of this study is to investigate between communication competence, academic self-efficacy, satisfaction of clinical practice and self-leadership of nursing students and to identify the factors affecting self-leadership. The subjects of the study were 156 third graders who are attending nursing university in G city. Self-leadership has a significant positive correlation with communication competence, academic self-sufficiency, satisfaction of clinical practice. Communication competence, academic self-efficacy, and satisfaction of clinical practice were identified as variables influencing the self-leadership of nursing students. This study show that the factors affecting the self-leadership of nursing students can be helpful in the application of nursing education and programs.

• Journal of the korean academy of Pediatric Dentistry
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• v.42 no.1
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• pp.1-9
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• 2015

This study was conducted for the purpose of providing basic data that aims to develop the clinical practice education program and improve satisfaction for clerkship by evaluating the satisfaction of students who participated in learning using role-play in the clerkship of the department of pediatric dentistry. 85 senior dental students participated in this study. The students were divided into 17 groups and randomly performed role-plays in their role. After each role-play, a questionnaire designed to evaluate students' satisfaction on interest and appropriacy and satisfaction on usefulness towards role-play were completed by 77 students. The mean score of total satisfaction was 3.38 on a 5 point Likert scale. The mean score satisfaction on interest and appropriacy was 3.99 and the mean score satisfaction on usefulness was 3.79. The satisfaction score in the role group of parents was the highest and there was a significant difference in mean scores by the role groups (p < 0.05). Students evaluated the role-play as an interesting and useful educational tool in clerkship. It is necessary to undergo further trials and complement programs to upgrade the quality of dental clerkship.

• Journal of dental hygiene science
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• v.16 no.1
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• pp.62-69
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• 2016

The purpose of this study was investigate the relationship between the degree of satisfaction of the clinical practice and the stress factors for dental hygiene students. Dental hygiene students to 232 people from May 21, 2012 to June 22, 2012 and analyzed using by SPSS for Windows ver. 12.0 program. Regarding the stress factors, by the school system, all the factors, including the environmental factor, the role factor, the interpersonal relationships factor, the ideal and value factor, and the Brief Encounter Psychosocial Instrument (BEPSI) were higher in the 3-year system than in the 4-year system (p<0.01). Regarding the stress factors according to the degree of satisfaction regarding the practices, all the factors were high when unsatisfied. Among these, the environmental factor was the highest (p<0.001). According to the practice organization, the environmental factor was the highest among the university dental hospital. The interpersonal relationship factor and the ideal and value factor were the highest among the dental hospitals. The role factor and the BEPSI were the highest among the dental clinics (p<0.01). When the hospital atmosphere was bad, the environmental factor was the highest (p<0.001). As a result of analyzing the correlations between the stress factors of the hospital practices, there were the positive correlations among the environment, the roles, the interpersonal relationship, the ideals and values, and the BEPSI (p<0.01). The stress factor that showed the biggest influence on the BEPSI was interpersonal relationships. In the clinical practice, because of the unfamiliar environment and the insufficiency of the interpersonal relationships, the stress indices of the students can be higher than at ordinary times. I believe that, as such, a systematic management plan for the clinical practice for raising the ability of the students to cope with the stress by themselves must be prepared.