• 한국산학기술학회논문지
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• 제19권5호
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• pp.357-365
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• 2018

본 연구는 간호대학생을 대상으로 학업참여와 임상실습교육환경, 그리고 교수에 대한 신뢰간의 상관성을 연구하여, 향후 간호대학생의 학업참여 향상을 위한 방안 마련의 기초자료로 활용하고자 시행되었다. 자료 수집은 D시와 J도의 2개 대학교 간호대학생 120명을 대상으로 시행되었고, 연구도구는 임상실습교육환경(CLE, Clinical Learning Environment) 19문항, 교수신뢰(PTS, Professor Trust Scale) 27문항, 학업참여(UWES-S, Utrecht Work Engagement Scale-Students) 13문항으로 구성된 3가지 도구를 사용하였다. 대상자의 평균 연령은 21.91세였으며 87.4%가 여학생이었다. 3학년이 50.5%, 4학년이 49.5%였으며 직전학기 성적은 중하 36.9%, 중상 35.1%, 상 16.2%, 하 11.5%로 나타났다. 대상자의 학업참여는 임상실습교육환경 및 교수신뢰와 유의한 양의 상관관계가 있었다. 임상실습교육환경과 교수신뢰가 학업참여에 미치는 영향을 분석한 결과 임상실습교육환경과 교수신뢰는 학업참여 영향요인으로 확인되었으며 그 외에 직전 학기 성적도 학업참여에 영향으로 주어 이러한 변수들은 학업참여를 36.1% 설명하고 있다. 따라서 간호대학생의 학업참여에 영향을 미치는 교수신뢰변수의 하부요인을 중심으로 교수역량강화 방안, 교수-학생 간 신뢰증진프로그램, 더불어 임상실습교육 지도를 위한 다양한 프로그램의 개발 및 효과 연구 등을 제언한다.

• 기본간호학회지
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• 제23권2호
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• pp.126-135
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• 2016

Purpose: This study was done to identify the influence of clinical learning environment and attitude toward physician-nurse collaboration on professionalism in nursing students. Method: The sample consisted of 317 nursing students. Data were collected from October 10 to December 20, 2014 and were analyzed using t-test, ANOVA, Pearson correlation and multiple linear regression with IBM SPSS statistics version 19. Results: The mean score for clinical learning environment was 3.15 out of 5. The mean score on the Jefferson scale attitude toward physician-nurse collaboration (JSAPNC) was 3.31 out of 4. The mean score for professionalism was 3.70 out of 5. The predictors of professionalism were major satisfaction, 'care vs cure' for the JSAPNC and 'patient relationship', 'student satisfaction' for clinical learning environment. Conclusions: Based on these results, educational programs to improve attitude toward physician-nurse collaboration and clinical learning environment should be developed.

• 대한간호학회지
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• 제48권1호
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• pp.70-84
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• 2018

Purpose: This study was conducted to evaluate the validity and reliability of the Korean version of the clinical learning environment, supervision and nurse teacher evaluation scale (CLES+T) that measures the clinical learning environment and the conditions associated with supervision and nurse teachers. Methods: The English CLES+T was translated into Korean with forward and back translation. Survey data were collected from 434 nursing students who had more than four days of clinical practice in Korean hospitals. Internal consistency reliability and construct validity using confirmatory and exploratory factor analysis were conducted. SPSS 20.0 and AMOS 22.0 programs were used for data analysis. Results: The exploratory factor analysis revealed seven factors for the thirty three-item scale. Confirmatory factor analysis supported good convergent and discriminant validities. The Cronbach's alpha for the overall scale was .94 and for the seven subscales ranged from .78 to .94. Conclusion: The findings suggest that the 33-items Korean CLES+T is an appropriate instrument to measure Korean nursing students'clinical learning environment with good validity and reliability.

• 한국산학기술학회논문지
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• 제22권2호
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• pp.160-168
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• 2021

본 연구는 간호대학생이 경험하는 무례함과 임상실습교육환경이 임상실습스트레스에 미치는 영향을 확인하기 위해 시도하였다. 연구대상자는 임상실습 경험이 있는 3, 4학년 간호대학생 204명이며, 자료는 구조화된 설문지를 배부하고 자가보고하는 형식으로 2019년 4월 1일부터 4월 30일까지 수집되었다. 자료 분석을 위해 SPSS 22.0 program을 이용하여 기술적 통계, t-test, ANOVA, Pearson 상관계수, 다중회귀분석을 실시하였다. 본 연구의 결과는 다음과 같다. 간호대학생이 경험한 무례함의 평균은 1.58점, 임상실습교육환경의 평균은 2.79점, 임상실습스트레스의 평균은 3.33점으로 나타났다. 임상실습스트레스는 간호대학생이 경험한 무례함과 정적 상관관계, 임상실습교육환경과는 부적 상관관계가 있는 것으로 나타났다. 간호대학생이 경험한 무례함과 임상실습교육환경은 부적 상관관계가 있는 것으로 확인되었다. 임상실습 중 경험한 무례함과 임상실습교육환경은 임상실습스트레스에 유의한 영향요인으로 나타났으며 22.5%의 설명력을 보였다. 본 연구결과를 바탕으로 간호대학생들의 임상실습스트레스를 효과적으로 관리하기 위해서는 임상현장에서 경험하는 무례함을 감소시키고 임상실습교육환경을 개선하는 노력이 필요 할 것이다.

• 한국임상보건과학회지
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• 제4권2호
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• pp.571-581
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• 2016

Purpose. This study was to identify the relationship between self-directed learning and nursing student's satisfaction of clinical practice. Methods. This study was designed to measure the level of satisfaction according to the contents, guidance, environment, time, and the evaluation of clinical practice. Two hundred thirty-one nursing student from baccalaureate program in H-gun was sampled. A scale consisting of 75 questions, developed by the researcher, was used to gather data from September 14 through 27, 2012. The data was analyzed by descriptive statistics, paired t-test, pearson correlation, and multiple linear regression using the SPSS WIN 18.0 program. Results. The results were summarized : Self-directed learning didn't show a significant different by grade(t=0.83, p=.934). Nursing student's satisfaction of clinical practice didn't show a significant different by grade(t=0.26, p=.798). The relationship between self-directed learning correlated with the degree of nursing student's satisfaction in clinical practice(r=.44, p<.001). The factors of self-directed learning described nursing student's satisfaction of clinical practice as $R^2$=.215(F=9.858, p<.001). Conclusions. It was found that a higher degree of satisfaction in clinical practice depends on a higher degree of self-directed learning. Therefore, nursing faculty should plan intervention to improve satisfaction level of clinical practice by fostering self-directed learning.

• 성인간호학회지
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• 제19권5호
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• pp.70-79
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• 2007

Purpose: This study was to evaluate clinical competence in relation to self-directed learning, critical thinking disposition, and participating in PBL(Problem-Based Learning) group activities of nursing students. Methods: Data were collected from 108 nursing students in Oct. 2006. Results: Clinical competence had a significant positive correlation with self-directed learning, critical thinking disposition, and participation in PBL group activities. There was a significant difference in clinical competence according to interpersonal relationship. Participation in PBL group activities was the most influential factor of clinical competence($R^2$=.34). Also, the influence of clinical competence increased with the addition of self-directed learning($R^2$=.42). Conclusion: It is essential to encourage the self-directed learning and participation in PBL group activities for the improvement of clinical competence. It is relatively important for clinical competence to consider the educational environment systematically.

• 근관절건강학회지
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• 제30권3호
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• pp.197-207
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• 2023

Purpose: This study attempted to discern the factors that influence nursing professionalism, learning agility, and the nursing practice environment on the performance of nurses. Methods: Data were collected from 202 clinical nurses who both consented to participate and who have worked for more than one year in one of five small- and medium-sized hospitals located in three regions of Korea. The data were analyzed using the SPSS/WIN 26.0 statistical programs. Results: The nurses' performance showed a statistically significant correlation with nursing professionalism (r=.50, p<.001), learning agility (r=.54, p<.001), and nursing practice environment (r=.37, p<.001). Factors affecting the results of nurses' performance in relation to the subjects are those of learning agility (β=.33, p<.001), nursing professionalism (β=.25, p<.001), clinical career (β=.24, p=.001), education level (β=.16, p=.011), and nursing practice environment (β=.15, p=.016). Conclusion: To improve the performance of nurses in medium-sized hospitals, it is necessary to develop a nursing practice environment, programs, and strategies for enhancing nursing professionalism and learning agility.

• 디지털융복합연구
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• 제18권12호
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• pp.469-479
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• 2020

본 연구는 간호학과 4학년을 대상으로 돌봄효능감에 미치는 영향을 파악하고자 시도되었다. G도 J대학 간호학과 173명을 자료수집 하였다. IBM SPSS WIN/25.0을 이용하여 t-test, ANOVA, Pearson correlation coefficient, Multiple regression을 사용하였다. 돌봄효능감은 임상실습 교육환경(r=.42, p<.001), 현장실습적응(r=.53, p<.001), 간호전문직관(r=.42, p<.001)과 상관관계, 임상실습관련 무력감(r=-46, p<.001)과 역상관관계가 있었다. 대상자의 돌봄효능감에 가장 영향을 미치는 요인은 현장실습적응(β=.330, p<.001), 그 다음으로, 간호전문직관(β=.188, p=.005), 임상실습 교육환경(β=.176, p=.015), 내성적(β=-.146, p=.018), 외향적(β=.134, p=.035) 순이었다. 설명력은 41.8%이었다. 본 연구결과를 토대로 돌봄효능감 향상을 위한 체계적인 간호교육 프로그램이 필요하며, 돌봄효능감 프로그램 개발에 도움이 되는 기초자료로 활용될 수 있을 것이다.

• 의학교육논단
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• 제13권2호
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• pp.9-23
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• 2011

This study aimed to investigate the effects of tutors' domain and teaching expertise on learning outcomes in a problem based learning (PBL) environment. Four tutors and 25 first-year medical students participated in this study. Tutors' domain expertise was classified by clinical or non-clinical which is basic medicine and teaching expertise by previous tutoring experiences or not. The results showed a statistically significant difference in achievement depending on the tutors' domain expertise. Students grouped with an experienced clinical tutor attained higher achievement scores than those with an experienced non-clinical tutor, while those with an inexperienced non-clinical tutor attained higher scores than those with both inexperienced clinical tutors and experienced non-clinical tutors. Students with clinical medicine tutors also showed higher satisfaction scores than those with non-clinical medicine tutors. In particular, students grouped with an experienced clinical tutor gained higher satisfaction scores than those with inexperienced non-clinical tutors, and among the inexperienced tutors, students tutored by a clinical tutor showed higher scores than those with a non-clinical tutor. Different intervention styles were also found depending on tutors' domain and teaching expertise. Experienced tutors gradually reduced the tutoring intervention, whereas the novice provided more as the semester proceeded. Moreover, experts with a clinical medicine degree preferred direct teaching, whereas, non-clinical tutors preferred facilitating. Also, experienced tutors in the clinical medicine facilitated critical awareness than the other tutors. These results show the importance of developing a program for novice tutors to improve PBL in medical education.

• 성인간호학회지
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• 제21권1호
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• pp.129-139
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• 2009

Purpose: This study was to identify the perceptions of nursing student on the clinical practice environment and related variables. Methods: The subjects of this study were 180 nursing students from a college participated in clinical practice at four regional hospitals. Data was collected with the questionnaire tool for the perceptions of clinical practice environment. Results: The students highly satisfied in the major had significantly high perception in innovation, personalization, student involvement, and clinical practice satisfaction. The students with a low level of stress and a clearly named guidance nurse were significantly high in the perceptions of task orientation, innovation, personalization, student involvement, and practice satisfaction. Clinical practice environment variables such as task orientation, innovation, individualization, personalization, student involvement, and practice satisfaction were significantly correlated with each other. In student characteristics, the main variables directly influencing the perceptions of clinical practice environment were religion, the level of stress, and the method of guidance. Conclusion: Understanding the students' perspective would be valuable for promoting a positive clinical practice environment. Developing a cooperative system between the college and educational hospitals is necessary for effective clinical practice education.