• Journal of Korean Clinical Nursing Research
• /
• 제30권1호
• /
• pp.54-64
• /
• 2024

Purpose: This descriptive survey study aimed to examine the effects of grit, social support, job crafting, and evidence-based practice competency on job satisfaction among nurses. Methods: The participants of this study were 211 clinical nurses with experience of more than six months. Data were collected using through an online survey from February 1 to February 17, 2023. The questionnaires was consisted of general characteristics, grit, social support, job crafting, evidence-based practice competency, and job satisfaction. Data were analyzed using descriptive statistics(frequency, percentage, mean, and standard deviation), t-test, ANOVA, Pearson correlation coefficient, and multiple regression analysis with the SPSS/WIN 28.0 program. Results: The average scores of the main variables were 3.08±0.44 out of four for grits, 3.67±0.52 out of five for social support, 4.20±0.64 out of five for job crafting, 4.84±0.71 out of seven for evidence-based practice competency, and 3.72±0.55 out of five for job satisfaction. In the regression model, the factors affecting the nurses' job satisfaction were grit (β=0.66, p<.001) and social support (β=0.11, p=.046), which explained 78.7% of the variance in job satisfaction. Job crafting and evidence-based practice competency were correlated with job satisfaction; however, there was no statistically significant effects of these variables on job satisfaction. Conclusion: Based on the findings of this study, grit and social support showed the most significant effects on the job satisfaction of nurses. Therefore, active support is needed to develop a strategy to improve nurses' grit and to create a supportive work environment, which would be helpful to increase their job satisfaction.

• Journal of Technologic Dentistry
• /
• 제29권1호
• /
• pp.59-72
• /
• 2007

This study executed to offer the basis for dental technology student who chanced better clinical training. This investigation conducted on 267 of seniors who have been taken clinical training to self written a questionnaire. We used and dealt a spss 12.0 program. Study results below 1. In a question about relationship, one answered "Harmonious" took largest proportion by 40.9% during training, and about the degree of satisfaction of campus life who answered :normal: were the most with 50.0% 2. In a question about clinical training place, most(50.0%) choose place less than 10 for clinical training, and more than 10 for clinical training with 29.7%. Residue statues was most of them resided own home with 78.6%. About their commuting time from home to training place, 50.0% was under 30min, 34.1% took time 30$\sim$60min. 3. In a question about clinical trainer, most (34.4%) choose as dental lab president, as each part manager with 34.1%, a senior with 7.6% and not exist to clinical trainer with 7.6%. 4. A perfect score about teaching efficiency and satisfaction of clinical practice of dental technology students was 5. The average of score about satisfaction of clinical practice was 3.25 and circumstance of clinical training got 3.50 as a highest score. the lowest score was 2.87 that is about satisfaction of clinical training period. The average of score of teaching efficiency was 3.25. 'a Role model' got 3.55 as the highest score and 'utility for student' got 3.12 as the lowest 3.12. 5. The result of T-test to see of the satisfaction according to the general character and clinic training condition between teaching efficiency is that the degree of satisfaction of clinical training showed statistical significance only in the degree of satisfaction of college life(p<0.05), teaching efficiency has a statistical significance with age and satisfaction of college life(p<0.05). 6. The relation between of teaching efficiency of clinical training and satisfaction of clinical training of dental technologic student has a statistical relation r=0.551 and a statistical meaning in significance leveler 0.01.

• Asian Oncology Nursing
• /
• 제3권2호
• /
• pp.122-132
• /
• 2003

Purpose: The purpose of this study was to identify predictive factors of Brest Self-Examination practice of clinical nurses. Method: The subject for this study were 277 nurses in 8 university hospitals in Busan. The data were collected from September 21 to October 20, 2001 by means of a structure questionnaire. The instruments used for this study were Choi's BSE knowledge scale. Kim's BSE attitude scale and Jung's BSE practice scale. The data were analyzed using frequency, percentage, mean, Peason Correlation, t-teat, ANOVA, scheffe's test, and multiple stepwise Regression using SPSS program. Result: 1. The mean score of BSE practice for the total sample was 7. 25${\pm}$4.62. 2. Statistically significant factors influencing the BSE Practice among social demographic characteristics were age(F=2.734, P=0.44), Married status(t=2.598, p=0.010). 3. Statistically significant factors influencing the BSE Practice among BSE relating characteristics were enlisting the help of significant peers(t=3.34, P=0.00), Intention of Practice for BSE(t=10.462, p=0.00), performance of BSE(t=7.800, P=0.00), frequency of performance in BSE(F=13.932, p=0.00), confidence in Knowledge of BSE technique(F=5.350, p=0.00), confidence in finding breast nodule(F=7.204, p=.00), asking client's BSE (t=3.153, P=0.01). 4.The mild correlation between nurse's BSE knowledge and practice was found(r=0.366,p=0.000). 5. There were significant predictors of BSE Practice. Performance of BSE was the best significant predictive factor(R2=.383, p=.000) Another significant predictive factors were knowledge, intension of practice, married status, frequency of performance. Conclusion: Degree of nurses' performance of BSE was average. It is necessary to develope the nurses' educational program for BSE with its focus on above predictive factors of performance of BSE.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• 제20권3호
• /
• pp.553-561
• /
• 2019

This study examined the relationship between professional self-concept, interpersonal relationship, coping, and clinical practice satisfaction of nursing college students. This was a descriptive study. The survey participants were 355 students in M city and I city. The data were collected from May 29 to June 16, 2017 and self-report questionnaires, including the Professional Self-concept Scale, Interpersonal Relationship Scale, Coping Scale, and Clinical Practice Satisfaction Scale. The data were analyzed by descriptive statistics, independent-samples t-test, ANOVA, and stepwise multiple regression. Professional self-concept showed significant differences according to religion, income, and school records. Interpersonal relationships showed significant differences according to gender, income, and school records. Coping showed significant differences according to the school records. Professional self-concept had a statistically positive correlation with interpersonal relationship, clinical practice satisfaction, and approach coping. Stepwise multiple regression analysis showed that the predictor of professional self-concept was interpersonal relationships, approach coping, religion, school records, and avoidant coping, which accounted for 45.2% of the variance. These results highlight the need for enhancement programs of nursing college students' professional self-concept that consider their interpersonal relationships, coping, religion, and school records.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• 제19권12호
• /
• pp.774-785
• /
• 2018

This study was conducted to evaluate the factors affecting the quality of life before and after clinical practice for nursing students. The data were collected from 256 nursing students in the third and fourth years at H college and G University through a questionnaire from February 19 to June 29, 2018. The collected data were compiled using the SPSS/WIN 18.0 statistical program with Paired t-test, ANOVA, Spearman rho Correlation, Kendall Correlation, and Multiple Linear Regression. The factors that significantly explained the quality of life of nursing students before and after clinical practice were the reason for application (t=5.268, p<.001), school record (t=4.771, p<.001), depression (t=-4.600, p<.001), monthly income (t=3.383, p=.001), and satisfaction in nursing department (t=3.344, p=.001). The coefficient of determination for these factors, R2, showed an explanation force of 68.5%. These results also inferred that the quality of life of nursing college students is high, with high satisfaction in nursing departments and regular school record and low economic hardship and depression. Therefore, programs should be developed that can improve the quality of life of nursing students before and after clinical practice by continued improvement in the controllable factors of school record and satisfaction in nursing departments and by reducing depression, since the reason for application and the monthly income of nursing students cannot be controlled.

• Journal of Korea Entertainment Industry Association
• /
• 제13권8호
• /
• pp.541-549
• /
• 2019

The purpose of this study was to test the effects of flip learning-based simulation practice education on the learning flow, learning confidence, communication skills, and clinical competence ability of nursing student. This study used a one group, pre-post test design. We collected the data from 65 4th grade nursing students. Flip learning-based simulation practice education was conducted from March 5th to April 17th, 2019. The collected data were analyzed using SPSS WIN 21.0 program. The result of study were follows. After the flip learning-based simulation practice education, there were significant increased in learning flow(t=-7.548, p<.001), learning confidence(t=-9.163, p<.001), communication skills(t=-6.506, p<.001) and clinical competence(t=-6.733, p<.001). After the flip learning-based simulation practice, clinical performance was found to be positively correlated with learning flow(r=.627, p<.001), learning confidence(r=.513, p<.001) and communication skills(r=.328, p<.008). learning flow and learning confidence(r=.528, p<.001), communication skills and learning flow(r=.332, p<.007) also showed a positive correlation. Therefore, flip learning-based simulation practice education for nursing student could be effective nursing education method.

• Korean Medical Education Review
• /
• 제20권1호
• /
• pp.44-50
• /
• 2018

The purpose of this study was to investigate factors associated with the critical thinking ability of nursing students at the individual and school levels. The study adopted a descriptive design and recruited 465 nursing students from four nursing schools from November 2014 to September 2015 through convenience sampling. The Clinical Critical Thinking Skill Test was used to measure critical thinking ability, and the data were analyzed with the SAS ver. 9.4 program (SAS Institute Inc., Cary, NC, USA) for descriptive statistics, t-test, analysis of variance, and multi-level model. The results showed that clinical practicum experience (${\beta}=-0.72$, p=0.025), taking critical thinking courses (${\beta}=0.63$, p=0.010), and taking simulation courses (${\beta}=0.56$, p=0.035) improved critical thinking ability in the individual level model. In the school level model, the interaction effect between the years of clinical practice done by the student and the presence of full-time clinical instructors was significant (${\beta}=1.29$, p=0.011). These results suggest that critical thinking ability improves with the more years of clinical practice individual nursing students have, and this improvement is greater with the presence of full-time clinical instructors in the school. Therefore, it is recommended that nursing students undergo critical thinking and simulation courses to develop their critical thinking ability, and dedicated clinical instructors in nursing schools should play a vital role.

• Journal of Technologic Dentistry
• /
• 제44권3호
• /
• pp.81-88
• /
• 2022

Purpose: This study was conducted to verify the effects of self-esteem and critical thinking disposition on dental laboratory technology students' field practice stress. Methods: The subjects of the study were 198 dental laboratory technology students with clinical practice experience located in Gyeongsangbuk-do and Gyeongsangnam-do. The collected data were analyzed by t-test, ANOVA, correlation analysis, and linear regression analysis using IBM SPSS Statistics ver. 22.0 (IBM). Results: The average self-esteem, critical thinking disposition, and field practice stress scores were 3.76, 3.50, and 2.40, respectively. There was a significant correlation between self-esteem, critical thinking disposition, and field practice stress. It was found that the higher the self-esteem, the lower was the field practice stress. On the contrary, among the sub-items of critical thinking disposition, when intellectual fairness increased, the field practice stress decreased; however, when healthy skepticism increased, the field practice stress increased. Conclusion: Self-esteem and critical thinking disposition were both found to have a substantial effect on field practice stress. Therefore, various educational programs need to increase self-esteem and cultivate critical thinking skills for a successful field practice and field practice stress relief of laboratory technology students.

• The Journal of Korean Academic Society of Nursing Education
• /
• 제21권2호
• /
• pp.256-265
• /
• 2015

Purpose: The purpose of this study was to propose and test a predictive model that could explain and predict the core competencies of nursing students. Methods: A survey using a structured questionnaire was conducted with 361 nursing students. The data was analyzed using SPSS Windows 21.0 and AMOS 21.0. Results: The elements that directly influence the core competencies of nursing students were satisfaction with their academic discipline (nursing) and critical thinking disposition in which the disposition toward critical thinking directly influenced their satisfaction with nursing as an academic discipline and clinical practice. Conversely, satisfaction with clinical practice indirectly influenced core competencies through critical thinking disposition. Conclusion: This result provides the basic data for a competence-based curriculum intent on strengthening the core competencies (communication, problem-solving, and self-directed learning) by improving satisfaction with both clinical practice with their major and disposition toward critical thinking on the part of nursing students.

• Journal of East-West Nursing Research
• /
• 제18권1호
• /
• pp.18-24
• /
• 2012

Purpose: The purpose of this study was to identify the factors influencing nursing students' professional self-concept. Methods: This study was conducted through a survey on 365 nursing students. The data were collected by self-reporting questionnaires and analysed by the SPSS WIN 17.0 program using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient and stepwise multiple regression. Results: The mean score of professional self-concept was 2.83. Professional self-concept showed that there were differences according to grade, satisfaction on college life, motivation on choice of nursing, satisfaction on nursing, school work credit, interpersonal relationship, health status. There was a significant positive correlation between professional self-concept and between satisfaction with clinical practice. Significant positive correlations between professional self-concept and self-esteem, satisfaction with clinical practice and self-esteem were found. The significant factors influencing professional self-concept were self-esteem, satisfaction on clinical practice, satisfaction on nursing, interpersonal relationship, which explained 45.1% of the variance. Conclusion: This study suggests that a strategy increasing self-esteem is needed to enhance nursing students' professional self-concept.