• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.1
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• pp.80-88
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• 2018

Purpose: This study was designed in order to explore the factors affecting the satisfaction of clinical practice among prospective graduates in nursing colleges and attempt to provide the base data for the quality improvement of clinical practice education. Methods: A total of 205 perspective graduates in nursing who have completed the clinical practice at four colleges of nursing located in Gyeonggi-Do and Chungcheongnam-Do participated in the study. Using structured questionnaires, the data was collected between October 10th, 2016 and November 9th, 2016. Results: The average scores for the image of nurses ($3.86{\pm}0.66$), satisfaction of major ($3.85{\pm}0.55$), self-efficacy ($3.44{\pm}0.51$), nursing professionalism ($3.70{\pm}0.47$), and satisfaction of clinical practice ($3.32{\pm}0.56$) were calculated. The satisfaction of clinical practice was in significant statistical correlation with the image of nurses (r=.59, p<.001), major satisfaction (r=.47, p<.001), self-efficacy (r=.21, p<.001), and professional identity (r=.46, p<.001). The significant predictors of the satisfaction of clinical practice included the image of nurses (${\beta}=.48$, p<.001) and nursing professionalism (${\beta}=.19$, p=.008). The regression model resulted in 36.0% satisfaction of clinical practice. Conclusion: Active development and implementation of programs for establishing positive images of nurses and nursing professionalism are needed in order to improve the satisfaction of clinical practice for nursing students.

• Journal of Korean Academy of Nursing Administration
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• v.11 no.1
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• pp.13-21
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• 2005

Purpose: The Purpose of this study was to identify the relationship between leadership styles and self-esteem, satisfaction of clinical practice in nursing students. Method:The subjects were 386 nursing students who were in college and university located around Seoul, Kyounggi, Chungchung, Kangwon province. The data were collected from July 26 to September 18, 2004 by the structured questionnaires. For data analysis, descriptive statistics, Pearson correlation coefficient, and stepwise multiple regression with SAS package were used. Results: 1. The score of the nursing students' transformational leadership were higher than that of the nursing students' transactional leadership. 2. The mean of satisfaction of clinical practice perceived by nursing students was 3.07, and its subcategories were practice contents 3.28, practice evaluations 3.11, practice hours 3.00, practice environments 2.99, practice directions 2.98. 3. 'Transformational leadership', 'charisma', 'intellectual stimulation' and 'individual consideration' were positively related to 'self-esteem', 'satisfaction of clinical practice' of nursing students. 4. 'Contingent reward' was positively related to 'self-esteem'. And 'Management by exception' was negatively related to 'self-esteem'. 5. 'Transactional leadership', 'Contingent reward' were positively related to 'satisfaction of clinical practice' of nursing students. 6. As a result of multiple regression analysis, the key determinants of 'self-esteem' were 'charisma' and this explained 27.41% of the total variance of it. And the key determinants of 'satisfaction of clinical practice' were 'charisma' and this explained 10.94% of the total variance of it.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.1
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• pp.64-72
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• 2003

Purpose: The purpose of this study was to identify changes in nurses' image of student nurses before and after their first clinical practice. Method: Study samples were composed of 78 student nurses who were from nursing dept. of one college in G city. All participants had their first clinical practice for 4 weeks at two general hospitals in Gwangju. The internal consistency of the total scale was Cronbach's $\alpha$= .883. Results: After the first clinical practice, the mean score of nurses' image in general was lower than that of nurses' image before the clinical practice. In five subcategories, before the first clinical practice, professionalism and expertness were the highest followed by role performance, vision of a career, and temperature as a nurse in order but after the first clinical practice, professionalism was the highest score followed by expertness, temperature as a nurse, role performance, vision of a career in the mean scores of nurses' image. Conclusion: Based upon these findings, clinical practice will play an important role in improving role performance and vision of a nursing career for student nurses, so nursing administrators should make efforts to improve image of nurses in a variety of practice.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.1
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• pp.48-57
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• 2019

Purpose: This study aimed to explore and understand nursing students' nunchi experiences in clinical practice. Methods: Participants were nursing students in the third and fourth years who had clinical experience. A total of 20 nursing students were divided into three focus groups based on their grade levels and gender. Data were collected from December 2017 to March 2018 through focus group interviews and were analyzed via Colaizzi's phenomenological methodology. Results: The study results consisted of 5 theme clusters, 11 themes, and 24 subthemes. These clusters were: confusion about ambiguous behavioral standards, effort in following social norms, concern about getting hurt, physical and psychological exhaustion, and forming social attitudes. Conclusion: These results show that nunchi has positive and negative effects on the clinical practice of nursing students. We need to improve the causes of nunchi, which can have a negative impact on clinical practice.

• Journal of Korean Academy of Nursing Administration
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• v.8 no.1
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• pp.45-53
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• 2002

Purpose of this study was to identify the effects of a clinical basic nursing practice of the nursing students on the clinical competency.Method: The subjects of this study were 154 fresh nursing students(experimental group) in second semester of G college who have had the clinical basic nursing practice in a clinical setting, and 148 fresh nursing students(control group) in second semester of A college who have not had the clinical practice. Data for this study were collected from September 19 to December 5, 2001 with a questionnaire which was consisted of three measuring tools, these are Basic Nursing Skills (36 items) of Yoo(1992), Teaching / Coordinating (6 items) and Professional Attitudes (7 items) of Lee et al.(1990), and Self-esteem (10 items) of Ronsenberg(1965).Result : 1) The experimental group showed statistically significant higher clinical competency than the control group.2) Moreover, the experimental group showed the higher scores than the control group significantly in all the detail areas, those are basic nursing skill, teaching & coordinating, professional attitudes and self esteem.Conclusion : As the results of the study shown, the clinical practice on basic nursing for fresh nursing students in second semester of college shall contribute to develop their clinical competency. So Nurses graduating from college with the higher clinical competency are expected, if the clinical institutions and nursing colleges try to cooperate in this area continuously.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.2
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• pp.157-166
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• 2020

Purpose: This study was conducted to explore how clinical practice stress and moral sensitivity affect the clinical competency of nursing students. Methods: Participants had completed at least a one year (2 semesters) clinical nursing practicum through K University in D Metropolitan City. A total of 188 nursing students were recruited: third grade (n=104) and fourth grade (n=84). The questionnaires were adopted with clinical practice stress, Korean version of moral sensitivity questionnaire (K-MSQ), and the clinical competency. Results: Clinical competency was positively correlated with patient-oriented care (r=.27, p<.001) and the professional responsibility (r=.32, p<.001) of the moral sensitivity (r=.27, p<.001). The attitude of medical personnel experiencing clinical practice stress shows a significant positive relationship with clinical competency (r=.15, p=.038). The attitude of medical personnel (β=.09, p=.194) experiencing clinical practice stress, patient-oriented care (β=.16, p=.041) and professional responsibility (β=.23, p=.003) of the moral sensitivity explained 12% of the variance in clinical competency (F=9.17, p<.001). Therefore, the influential factors on clinical competency were two sub-factors of moral sensitivity. Conclusion: Moral educational programs should be considered to develop a nursing students' clinical competency.

• Journal of Korean Academy of Nursing
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• v.28 no.3
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• pp.650-661
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• 1998

The purpose of this study was to provide fundamental data for determining contents of Fundamental Nursing Practice and developing desirable bedside nursing techniques for clinical nursing areas. Subjects for this study were 86 nurses who were employees of two university hospitals located in Seoul and a district area. Data were collected by questionnaires. Items of Fundamental Nursing Practice were classified into 72 items according to the result from content analysis of 9 textbooks of Fundamental Nursing. The results are as follows : 1) Items which above 80% of respondents practiced during the school inside practice or clinical nursing practice course were axillary temperature measurement, radial pulse measurement, respiratory rate measurement, application of oral hygiene, hand-washing technique, application of hot and cold bags, intramuscular injection technique, open bed-making, soap enema method, application of nelaton catheterization and oral and nasal suction methods. 2) Above 90% of respondents replied that all items except temperature measurement and bed-making were requisite contents for Fundamental Nursing Practice. Above 10% of respondents replied oral and rectal temperature measurement and bed-making were unnecessary content. 3) Above 90% of respondents replied that operating methods of all items except isolation technique, admission and discharge procedures, and retention enema in the Fundamental Nursing Practice course and clinical situation were consistent. The main reasons that respondents did not apply methods which they learned in the Fundamental Nursing Practice course to the clinical situation were 'insufficient time', 'colleagues were using different methods', 'insufficient supply of instuments' or 'inappropriate appliances'.

• Child Health Nursing Research
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• v.12 no.1
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• pp.5-14
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• 2006

Purpose: The purpose of study was to describe and evaluate the educational status regarding clinical practicum for child health nursing to facilitate student's clinical compliance for the bachelor's degree in Korea. Methods: The study was a descriptive study and included data from 40 institutions among the 53 university nursing programs in Korea(75.5% response rate). Data were collected using mailed semi structured questionnaires and content analysis was done. Results: Findings show that most institutions have common learning objectives for the clinical practicum; neonatal care, high risk infant care, hospitalized child care, and advanced nursing practice. The mode for theoretical credits in child health nursing was 5 to 6 and 3 to 4 credits for clinical practice. The practice settings were prepared to provide diverse experiences, including childcare centers, and community centers with various learning activities. Evaluation for learning outcomes included faculty and instructors. It was pointed out that updating evaluation based on student and faculty feedback is important for a comprehensive practicum evaluation. Conclusions: Findings suggest that there is a -need for a generalized curriculum for clinical practicum and for the expanding role of advanced nursing practice-, a need for diverse clinical settings for practice, and effective guidance and learning activities. It is significantly noted that the attitude and teaching methodologies of clinical instructor's are highly important to effective clinical learning outcomes.

• Journal of Korean Critical Care Nursing
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• v.2 no.2
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• pp.68-78
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• 2009

Evidence based clinical practice guideline are designed to help healthcare practitioners evaluate and implement the increasing amount of evidence on best practice. Critical care area is one of the clinical sites where evidence based clinical practice guideline is needed most. This paper reviewed the definition of evidence based clinical practice guidelines, the development method of evidence based clinical practice guideline, and the current trends in guideline developing. Traditional method of guideline development is consensus based but it moves into evidence based development. Evidence based guideline is based on best available evidence and uses the strongest method to determine its effect on clinical outcomes. The current trends in guidelines is to develop the guideline at regional/national level and do subsequent modification to suit local circumstances. There is an urgent need of exploring the method of guideline development and adaptation which are appropriate for Korean clinical setting.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.21 no.3
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• pp.292-301
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• 2014

Purpose: The purpose of this study was to contribute to the development of efficient methods of nursing practice education by evaluating effects of core fundamental nursing skills education on self-efficacy, clinical competence and practice satisfaction in nursing students. Method: The research design was a one group pretest-posttest design and it was done to assess changes in self-efficacy and clinical competence from pre to the post-test which was given after the core fundamental nursing skills education was completed. Data were collected from September 5 to December 20, 2013 from 156 nursing students who were taking the 12-hours core fundamental nursing skills education at one university in Gyeonggi-do. This practicum was composed of 6 core fundamental nursing skills. Results: Self-efficacy and clinical competence scores improved. There was no significant difference in self-efficacy but there was a significant difference of clinical competence. In the subscales of clinical competence, the domain of nursing skill was scored the highest. The score for practice satisfaction was also high. Conclusion: The results indicate that the core fundamental nursing skills education is effective in improving clinical competence and practice satisfaction in nursing students. But new strategies are needed to improve self-efficacy.