• 보건의료산업학회지
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• 제11권2호
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• pp.43-53
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• 2017

Objectives : This study aimed to investigate the effects of resonant leadership and structural empowerment on the job satisfaction of registered nurses working in hospitals. Methods : Data were surveyed from 307 nurses in three general hospitals in Seoul and Gyeonggi-do using self-administered questionnaires from March 15 to 31, 2016. We conducted t-test, ANOVA, Pearson's correlation analysis, and multiple regression analysis using SPSS 21.0 for analysis. Results : Resonant leadership and structural empowerment had significant effect on the job satisfaction of nurses. These two attributes of a quality work environment explained 45.3% and 40.1% of the variance in organizational and opportunity satisfaction while controlling for age, marital status, religion, education, work department, work type, career and work position. Conclusions : The findings of this study suggest that resonant leaders and structural empowerments contribute to nurse job satisfaction. Therefore, developing resonant leadership skills and structural empowerment among nurse leaders in hospitals will ensure the creation of healthy work environments that promote job satisfaction and retention of nurses.

• 간호행정학회지
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• 제21권1호
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• pp.43-52
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• 2015

Purpose: In this study, behavioral styles of Dominance, Influence, Steadiness, and Conscientiousness (DISC) were examined and differences in job satisfaction and clinical competence among newly hired nurses were explored. Methods: For this explanatory correlational research, 176 newly hired clinical nurses were recruited from three university hospitals and one general hospital located in Seoul and Gyeonggi province. Data were collected in August, 2013 though self-report questionnaires. Results: The distribution of behavioral styles was 11.4%, 42%, 29% and 17.6% for Dominance, Influence, Steadiness, and Conscientiousness respectively. DISC behavioral styles were associated with sub-areas of job satisfaction such as professional position and doctor-nurse relationship. DISC behavioral styles were significantly associated with the total score for clinical competence and sub-areas of data collection, basic nursing skills, critical thinking, education and leadership, and attitudes toward professional development and practical skills. Multiple linear regression analysis showed that DISC behavioral styles predicted clinical competence (Adj. $R^2$=.14, F=9.42, p<.001). Conclusion: A focus on cultivating influential and steady behavioral styles among newly hired nurses can be helpful in improving job satisfaction and clinical competence. There is a need to improve interpersonal relationships through a deeper understanding of each person's behavioral style based on the analysis of DISC behavioral styles.

• 기본간호학회지
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• 제17권4호
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• pp.566-574
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• 2010

Purpose: This study was done to identify the relationship of emergency department(ED) nurse's job characteristics, organizational commitment and turnover intention. Method: This study was conducted through a survey of 171 nurses from ED in nine general hospitals of Band U cities. The data were collected by self-report questionnaires and analyzed with the SPSS WIN 17.0 program using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient and stepwise multiple regression. Results: The mean score for job characteristics was 3.37. Job characteristics according to position, number days night duty, and monthly income showed significant differences. Turnover intention according to age, total career, and monthly income showed significant differences. A significant positive correlation was found between job characteristics and organizational commitment. Significant negative correlations were found between job characteristics and turnover intention, organizational commitment and turnover intention were found. The significant factors influencing turnover intention were organizational commitment, monthly income, and total career, which explained 27.6% of the variance. Conclusion: The findings indicate that nurse managers should analyze the reasons for high turnover intention, focusing on the main factors affecting turnover intention and consider solutions for decreasing turnover intention.

• 성인간호학회지
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• 제17권1호
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• pp.139-148
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• 2005

Purpose: The specific aims of this study was to find out the barrier to smoking cessation intervention in clinical practice among clinical nurses and compare them in high barrier group with those in the low barrier group. Method: The sample of this study consisted of 738 nurses practicing in general hospitals with over 400 beds throughout the country. The questionnaire was adopted from the 'Oncology Nurse's Tobacco Control Survey' used in the United Stated by Sarna et al.(2001). Result: Age, marital status, hospital experience, position were the variables related to the mean score of subjective resource insufficiency. The perception that the patient was not motivated to quit smoking was the most commonly identified barrier in low barrier group and the second most common barrier in high barrier group. Conclusion: Younger, with less clinical experience, single, staff nurses were the characteristics of nurses in the high barrier group. The smoking cessation educational program should be targeted to these populations. Further research is needed to develope strategies to reduce the perception associated with barriers in delivery of tobacco cessation interventions.

• 동서간호학연구지
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• 제24권2호
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• pp.163-170
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• 2018

Purpose: The purpose of this study was to identify the influences of type D personality, burnout and work environment on nurses' intention to stay at the hospitals among nurses. Methods: A cross-sectional descriptive design was used. Participants were 135 nurses working at general hospitals. Data were collected using self-report questionnaires. Data were analyzed using the SPSS/WIN 23.0 program for descriptive statistics, independent t-test, ANOVA, $Scheff{\acute{e}}$ test, Pearson's correlation, and hierarchical multiple regression. Results: The score of nurses' intention to stay was 4.78. 39.3% of participants were classified as type D personality group. The scores of burnout and work environment were 2.92 and 2.39, respectively. Intention to stay was negatively correlated with burnout and positively correlated with nurse participation in hospital affairs, nursing foundations for quality of care, nurse manager ability, leadership, and support of nurses, staffing and resource adequacy. Burnout and manager ability, leadership, and support for nurses explained 46.0% of variance of nurses' intention to stay in the hospitals. Conclusion: The results of the study indicate that nursing intervention programs for increasing intention to stay for nurses should include strategies for decreasing the burnout and increasing manager ability, leadership, and support for nurses.

• 디지털융복합연구
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• 제20권5호
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• pp.537-546
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• 2022

본 연구의 목적은 그릿, 웰빙, 자기효능감 간의 관계를 살펴보는데 있다. 그릿은 지속적 관심과 꾸준한 노력의 두 가지 하위차원으로 구성되어 있다. 실증분석을 위해 종합병원 간호사 237명을 대상으로 자료를 수집하였다. 수집된 데이터에 가설적 관계를 검증하기 위해 SPSS 26을 활용해 분석하였다. 그릿의 두 가지 하위차원은 웰빙에 정(+)의 영향을 미칠 것을 제안한다. 이에 본 연구는, 그릿의 지속적 관심은 웰빙에 정(+)의 영향을 미치지 않는 것으로 나타났으며, 자기효능감은 그릿의 꾸준한 노력과 웰빙 간의 관계에서 완전매개 역할을 하는 것을 확인하였다. 이에 본 연구는 그릿(grit)이 웰빙과 정(+)의 영향을 미치고 자기효능감(self-efficacy)이 그릿과 웰빙을 연결하는 중요한 변인이라는 점이 밝혀졌다. 이에 종합병원 간호사의 그릿과 웰빙의 관계에 대해 보다 면밀히 살펴보는 연구가 필요하다.

• 임상간호연구
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• 제23권3호
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• pp.281-292
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• 2017

Purpose: The purpose of this study was to verify the validity and applicability of the Clinical Ladder System(CLS) Model for nurses and to suggest a model for nurses in general hospitals as well as tertiary hospitals. Methods: After refining questionnaires through focus group participation, a survey was carried out with 50 nurse managers and 500 staff nurses from 6 tertiary hospitals and 4 general hospitals. S-CVI and i-CVI for validity and applicability were calculated. Differences in validity and applicability by the type of hospitals and characteristics of respondents were analyzed using t-test and ANOVA. Results: S-CVI for validity and applicability of the CLS model were over 0.8 in two types of hospitals and the validity and applicability of the CLS model were confirmed. No differences were found in the total score for validity between the 2 types of hospitals, but in applicability, general hospitals had significantly lower applicability than tertiary hospitals. Some items showed difference according to characteristics of the respondents. CLS models were postulated based on the study results. Conclusion: The CLS model refined through this study can be used for nurses. In application, modifications are needed according to the conditions of each hospital.

• 동서간호학연구지
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• 제27권1호
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• pp.32-42
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• 2021

Purpose: The purpose of this study was to identify factors influencing nursing performance of clinical nurses. Methods: This was a descriptive study involving 172 nurses who worked for 6 months or longer at one general hospital in B City. The data analysis was conducted with t-test, ANOVA, Scheffé test, Pearson's correlation coefficients, and stepwise multiple regression. Results: Nursing performance of participants positively correlated with job stress (r=.16, p=.033). The factors affecting nursing performance were total clinical experience (β=.37 p<.001), salary (β=.19, p=.028), and job stress (β=.13, p=.045). These variables had a 27.2% variance to explain nursing performance. Conclusion: Based on these results, administrative and financial support are required for the development of a clinical career program, including the differentiation of salary systems of clinical nurses. There is also a need to develop and implement job stress management and coping programs.

• 한국직업건강간호학회지
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• 제31권3호
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• pp.137-145
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• 2022

Purpose: The aim of this study was to identify the influence of emotional intelligence, job stress, and social support on resilience of hospital nurses. The study will provide the basic material necessary to improve nursing interventions for the development of nurses' resilience. Methods: The sample of this study comprised 193 nurses working at general hospitals in B City. Data were analyzed through the SPSS 25.0 program using ANOVA, t-test, Scheffé test, Pearson's correlation coefficient, and stepwise multiple regression. Results: The factors with the greatest influence on the level of nurses' resilience were emotional intelligence (β=.54, p<.001), social support (β=.23, p<.001), and job stress (β=-.11, p=.39). These factors had an explanatory power of 46.7% for resilience. Conclusion: To improve nurses' resilience, the application and development of intervention programs to increase their emotional intelligence is necessary. Moreover, organizational management and policy are needed to reduce nurses' job stress.

• 대한간호학회지
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• 제26권4호
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• pp.946-962
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• 1996

The purpose of this study was to contribute to the development of clinical instruction by students' ratings of teaching effectiveness in clinical nursing education. The subjects were comprised of graduating class 618 students from 24 nursing colleges in the nation. The instruments used in this study were "general characteristics & status of clinical nursing education" developed by the researcher and "Instrument to Measure Effectiveness of Clinical Instructors" by Reeve(1994). The 50 questions used in the questionaire were categorized into 13 components subject to factor analysis. The 13 components were interpersonal relationships, communication skills, role model, resource for students, favorable to students, encouraging to think for selves, teaching methods, evaluation, finding assignments for objectives, organization of subject matter, professional competence, knowledge of subject matter & working with agency personnel. The results of this study are as follows 1. Status of clinical nursing educaion : 1) Clinical nursing education were led by nursing professors(44.9%), a team of both nuring professor & head nurse(6.8%), instructors from specific hospital(15.1%), instuctos for a specific subject(14.6%), & head nurse(6.8%). For 3-year program students, 34.6% of the clinical nursing education were led by instructors from specific hospital & 51.4% of the education by nursing professors for Bachelor's program. 2) The contents for clinical education comprised of Conference being the most frequent of 34.5% ; a combination of Nursing skills, Orientation, Conference etc.22.0% : Nursing process 21.7% : Orientation 13.5% : Inspection(making rounds ) 6.4%, & Nursing skills of 2% being the least frequent. 3) Students' preference of clinical teachers from the highest to the lowest were instructors for a specific subject being the most desired (44.9%) followed by nursing professor, head nurse, a team of both nursing professor & head nurse, & instructors from specific hospital being the least desired. 4) Students felt that the qualification for clinical teachers should be at least a master's degree holder and 5 or more years of clinical experience. The reason they felt was because knowledge & experience are imperative for professional education. 2. Clinical teaching effectiveness : The total points for teaching effectiveness was 147.97(mean of 2.95±0.98) where the total score is considered to be an average rating. 3. Teaching effectiveness as status of clinical nursing education : 1) The score ratings for the clinical instructors from the highest to the lowest were as follows : instructors for a specific subject, instructors from specific hospitals, a team of both nursing professors & head nurses, nursing professors, head nurses, which resulted in significunt difference(F=4.53, P<0.001). 2) The rating scores based on the teaching program from the highest to the lowest were as follws ; nursing skills, nursing process, a combination of nursing skills, orientation, conference etc. , conferences, orientation, inspection, which resulted in significunt difference(F=10.97, P<0.001). 4. Based on 13 categorized components from the questionaires, questions related to communication skills scored the highest points of 3.20 where inquiries regarding resource for students scored the lowest points of 2.38. 5. Among the 13 categorial components from the questionaire, Interpersonal relationship, Communication skills, Resource for students, Encouraging to think for selves, Evaluation, Teaching method, Finding assignment for objectives, Organization of subject matter, Professional competence, & Working with agency personnel, instructors for a specific subject scored the highest points and head nurse scored the lowest, which resulted in significant difference. Favorable for students, instructors for a specific subject scored highest points and nursing professor scored the lowest, which resulted in significant deference (F=5.39, P<0.001). Role model & Professional competence, instructors for a specific subject scored the highest points and head nurse scored the lowest, with minimum variation(F=1.29, P>0.05 : F=1.64, P>0.05) 6. Based on 13 categorial components as a whole, the highest points scored among the 5 groups of clinical teachers was instructors for a specific subject and the lowest, by head nurse(F=1.94, P<0. 001). A team of both nursing professor & head nurse attained higher score in clinical education than their independent education.