• 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.

• 간호행정학회지
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• 제10권3호
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• pp.325-334
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• 2004

Purpose: The purpose of this study was to identify the image of nurses and the professional self-concept perceived by nursing students. Method: The subjects included were 93 students. The research tool was the Professional Self-Concept of Nurses Instrument(PSCNI) by Arthur and Image of Nurses by Yang. Result: 1. The professional self-concept consisted of 4 factors : flexibility, satisfaction, competence, empathy. 2. The image of nurse consisted of 4 factors : official image, maternal image, professional image. unfavorable image. 3. The average item score of PSCNI was $2.94{\pm}30$. 4. The average item score of nurse' image was $3.63{\pm}46$ 5. The Professional self-concept of nurses(p=.0001) and image of nurses(p=.001) was found to significantly according to satisfaction for major. 6. The correlation between professional self-concept and image of nurses revealed correlation of r=.315(p=.004). Conclusion: There was a association between professional self concept of nurses, image of nurses and satisfaction for major. Therefore it is required to develop education program and strategy that helps establish satisfaction for major so that nursing students can experience firm professional self concept and positive image of nursing.

• 동서간호학연구지
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• 제20권2호
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• pp.129-135
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• 2014

Purpose: The purpose of this study was to identify changes in image of nurses of nursing students before and after their first clinical practice. Methods: The survey was performed to 60 nursing students in one university in Goseong-gun, Gangwon-do. All participants had their first clinical practice for 8 weeks at four general hospitals in Seoul. The data were collected by questionnaires and were analyzed with frequency, independent t-test, one-way ANOVA using SPSS 19.0. Results: After the first clinical practice, the mean score ($4.05{\pm}0.85$) of the image of nurse was slightly higher than that of the image ($4.03{\pm}0.93$) before the clinical practice. However, there was no statistical significance in the scores between before and after the clinical practice (t=-0.55, p=.589). In four subcategories, before the first clinical practice, professional image was the highest followed by traditional, personal, and social image in order but after the clinical practice, professional image was the highest followed by traditional, social, and personal image in the mean scores of the image of nurse. Conclusion: The findings of the study may be a basis for expanding nursing practice and education related to image of nurse.

• 기본간호학회지
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• 제19권3호
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• pp.363-373
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• 2012

Purpose: The purpose of this study was to compare nursing professionalism between diploma students and bachelor students and to identify differences in factors affecting nursing professionalism according to nursing educational system. Methods: The participants were 462 nursing students who had completed all clinical practicum courses. Of these students, 255 were from one of 2 diploma degree colleges and 207 were from one of 3 bachelor degree universities. Collected data included general characteristics, professionalism, nursing image, self-efficacy, satisfaction with nursing as a major, and satisfaction with clinical practice. Results: Age, religion, grade point average, motivation for admission, nursing professionalism and satisfaction with clinical practice were significantly different between diploma and bachelor students. Image of nurse, satisfaction with nursing as a major and satisfaction with clinical practice were common factors influencing nursing professionalism in both groups. Self-efficacy was a significant factor only for diploma degree students and religion was a significant factor only for bachelor degree students. Conclusion: For more positive nursing professionalism by students, more attention should be paid to enhancing positive nurse images, satisfaction with nursing as a major and satisfaction with clinical practice during the students' period of study.

• 동서간호학연구지
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• 제10권1호
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• pp.68-74
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• 2004

Purpose: This study aims to identify changing image of nurse before and after the first clinical experience, and before graduate. Method: The subjects were 69 nursing students. All of them had their first clinical experience for 1 week during sophomore year. The Nurse's Image was measured before and after the 1st clinical experience, and before graduation. Collected data were analyzed by using repeated measure ANOVA and pair wise comparison method. Results: 1. The mean score for the Nurse's Image overall held by after 1st clinical experience($3.78{\pm}.38$) was more positive than those held by before graduation($3.50{\pm}.49$) and before 1st clinical experience($3.35{\pm}.36$). 2. For the four subscales (F=25.673 p= .000), the mean score of traditional(F=10.394 P= .000), Social(F=11.673 P= .000), Professional(F=17.341 P= .000) and personal Image(F=19.463 P= .000) were more positive than before graduation and before 1st clinical experience. Conclusion: Summarizing, after the nursing students had their 1st clinical training, the nurse's image perceived by them was positively improved compared to before the training. However, by the time of graduation the improved nurse's image was declined back. Therefore it is necessary to develop proper out-to field training program that will help to maintain and furthermore improve nurse's image.

• 산업융합연구
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• 제20권12호
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• pp.107-115
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• 2022

본 연구는 COVID-19 이후 보건계열과 비보건계열 대학생의 간호사의 이미지에 영향을 미치는 요인을 파악하고자 시도되었다. 연구는 수도권 4개 대학의 보건계열 133명과 비보건계열 123명의 대학생을 대상으로 2021년 11월 15일부터 2021년 11년 28일까지 수집하였다. 본 자료는 SPSS 22.0 Program 이용하여 기술통계, 상관관계 및 다중회귀분석으로 분석하였다. 연구결과, 일반적 특성 중 보건계열 대학생의 1학년 여부가 간호사이미지에 대해 통계적으로 유의미한 차이를 나타내었다(t=2.82, p=.006). 대학생의 간호사이미지는 보건계열과 비보건계열 모두 대중매체 이미지, 전공만족도와 양의 상관관계를 나타내었다. 보건계열 대학생은 대중매체 이미지, 전공만족도, 1학년 여부가 간호사 이미지에 영향을 미치고(F=40.42, p<.001) 비보건계열 대학생은 대중매체 이미지만 간호사 이미지에 영향을 미치는 것으로 나타났다(F=20.13, p<.001). 간호사 이미지의 제고를 위해 뉴미디어를 통한 대중매체와의 접촉을 강화하고 이에 대한 지속적인 관심을 가지고 체계적으로 접근하는 것이 필요하다.

• 한국학교보건학회지
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• 제1권2호
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• pp.50-65
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• 1988

This study was conducted in order to grasp the condition of about the school nurse's service and to offer the basic materials of improving the school health service. The objects were comprised of 98 volunteered school nurses who take service in the elementary school. The material of this study was the questionaire suited to the purpose of this research which has been made through studying references and this questionaire has been corrected and revised three times. All the questionaire written by school-nurses. The results are as follows; 1. General features of the objects of study Average age was 35.9 and average career was 9.2 years. Except working as school-nurse, the past career was that average clinical-field was 3.4 years and health service was 4 months. Their educational level was as high as 72.4% of the objects were graduated from above 3 years college and 89.8% were married. 76.5% have religions and 94.8% were working at with national and public schools. 99.0% were doing only nursing service. 2. The conditions of the school health resources. The ratio of school-nurse to students was one to 2630. School-nurse to classes, one to 49.3, and school-nurse to teachers, one to 54. For total amount of a year budget of school health, from three hundred thousands to fifty nine hundred thousands won was most common. Expenses for purchasing medicine were used most. 58.2% of school-nurses hasn't known a year budget. There was an organization for school health in 74.2% of schools. 42.9% of nursing rooms were in the center of school and 88.8% were on first floor. Nursing room were used alone without being used by another purpose and the room size of 71.6% was below 10 pyong. 3. The conditions of school health service Average users of nursing room were 413 a month. The most of them had digestive trouble. Sending letters to home was 15.9 times a year. The most contents of letters was about health education. Object spent much time managing nursing room. 4. The degree of school health service When 2 points was given to "perform" and 1 point was to "not perform" the total average was 1.75, health education 1.89, environmental management 1.86, plan of project and evaluation 1.83, management of nursing room 1.82, health management 1.78, run of school health organization 1.32. 5. Correlation between the school health services and variables (1) The part of project plan and evaluation of school health service has relationship to existence or none-existence of school health organization (P<0.01), past health service career (P<0.05), number of classes (P<0.01), number of students (P<0.01), sending letters to home about health education (P<0.01) and number of users (P<0.05). (2) The part of nursing room management has relationship to ages (P<0.05) past clinical career (P<0.05), number of classes (P<0.05), number of students (P<0.05) and sending letters to home about health education (P<0.01). (3) The part of health education has relationship to existence or none-existence of school health organization (P<0.05), past clinical career (P<0.05), the ratio of health management to school nurse's all work (P<0.05) and the ratio of health education to school nurse's all work (P<0.01). (4) The part of environmental management to ages (P<0.01), career as a school-nurse (P<0.01), salary step(P<0.01), sending letters to home about health education (P<0.01), sending all letters to home (P<0.001), the ratio of health management to school nurse's all work (P<0.05), the ratio of health education to school nurse's all work (P<0.05) and area of school-nurse's room to be used. (5) The part of school health organization management to number of classes (P<0.05). (6) The part of health management to number of classes (P<0.05), sending letters to home about health education (P<0.001), sending all of letters to home (P<0.01) and the ratio of health management to school nurse's all work (P<0.05). (7) The part of school health service to ages (P<0.05), past clinical career (P<0.05), past health career (P<0.01), number of classes (P<0.05), number of student (P<0.05), sending letters to home about health education (P<0.05), sending all letters to home (P<0.05), the ratio of health management to school nurse's all work (P<0.05), the ratio of health education to school nurse's all work (P<0.01) and area of school - nurse's room to be used (P<0.05). ## Suggestion for further studies are as follows. 1. School-nurse should exert herself to advance a quality to take care of school population's health. 2. It is necessary that systematic support required to keep school population's health. 3. Home, school and community should make efforts cooperatively and the proper roles of students, teachers, health team members and parents must be achieved.

• 한국간호교육학회지
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• 제9권2호
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• pp.320-328
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• 2003

Nurse educators' competence is considered to be important in relation to the quality of education for nursing students. The purpose of this study was to identify the nursing faculty competence and attitude for lecture evalutaion, evlauated by nursing faculty. This article presented results focusing on South Korean nursing faculty's attutude for lecture evalutaion done by students and their opinion of the importance of nurse educator competence domains. The data collection was done from October, 2002 to August, 2003 and 151 subjects were used for the analysis. The Ideal Nursing Teacher Questionnaire was used to assess nurse faculty competence. The results showed that all of the lecture were evaluated and 59.6% of clinical practice was evaluated by nursing studuents. Nursing faculty thought that lecture evaluation by students was resonable, even though it was stressful. The most important among 5 domains of nurse educators' competence assessed by nursing faculty was nursing competence. Moreover nursing faculty responed that teaching skills domain and evaluation skills domain were more important than relationship with students domain and personality factors domain. Compared to young nursing faculty, nursing faculty who was old aged reported that nurse educators' competences in 4 domains of nursing competence, teaching skills, evaluation skills and relationship with students were more important.

• 한국산학기술학회논문지
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• 제19권6호
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• pp.476-483
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• 2018

이 연구는 임상실습 경험이 있는 고학년 간호학과 학생을 대상으로 간호사 이미지, 전공만족도, 전문직 자아개념 정도를 파악하고 이들 변수가 전문직 자아개념에 미치는 영향을 확인하고자 시도되었다. 연구 대상은 일 지역 간호학과에 재학 중인 3, 4학년 132명이었다. 자료수집을 위한 설문조사는 2017년 6월 1일부터 2017년 6월 30일까지 한 달 동안 임상실습을 수행한 학생들에게 연구자가 직접 설문조사를 하는 방법으로 실시하였다. 연구결과 간호학생의 전문직 자아개념에 영향을 주는 일반적 요인은 경제수준(F=4.94, p=.009), 지원동기(F=3.13, p=.011), 지난 학기 성적(F=4.27, p=.016)이었으며, 간호학생의 전문직 자아개념과 간호사 이미지(r=.22, p<.012), 전공만족도(r=.20, p<.019)는 양의 상관관계로 나타났다. 간호학생의 전문직 자아개념에 유의한 영향을 주는 요인은 간호사 이미지(F=.73, p<.001), 전공만족도(F=.24, p<.001)였으며 전체 81%의 설명력을 나타냈다. 따라서 간호학생의 전문직 자아개념을 높이기 위해서는 임상실습 전후 고학년 간호학생을 대상으로 간호사 이미지에 대한 인식을 긍정적으로 심어주며 간호학에 대한 전공만족도를 높이는 노력을 해야 할 것으로 보인다.

• 성인간호학회지
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• 제15권3호
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• pp.373-382
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• 2003

Purpose: The purpose of this study is to investigate the perception of nursing students' on-site clinical experience at intensive care unit(ICU), which will help on developing fundamental tool to enhance the effect of their clinical practice. Method: Van Manens hermeneutic-phenomenological method has been used to analyze the data. Participants consisted of 74 third-year nursing students who performed the clinical practice at an ICU in C university hospital. The students got the group interviews and kept the clinical diaries. Data was collected from series of group interviews and contents of the students clinical diaries. Result: Major concerns related to students clinical practice were found as follows : "being nervous about unfamiliar machines and situations", "being frustrated about the patients", "feeling of helplessness", "being stupefied from witnessing a death", "realizing the importance of health", "realizing individual patient's precious value through family's love", "realizing the importance of treating a patient as humanbein g", "realizing the differences between theory and practice", "modelizing two aspects of nursing: professional and personal", "readiness to become a capable nurse". Conclusion: We are able to obtain in-depth understandings about the nursing students lived experience of clinical practice at the ICU. Based upon this, there is a need to develop a better nursing intervention enhance the effectiveness of the nursing students clinical practice.