• 한국보건간호학회지
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• 제29권3호
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• pp.452-462
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• 2015

Purpose: The purpose of this study was to examine the influence of attribution disposition and self-efficacy on clinical practice competence of nursing students. Methods: A descriptive survey design was used. Participants were 214 nursing students who were collected using a structured questionnaire. Data were analyzed by frequencies, t-tests, ANOVA, Pearson correlation coefficients and multiple stepwise regression via spss win 21.0. Results: The total mean score for attribution disposition was $3.73{\pm}0.46$, self-efficacy was $3.20{\pm}0.42$, and clinical competence was $3.44{\pm}0.47$. Clinical competence is significantly and positively correlated with attribution disposition (r=.179, p=009) and self-efficacy (r=.379, p<.001). In a multivariate approach, predictors included explained 33.5% of variance in clinical competence. Significant predictors of clinical competence were attribution disposition (${\beta}=.245$, p<.001), self-efficacy (${\beta}=.380$, p<.001), and satisfaction with the nursing (${\beta}=.246$, p<.001). Conclusion: Development of an effective intervention program is needed to improve nursing students clinical practice competence, attribution disposition and attribution disposition of nursing students.

• 한국간호교육학회지
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• 제26권3호
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• pp.299-310
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• 2020

Purpose: This study is a content analysis to understand the nursing informatics competence of clinical nurses. Methods: Focus group interviews were used to collect data. Two focus group interviews were held with a total of nine clinical nurses. All interviews were recorded and transcribed. Content analysis was used to analyze data. Results: The five main categories of nursing informatics competence that emerged are 1) software program use, 2) use of nursing information, 3) use of information communication technology in nursing, 4) professional responsibilities and ethics, and 5) active attitudes and recognition. Next, there are three strategies to improve nursing informatics competence: 1) organizational approach, 2) opportunity of continuous education, 3) presentation of standards in nursing informatics competence. Conclusion: Further studies such as educational program development and evaluation tool development are necessary. Moreover, there is a need to enhance clinical nurses' nursing informatics competence by using the proposed strategies.

• 성인간호학회지
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• 제22권2호
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• pp.221-228
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• 2010

Purpose: The purpose of this study is to identify the relationship among clinical competence of diabetic diet education on standardized patients, self-efficacy, communication skill, learning satisfaction, and professional values of nursing students. Methods: The present study was a descriptive research. The participants were 144 junior nursing students in a university. The clinical competence on diabetic diet education was assessed by trained evaluators when nursing students performed diabetic diet education using the standardized patients. The students' self-efficacy, communication skill, professional values, and learning satisfaction were measured by themselves using the questionnaires. Results: The clinical competence on diabetic diet education showed positive correlations with communication skill and learning satisfaction, while the competence was not correlated to self-efficacy and professional values. Conclusion: The results of this study suggest that clinical competence on diabetic diet education may be more related to communication skills and learning satisfaction than self-efficacy and professional values. Promoting communication skills and learning satisfaction using a standardized patient may increase nursing students' competence on diabetic diet education.

• 한국간호교육학회지
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• 제27권1호
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• pp.49-58
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• 2021

Purpose: The purpose of this study was to determine relationships between academic achievement, clinical competence, and confidence in the clinical performance of nursing students, and to identify factors that influence them. Methods: This was a descriptive correlation study. Data were collected from 118 nursing students at a nursing college in Seoul. One-way variance analysis, Pearson's correlation coefficient, and multiple linear regression analysis were used to examine relationships between academic achievement, clinical competence, and confidence in clinical performance. Results: Clinical competence was related to academic achievement in students' previous semester and to students' academic scores in a fundamental of nursing course. Clinical competence showed a weak positive correlation with academic achievement in students' previous semester and academic scores in a fundamental of nursing course in both evaluations by the professor and students' self-evaluations. However, confidence in clinical performance had no significant correlation with academic achievement. The factor affecting the clinical competence was academic scores in a fundamental of nursing course, and factors affecting confidence in clinical performance were health status, personality, major suitability, and class satisfaction in a fundamental of nursing skills course. Conclusion: These findings indicate that students with high academic achievement have better clinical performance, but confidence in clinical performance is not related to academic achievement.

• 한국보건간호학회지
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• 제37권1호
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• pp.97-110
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• 2023

Purpose: This study sought to determine the effect of the competence of nurses and their, work environment on the quality of nursing service in long-term care hospitals using the Donabedian model as a theoretical framework. Methods: This descriptive investigative study analyzed nursing competency, the work environment, and nursing service quality in a group of 182 nurses directly in charge of patient care at long-term care hospitals in special cities, metropolitan cities, and small and medium-size cities. The data were analyzed using IBM SPSS/WIN 27.0 version. Results: In long-term care hospitals, nurses' competence (r=.674, p<.001) and work environment (r=.444, p<.001) were correlated with quality of nursing service, and the nurses' competence was correlated with the work environment (r=.443, p<.001). The factors affecting the quality of nursing service in long-term care hospitals were competence, the work environment, and the age of nurses. Conclusion: In this study, both competence and the work environment of nurses were observed to be important factors in improving nursing service quality in long-term care hospitals. Therefore, efforts aimed at enhancing these factors are necessary to ensure the high quality of nursing service in these hospitals.

• 한국컴퓨터정보학회논문지
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• 제24권5호
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• pp.113-120
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• 2019

This study was conducted to identify the level of cultural empathy, self-esteem, and cultural competence and factors affecting cultural competence of nursing students. Participants were 157 nursing students who were 2nd, 3rd, and 4th grade in one university located at the Chungbuk provinces. Data collected using questionnaires which consisted of general characteristics, cultural empathy, self-esteem, and cultural competence. The mean score for cultural empathy was $3.63{\pm}.34$(scores ranged from 1 to 5), The mean score for self-esteem was $2.91{\pm}.42$(scores ranged from 1 to 4). The mean score for cultural competence was $3.31{\pm}.43$(scores ranged from 1 to 5). There were significant differences between cultural competence and age(t=-2.242, p=.027), grade(F=3.473, p=.033), and fluency of foreign language(F=5.053, p=.007). There were significant correlation between cultural competence and cultural empathy(r=.49, p<.001), and self-esteem(r=.33, p<.001)), and self-esteem and cultural empathy(r=.33, p<.001). Cultural empathy and self-esteem explained 29.4% of cultural competence and major predictor variable for cultural competence was cultural empathy. In this paper, we propose various multicultural education programs in curriculum and extra curriculum that can enhance cultural empathy and self-esteem to improve cultural competence of nursing students. Especially, continuous education of cultural knowledge among cultural competence will be done.

• 대한간호학회지
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• 제53권1호
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• pp.87-100
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• 2023

Purpose: This study aimed to develop a nursing simulation learning module for coronavirus disease 2019 (COVID-19) patient-care and examine its effects on clinical reasoning competence, clinical competence, performance confidence, and anxiety in COVID-19 patient care for nursing students. Methods: A non-equivalent control group pre- and post-test design was employed. The study participants included 47 nursing students (23 in the experimental group and 24 in the control group) from G City. A simulation learning module for COVID-19 patient-care was developed based on the Jeffries simulation model. The module consisted of a briefing, simulation practice, and debriefing. The effects of the simulation module were measured using clinical reasoning competence, clinical competence, performance confidence, and anxiety in COVID-19 patient-care. Data were analyzed using χ²-test, Fisher's exact test, t-test, Wilcoxon signed-rank test, and Mann-Whitney U test. Results: The levels of clinical reasoning competence, clinical competence, and performance confidence of the experimental group were significantly higher than that of the control group, and the level of anxiety was significantly low after simulation learning. Conclusion: The nursing simulation learning module for COVID-19 patient-care is more effective than the traditional method in terms of improving students' clinical reasoning competence, clinical competence, and performance confidence, and reducing their anxiety. The module is expected to be useful for educational and clinical environments as an effective teaching and learning strategy to empower nursing competency and contribute to nursing education and clinical changes.

• 동서간호학연구지
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• 제26권2호
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• pp.157-166
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• 2020

Purpose: This study was conducted to identify the relationship between the transcultural self-efficacy (TSE) and cultural competence of nursing students. Methods: This study was a cross-sectional study. A total of 352 nursing students were recruited from two universities in Incheon and Gyeonggi. The data were analyzed using descriptive statistics, t-test, ANOVA with Scheffe's test, correlation coefficient, and hierarchical multiple regression analysis. Results: The mean score of TSE was 6.20 (out of 10). The mean score of cultural competence was 4.98 (out of 7). TSE was positively correlated with cultural competence (r=.47, p<.001). The practical domain (β=.18, p=.001) and affective domain (β=.35, p<.001) of TSE had a significant effect on cultural competence. TSE accounted for 22.3% of cultural competence. Conclusion: Educational programs for improving cultural competence should include contents to improve the affective and practical domains of TSH. It is also helpful for subjects with various cultural backgrounds to learn interview skills and nursing skills through practice to reinforce cultural competence.

• 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.

• 기본간호학회지
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• 제21권3호
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• pp.283-291
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• 2014

Purpose: This study was done to explore clinical competence and factors related to competence in nursing students. Methods: Data were collected using structured questionnaires from 210 students in three different schools located in D, B and P metropolitan cities, Korea. Data were using PASW (SPSS) 18.0 program, and included t-test, one-way ANOVA, Pearson correlations coefficients, and multiple regression analyses. Results: There were positive correlations between clinical competence and ego-resilience (r=.40. p<.001), critical thinking dispositions (r=.58, p<.001), and self-leadership (r=.14, p=.043). Variables such as critical thinking dispositions, ego-resilience, satisfaction with clinical practice education, health status and academic performance explained 48% of variance in clinical competence. Conclusion: According to the above results, a specific education program for clinical competence of student nurses is needed to increase critical thinking dispositions, ego-resilience, satisfaction with clinical practice education, health status and academic performance.