• Journal of Korean Academy of Nursing
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• v.52 no.5
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• pp.511-521
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• 2022

Purpose: This study aimed to examine the moderating effect of organizational justice on the relationship between self-efficacy and nursing performance among clinical nurses. Methods: In January 2021, a cross-sectional survey was conducted with 224 clinical nurses recruited from a university-affiliated hospital in Suwon, South Korea. Participants completed online-based, self-report structured questionnaires. Collected data were analyzed using multiple regression and a simple model of PROCESS macro with a 95% bias-corrected bootstrap confidence interval. Results: Self-efficacy and organizational justice were found to be significant predictors of nursing performance. These two predictors explained the additional 34.8% variance of nursing performance in the hierarchical regression model, after adjusting the other covariates. In addition, organizational justice moderated the relationship between self-efficacy and nursing performance among the clinical nurses. In particular, at low self-efficacy level, participants with high organizational justice had higher nursing performance compared to those with low organizational justice. Conclusion: Enhancing organizational justice can be used as an organizational strategy for improving the organizational culture in terms of distribution, procedure, and interaction. Ultimately, these efforts will contribute to the improvement of nursing performance through a synergistic effect on organizational justice beyond nurses' individual competency and self-efficacy.

• Journal of the Korea Society of Computer and Information
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• v.23 no.8
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• pp.123-131
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• 2018

The purpose of this study is to investigate the clinical nursing competence and self-efficacy of 4th and 2nd semester nursing college students who completed most of the performance-based nursing education curriculum. It was attempted to develop competency evaluation and competency-based curriculum. The collected data were analyzed using descriptive statistics, t-test, one-way ANOVA, $scheff{\bar{e}}$ test, Pearson's correlation coefficients and Stepwise multiple regression in SPSS WIN 24.0 program. The findings of this study were as follows. 1) The knowledge level of essential basic nursing skills received a score of 88.95. The overall average score of clinical performance was 3.15 out of 5. The mean score of self-efficacy was $4.14{\pm}0.57$ points on 6 points 2) Among the general characteristics of subjects, 'motivation of major selection' and 'satisfaction of practice time' differed in the knowledge of essential basic nursing skills, 'religion' and 'health status' differed in clinical performance ability and 'interpersonal relationship', 'motivation of major selection', 'major satisfaction', 'satisfaction of practice time', 'nursing satisfaction', 'desired working period' and 'average rating' differed in self-efficacy. 3) The self-efficacy showed a significant positive correlation with the clinical nursing competency including the knowledge of essential basic nursing skills and clinical performance ability. The nursing satisfaction, clinical performance ability, the knowledge of essential basic nursing skills, interpersonal relationship and average rating influenced significantly and explained 23.7% of the subjects' self-efficacy.

• Journal of Home Health Care Nursing
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• v.24 no.1
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• pp.14-22
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• 2017

Purpose: To study aimed to examine the impact of the Nursing and Care=giving Integrated Service on nursing work performance, nurse' job satisfaction, and patient safety. Methods: A total of 66 nurses were selected as participants, comprising 30 nurses working in Nursing and Care=giving Integrated Service hospital ward, and 33 nurses working in a general hospital ward with a similar patient and disease group and distributed moderately. For data analysis, t-tests, ANOVA, and $X^2$ tests were conducted. Results: Nursing work performance in the Nursing and Care=giving Integrated Service ward was higher than that in the general hospital ward, but this difference was not statistically significant. Conversely, job satisfaction was lower among nurses in the Nursing and Care=giving Integrated Service ward, although again the difference was not significant. However, the Nursing and Care=giving Integrated Service ward had a significantly lower rate of safety-related accidents in patients compared to the general hospital ward. Conclusion: In order to expand and improve patient safety and other aspects of the Nursing and Care=giving Integrated Service, there is a need to establish a mediation strategy for increasing nurses' work performance and job satisfaction.

• Journal of Korean Academy of Nursing
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• v.32 no.6
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• pp.784-791
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• 2002

The anxiety and stress of nursing students on performance intramuscular injection diminished nursing skill performance. The purpose of this study was to identify the effects of the guided imagery program on anxiety, stress and nursing skill performance of nursing students. Method: The study design was time series with a nonequivalent control group pretest- posttest study. The Data were collected from the 30th of Oct. to the 6th of Nov. 2001. The objects of this study were 36 sophomores of university(18 for the experimental group, 18 for the control group). The Instruments used in this study were State Trait Anxiety Inventory developed by Spielberger (1972), Visual Analogue Scale for Stress and Nursing skill performance developed by the researcher. The guided imagery was provided through audiotapes to the subjects for 8 minutes. The pretest was given before the therapy to measure variables for both groups and the posttests were performed after intervention. The data were analyzed by the SAS program using t-test and paired t-test. Result: The results of this study are as follows. The level of anxiety of students who received the guided imagery were significantly lower than that of control group. the level of stress had a deeling tendency and the nursing skill performance level was significantly higher than that of control group. Conclusion: The guided imagery suggested as an effective nursing intervention did reduce the anxiety and promoted nursing skill performance of nursing students.

• Journal of Korean Public Health Nursing
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• v.36 no.3
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• pp.334-346
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• 2022

Purpose: This survey was conducted to investigate the level of coronavirus disease 2019 (COVID-19)-related peritraumatic distress and job stress among clinical nurses and evaluate their effects on nursing performance. Methods: The participants were 115 nurses from 5 hospitals in 3 regions in Korea. The peritraumatic distress index (PDI), job stress, and nursing performance scales were used for the analysis. The data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multivariate regression analysis. Results: The level of peritraumatic distress of nurses was scored at 22.8 ± 9.26 (range 0 to 45). The level of job stress was scored at 2.69 ± 0.51 (range 1.3 to 3.7). The level of nursing performance was scored at 3.73 ± 0.51(range 1.76 to 5.0). Peritraumatic distress was observed to be positively correlated with job stress (r=.408, p<.001). However, peritraumatic distress and job stress were not correlated with nursing performance. In multivariate regression, the only variable seen to affect nursing performance was the work experience of the nurses. Work experience levels of five to fifteen years were observed to have a significant positive effect on nursing performance. Conclusion: The work experience of nurses directly influenced nursing performance during the pandemic period. Thus, to retain more nurses and to improve nursing performance, it would be necessary to develop various strategies to decrease their peritraumatic distress and job stress caused by the pandemic.

• Journal of muscle and joint health
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• v.31 no.2
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• pp.75-85
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• 2024

Purpose: The goals of this study were to identify the relationships among learning agility, grit, positive psychological capital, and nursing performance and to determine the impact of these factors on clinical nursing performance. Methods: Between November and December 2021, a descriptive survey design was conducted with a convenience sample of 260 clinical nurse participants from two regional hospitals. Data were collected using the Learning Agility Scale, Grit Scale, Psychological Capital Questionnaire, and the Nursing Performance Scale. Data from 248 nurses were analyzed using descriptive statistics, independent t-test, one-way analysis of variance, Pearson's correlation, and multiple linear regression analysis using SPSS 27.0. Results: Results revealed significant positive correlations between nursing performance and learning agility, grit, and positive psychological capital. Stepwise multiple regression analysis identified positive psychological capital as the strongest predictor of nursing performance, followed by work experience, learning agility, grit, and educational level. These variables accounted for 51% of the variance in nursing performance. Conclusion: This study underscored the importance of positive psychological capital, learning agility, and grit in improving nursing performance. Healthcare organizations should prioritize the development of these attributes among nurses. Implementing strategies to enhance these factors in nursing practice and education could improve nursing performance, potentially resulting in better patient outcomes and increased job satisfaction. Future research should explore specific interventions to cultivate these qualities and assess their long-term impact on nursing practice.

• Journal of Korean Public Health Nursing
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• v.35 no.3
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• pp.343-355
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• 2021

Purpose: This study aimed to identify the effects of nursing students' ethical awareness, ethical decision-making and attitude toward performance on intention about performance of infection control guidelines in pandemic infectious diseases. Methods: The survey was performed on 163 nursing students in three universities. Data were collected using a structured questionnaires and analyzed with t-test, analysis of variance (ANOVA), Pearson's correlation and multiple regression analysis. Results: Perceived health status, ethical awareness and attitude toward performance of infection control guidelines about major commitment were significant predictive variables. These variables accounted for 48.1% of the variance in major commitment. Conclusion: The findings indicate the necessity of developing educational programs to enhance nursing students's ethical awareness, and increase performance of control guidelines to prepare for the pandemic infectious diseases.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.4
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• pp.542-548
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• 2013

Purpose: This study was conducted to explore clinical practice performance according to type of practice in students in pediatric nursing and the relationship with satisfaction of clinical practice. Methods: The subjects consisted of 531 nursing students (307 at a pediatric ward and 224 at a nursery) from 5 colleges of nursing. Data collected from March to June 2012 were analyzed using descriptive statistics, t-test, AVONA and Pearson correlation coefficients. Results: Clinical practice performance on direct nursing activity was significantly different according to the course on pediatric nursing, grade point average, and satisfaction of nursing major. Observation practice was different according to type of college, the course on pediatric nursing, grade point average, duration of practice and clinical educator in the pediatric ward. In the nursery, direct nursing activity was significantly different according to the type of college, the course on pediatric nursing, hospital type, and duration of practice. Observation practice was different according to type of college, satisfaction of a nursing major, and the clinical educator. In addition, significant correlations were found between clinical practice performance and satisfaction of clinical practice. Conclusion: Our research can assist effective pediatric nursing practice planning for nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.1
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• pp.16-24
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• 2020

Purpose: This study examined the effects of guided imagery on stress, state anxiety, test anxiety and core basic nursing skill performance score of undergraduate nursing student. Methods: An equivalent control group pretest-posttest design was utilized. A total of 45 senior nursing students were randomly assigned to either an intervention group to receive guided imagery, or a control group (experimental group=23 students, control group=22 students). The guided imagery was provided via audio files to the intervention group for eight minutes, once a day for five days. The pretest was given before the intervention to measure variables for both groups, and the posttest was performed immediately afterward and three days after the intervention. Results: Significant differences were found between the two groups in stress ((F=4.94, p=.012), state anxiety (F=5.99, p=.005), and basic core nursing skill performance scores (Z=-2.45, p=.015). Conclusion: Guided imagery for nursing students has been identified as effective for stress, state anxiety, and basic core nursing skill performance scores. Guided imagery can be used as an effective intervention before performance tests. These study results can provide useful data for nursing education.

• Women's Health Nursing
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• v.22 no.1
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• pp.21-29
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• 2016

Purpose: This study aimed to develop supplementary material about the electronic fetal monitoring for nursing students, and to test the effects on electronic fetal monitoring related knowledge and confidence on nursing performance in delivery room. Methods: Totally 58 nursing students were recruited either experimental group (n=30) or a control group (n=28). A non-equivalent control group pretest-posttest design was employed to test the effects on fetal monitoring related knowledge and confidence on nursing performance in delivery room. The supplementary material about the electronic fetal monitoring was developed based on Analysis, Design, Development, Implement and Evaluation (ADDIE) model. Fetal monitoring related knowledge and confidence on nursing performance in delivery room were self-reported by the scales that author developed. Data were collected at pre-test and after the 6-week intervention. Results: There was significant difference in confidence on nursing performance in delivery room between two groups after intervention. Conclusion: These findings suggest the importance of the supplementary material about the electronic fetal monitoring for nursing students to improve confidence on nursing performance in delivery room.