• 한국임상보건과학회지
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• 제7권2호
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• pp.1345-1354
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• 2019

Purpose: This study aimed to determine the mediating effects of aggressive stress response on the association between clinical practice stress and clinical practice satisfaction in ophthalmic optics majors and provide basic data that could help form opticians' professionalism and make clinical practice more effective. Methods: This study was conducted in 236 sophomores and juniors in Daegu and North Gyeongsang Province who had finished clinical practice. Hierarchical regression analysis and mediating effect testing were performed to determine the associations among clinical practice stress, clinical practice satisfaction, and aggressive stress response and determine the mediating effects of aggressive stress response on the association between clinical practice stress and clinical practice satisfaction. Results: Clinical practice stress was significantly negatively correlated with clinical practice satisfaction and aggressive stress response (p<0.01), and aggressive stress response was significantly positively correlated with clinical practice satisfaction (p<0.01). The association between clinical practice stress and clinical practice satisfaction was more likely to be explained by the addition of clinical practice stress than by being aggressive stress response controlled, which statistically significantly met the criteria for mediating effects (p<0.001). Conclusions: It is necessary to pay more attention to program development and teaching methods within the department of ophthalmic optics so that ophthalmic optics majors can utilize aggressive stress response to overcome clinical practice stress effectively and improve clinical practice satisfaction.

• 간호행정학회지
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• 제17권2호
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• pp.216-225
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• 2011

Purpose: In this study, the relationship between self-leadership, stress, and satisfaction among nursing students in clinical practice was examined. Method: The participants were 273 nursing students. Data collected from September to December 2010 were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and stepwise multiple regression. Results: The mean scores for self-leadership ($3.72{\pm}.41$), stress ($3.45{\pm}.59$), and satisfaction ($3.11{\pm}.38$) in clinical practice were above average. Self-leadership was significantly different according to year, interpersonal relationships, and satisfaction with nursing as a major. Stress in clinical practice was significantly different according to gender, year, and health status. Satisfaction in clinical practice was significantly different according to year, interpersonal relationships, and satisfaction with nursing as a major. Significant correlations were found between self-leadership and satisfaction in clinical practice, and stress and satisfaction in clinical practice. Year, self-leadership, interpersonal relationships, and stress in clinical practice were factors influencing satisfaction in clinical practice (20.0%). Conclusion: These findings indicate that there is a need to improve self-leadership, and to lessen stress in clinical practice to improve nursing students' satisfaction with clinical practice. The above-mentioned results should be reflected in the development of effective teaching methods for clinical practice.

• 대한물리치료과학회지
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• 제3권3호
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• pp.93-104
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• 1996

The purpose of this study is improvement of clinical practice education through examination of satisfaction on clinical practice of physical therapy students and grasping the factor have on effect on satisfaction of clinical practice. The students of the survey were 328 junior college students and 41 University students selected from 8 junior college and 2 University by questionnaire from Oct. 6 to Oct. 26, 1993. The collected data was analyzed by ANOVA, T-test, Multiple range test (Tukey, LSD, Duncan), principal factor analysis according to purpose of study. The results were as follows : The degree of satisfaction according to the item on clinical practice was low as 0.346 of a total 1.0. The degree of satisfaction of instruction(0.40) revealed to be high. Compared with the degree of satisfaction on contents(0.39), practice environment(0.38), satisfaction after practice(0.36), practice hours(0.35), personalrelations(0.33), problem of practice place(0.31), practice evaluation(0.25) revealed to be low. 1. The degree of satisfaction on clinical practice according to education system was lower junior college than University. 2. The degree of satisfaction on clinical practice according to volitional group and another intention group and another intention group was not different. 3. The degree of satisfaction on clinical practice according to the order of merit was not difference A group, B group, C group, but it of D group was low. 4. The degree of satisfaction on clinical practice according to the time of practise, the group that clinical enforce during a session was higher than the group that it enforce during vacation. 5. The degree of satisfaction on clinical practice according to clinical practice place was high in University hospital and general hospital, but was low in hospital and clinic. 6. The degree of satisfaction on clinical practice according to existence or non-existence of a hospital in affiliation was higher existence a hospital in affiliation group than non-existencea hospital in affiliation group. 7. The degree of satisfaction on clinical practice according to satisfaction of major was high in group of high satisfaction major.

• 한국간호교육학회지
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• 제7권2호
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• pp.217-228
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• 2001

This study was designed to compare the effect of internship and preceptorship on satisfaction of clinical practice in nursing students. A total of 46 third grade students were assigned to 2 groups; 23 to inturnship group, 23 to preceptorship group. Satisfaction scores of clinical practice instruction and practice environment in internship group were higher than satisfactory scores of preceptorship group. There were no difference between satisfactory scores of clinical practice contents, clinical practice hour and clinical practice environment in internship and preceptorship. Satisfaction scores on clinical practice weren't significantly correlated with school credits. There were significant correlations among clinical practice contents, practice environment, practice instruction and clinical practice hour. There were significant correlations among clinical practice instruction, practice environment and clinical practice evaluation. Clinical practice instruction was the highest factor predicting satisfaction of clinical practice. In stepwise multiple regression analysis, 100% of the variance in satisfaction of clinical practice was accounted for by clinical practice instruction(59.1%), clinical practice contents(14.9%), clinical practice environment(12.3), clinical practice hour(8.8%), and clinical practice evaluation(5.5%).

• 한국간호교육학회지
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• 제18권1호
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• pp.53-61
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• 2012

Purpose: This study was done to identify the relationship of self-directedness, clinical competence and practice satisfaction to clinical practice for nursing students and to investigate the mediating effect of their clinical competence between self-directedness and clinical practice satisfaction. Method: The data were collected form 291 nursing students in clinical practice using self-report questionnaire on April 25 and June 20, 2011. Results: There were statistically positive relationships between self-directedness, clinical competence and practice satisfaction to clinical practice in nursing students. Clinical competence was found to completely mediate the relationship between self-directedness and clinical practice satisfaction. Conclusion: This study shows that self-directedness to clinical practice for nursing students have no direct effect on clinical practice satisfaction. It has an indirect effect by clinical competency.

• 기본간호학회지
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• 제16권3호
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• pp.307-315
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• 2009

Purpose: This study was done to investigate the relationship of self efficacy, self-directedness and practice satisfaction to clinical practice for nursing students. Method: The participants were 122 nursing students in clinical practice. They responded to questionnaires that included measures of self efficacy, self-directedness and clinical practice satisfaction. Results: The average self efficacy score was 3.70, self-directedness, 3.66 and clinical practice satisfaction, 3.44. Self efficacy showed a significant difference according to gender with men having higher scores (t=-2.82, p= .005). Clinical practice satisfaction showed a significant difference according to motivation for nursing (F=3.86, p= .011), and location of clinical practice (F=3.73, p= .006). Self efficacy had a significant positive correlation to self-directedness (r= .755, p< .001) and clinical practice satisfaction (r= .379, p< .001). Self-directedness had a significant correlation with clinical practice satisfaction (r= .412, p< .001). Conclusion: After clinical practice, self efficacy, self-directedness and clinical practice satisfaction in nursing students were relative higher. Self efficacy, self-directedness were affected by clinical practice satisfaction.

• 한국간호교육학회지
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• 제7권2호
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• pp.333-348
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• 2001

The study was intended to investigate the degree of satisfaction and experiences of maternity nursing practice and to examine the relationships between satisfaction and experiences. Data were collected from a college located in Inchon from April 2, 2001 to October 30, 2001. A general characteristics questionnaires, questionnaire for clinical practice satisfaction and maternity nursing clinical checklist were used to measure the satisfaction and experiences of maternity nursing practice. The subject were supposed to record their clinical experience in maternity clinical practice checklist. 153 questionnaires for satisfaction of clinical practice and 178 maternity nursing clinical practice checklists used for analysis. The data were analyzed by SPSS-PC+ program. The results of this study were as follows ; 1) The mean score of satisfaction of clinical practice was 3.34(a perfect score 5) and among the 4 categorial components from the questionnaire of satisfaction the score of 'clinical practice teaching' was high(3.85) and 'clinical practice environment(2.91)' and 'clinical practice contents(2.90)' was relatively low. 2) There was significant value between place of clinical practice and clinical practice satisfaction among 7 clinical practice hospital and the most high score of clinical practice satisfaction is 3.70 and the low score is 2.91(F=7.706, p<.001). The score of delivery room was significantly higher than the OBGY room and there was significant value among the place of clinical practice(DR : F= 6.441, p<.001, OBGY room : F=7.908, p<.001). 3) In delivery room, the frequency of observation are 2.61 day, the frequency of practice are 1.33 day and in OBGY room the frequency of observation are 1.73 day, the frequency of practice are 1.31 day for 2 week of maternity clinical practice and the most frequent practice of maternity nursing care was checking vital sign. 4) There were significant relationships between the ranking score of clinical satisfaction and clinical experiences in maternity nursing practice. Based on the results, it is suggested that the satisfaction of clinical practice was related to environment of clinical practice and it is necessary to improve environment of clinical practice and make a strategies to enhance the quality of maternity clinical experience.

• 한국치위생학회지
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• 제13권5호
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• pp.777-786
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• 2013

Objectives : The purpose of the is to investigate the teaching effectiveness of clinical practice instructors and the satisfaction level of dental hygiene majoring students in clinical practice training. Methods : Subjects were second and third grade 480 dental hygiene majoring students in Seoul and Gangwondo. Except 48 incomplete answers, 438 data were analyzed. Questionnaire consisted of general characteristics, teaching of clinical practice instructors, educational content, organization al skills, leadership, learning environment, evaluation skills and clinical practice satisfaction level. Results : 1. A strong positive correlation (r = 0.832) was found between teaching effectiveness and clinical practice satisfaction. A positive correlation more than 0.50 was found between the clinical practice satisfaction, encouragement and support for teaching effectiveness, educational contents, and leadership. 2. There were significant correlations between the encouragement and support (B = 0.209), educational content (B = 0.199), leadership ability (B = 0.257) and ability to create an environment (B = 0.084), evaluation ability (B = 0.083). Conclusions : Teaching effectiveness of the clinical practice instructors had influences on the clinical practice satisfaction. It is necessary to connect clinical practice instructions with satisfaction towards clinical practice to the students.

• 한국엔터테인먼트산업학회논문지
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• 제13권1호
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• pp.167-173
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• 2019

임상실습 만족도가 높을수록 업무수행능력은 더 증대되며 학생들의 임상실습에 대한 만족도를 평가하는 것이 중요하다. 작업치료(학)과 학생들의 임상실습 만족도를 알아보고자 한다. 분석방법은 SPSS 12.0 통계 프로그램을 이용하여 통계처리를 하였으며, 분석결과 임상실습 만족도는 임상실습 내용, 임상실습 후 만족감, 임상실습 환경, 임상실습 지도방법, 임상실습 시간, 임상실습 평가, 임상실습 중 자신의 내적 갈등 순이었다. 작업치료(학)과 학생들의 일반적인 특성에 따른 임상실습만족도의 차이는 전공 만족도와 실습기간에 따라 유의한 차이가 있었다. 따라서, 효율적인 임상실습이 이루어질 수 있도록 본 연구의 내용이 기초자료로 활용되길 기대한다.

• 한국치위생학회지
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• 제18권3호
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• pp.399-410
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• 2018

Objectives: The purpose of this study was to examine the current status of the relationship between clinical practice stress, satisfaction and self-concept of dental hygiene department students in order to effectively implement the clinical practice, which is a necessary course for professional dental hygienists. Methods: The subjects in this study were 299 dental hygiene department students who participated in clinical practice. The survey was conducted from November 1, 2017 to December 31, using self-filling questionnaire (INJE 2017-08-004-002). Statistical analysis was conducted to identify the clinical practice characteristics, clinical practice stress, satisfaction and self-concept and the results according to clinical practice characteristics were compared through t-test and ANOVA. The regression analysis was conducted to identify the effects on self concept. Results: Clinical practice stress, satisfaction and self concept were identified to be significant(p<0.01). Multiple regression analysis results of the factors affecting self concept of study subjects showed that self concept was statistically significant in grade, education programs and satisfaction. Conclusions: Self-concept, clinical practice stress and satisfaction were significantly correlated. In order to raise the quality of clinical practice and to become a professional dental hygienist, it is necessary to continue research on the measures to improve the stress management and satisfaction in clinical practice for establishing self-concept.