• Journal of Korean Clinical Health Science
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• v.7 no.2
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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.

• Journal of Korean society of Dental Hygiene
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• v.19 no.6
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• pp.1037-1046
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• 2019

Objectives: This study was conducted to test the critical thinking tendency, clinical practice satisfaction, and clinical performance, and analyze the factors impacting clinical practice satisfaction and clinical performance of dental hygiene students. Methods: The study conducted a written survey during the period between 30 July ~20 August 2019, among 3rd and 4th year dental hygiene students from Seoul, Gyung-gi region, who had taken clinical practice courses. Using SPSS 22.0 program (IBM SPSS statistics, New York, USA), the study analyzed the final 174 cases. Results: Dental hygiene students scored 3.33±0.43, 3.48±0.83, and 3.30±0.58 for critical thinking, clinical practice satisfaction, and clinical performance, respectively. The clinical thinking score was higher when their study performance was good (p<0.001), clinical practice satisfaction was higher when their major satisfaction was satisfactory (p<0.001), higher when their relationship with their clinical practice partner was good, and the clinical performance was better when the students' major satisfaction was good (p<0.001). The study performance yielded better results when their study achievement was better (p<0.05). Clinical practice satisfaction (r=0.156) and clinical performance (r=0.393) showed a positive correlation with critical thinking, and clinical performance had a positive correlation with clinical practice satisfaction. The impact factor for clinical practice satisfaction appeared to be clinical performance (p<0.05) and major satisfaction (p<0.001), and the factors impacting the clinical performance were among the sub-causes of critical thinking (p<0.05), intellectual fairness (p<0.05), watchfulness (p<0.05), clinical practice satisfaction (p<0.05), and major satisfaction (p<0.01). Conclusions: Results of the study showed that for dental hygiene students, critical thinking, clinical practice satisfaction, clinical performance, and major satisfaction were the impact factors affecting the students' clinical performance. Therefore, the study recommends that development of educational programs and operation of a field-based curriculum is necessary to improve critical thinking, clinical practice satisfaction, and major satisfaction.

• Journal of Korean Physical Therapy Science
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• v.3 no.3
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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.

• Journal of Korean Academy of Nursing Administration
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• v.17 no.2
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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.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.1
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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.

• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.2
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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%).

• Journal of Korean Academy of Fundamentals of Nursing
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• v.16 no.3
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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.

• Journal of Korean society of Dental Hygiene
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• v.13 no.5
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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.

• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.2
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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.

• Journal of Korea Entertainment Industry Association
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• v.13 no.1
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• pp.167-173
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• 2019

It is reported that the higher the satisfaction of students' clinical practice, the more the ability to perform their work. It is important to assess student satisfaction with clinical practice. This study is to investigate the satisfaction of occupational therapy students' clinical practice. The research data will be used as basic data for effective clinical practice. The subjects of this study were 319 occupational therapy students who completed clinical training. The data collection period was from August 1, 2017 to August 13, 2017. The questionnaire used in the previous literature was used to measure the satisfaction of clinical practice. The collected data were statistically processed using the SPSS 12.0 statistical program. The general characteristics of the study subjects were more female, university more. Satisfaction with major was the most satisfied and the training period was the most 24 weeks. Rehabilitation hospitals were the highest in the training institutions. The results showed that the satisfaction of clinical practice was higher in the order of clinical practice, satisfaction after clinical practice, clinical practice environment, teaching method of clinical practice, clinical practice time, evaluation of clinical practice, and internal conflicts in clinical practice. Clinical practice satisfaction according to general characteristics was significantly different according to the major satisfaction and the training period.