• 한국간호교육학회지
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• 제20권2호
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• pp.244-254
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• 2014

Purpose: The purpose of this study was to investigate the influence of ego-resilience and self-efficacy on satisfaction in major of nursing student. Method: Data were collected from 275 nursing students by means of self reported questionnaires about ego-resilience, self-efficacy and satisfaction in major from December 3 to 20, 2012. Results: There were positive correlations between ego-resilience, self-efficacy and satisfaction in major. The optimistic attitude in ego-resilience (${\beta}$=.56, p<.001), an associate's degree (${\beta}$=.38, p<.001), suitable to aptitude (${\beta}$=.17, p<.001), social self-efficacy (${\beta}$=.14, p=.039) and high employment rate (${\beta}$=.12, p=.033) were significant predictors of satisfaction in major. Conclusion: It is necessary to develop an effective intervention program to improve nursing student's ego-resilience, self-efficacy and satisfaction in major of nursing student.

• 동서간호학연구지
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• 제18권2호
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• pp.88-94
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• 2012

Purpose: The purpose of this study was to examine self-efficacy, satisfaction in major, nurse's image of nursing students, and mediating effect of satisfaction in major on the relationship between self-efficacy and nurse's image. Methods: Data were collected from 4th to the 7th of October in 2011, from 277 nursing students in Gyeongnam area using questionnaire, t-test, ANOVA, and correlation efficient were used for data analysis. Results: There were statistically positive relationships between self-efficacy, satisfaction in major, and nurse's image of nursing students. Satisfaction in major was found to completely mediate the relationship between self-efficacy and nurse's image. Conclusion: Self-efficacy exerted an influence on nurse's image through the mediating effect of satisfaction in major.

• 한국간호교육학회지
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• 제17권3호
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• pp.536-544
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• 2011

Purpose: The purpose of this descriptive study was to investigate the level of nursing professionalism and influencing factors of professionalism in nursing students. Method: A convenience sample of 207 subjects were recruited from two universities in I city and one university in S city. The subject for this survey were senior students who finished all clinical practicum to be done before graduation. Results: The mean scores of the nursing professionalism and the satisfaction with clinical practice were 3.43 and 3.28 individually. The mean of self-efficacy and image of nurses were 3.60 and 3.71 individually. Mean of major satisfaction score was 3.88. There were significant correlations among nursing professionalism, satisfaction with clinical practice, self-efficacy, image of nurses and major satisfaction. The most strong factor affecting nursing professionalism was the image of nurses and accounted 52.0 percentage of the variance. Sixty point one percentage of the variance was explained by image of nurses, major satisfaction, religion and satisfaction with clinical practice. Conclusion: To make students have more positive nursing professionalism, strategies enhancing the positive nurse image, clinical satisfaction, and major satisfaction need to be developed during school years.

• 대한통합의학회지
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• 제10권3호
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• pp.1-11
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• 2022

Purpose : In order to respond to the needs of society, it is necessary for nursing students to develop into their professional roles and form a higher degree of positive nursing professionalism. This study investigated clinical practice stress, clinical practice satisfaction, academic major satisfaction, and self-esteem among nursing students, and identified factors influencing their nursing professionalism. Methods : The participants of this study were 200 nursing students who used the internet and e-mail, and who understood the purpose and methods of this study. Data were collected from June 21 to July 27, 2021. Data analysis, including the independent t-test, one-way analysis of variance, Pearson correlation coefficients, and multiple regression, was performed using SPSS version 26.0. Results : The mean score was 3.52±.47 for nursing professionalism, 2.99±.56 for clinical practice stress, 3.35±.44 for clinical practice satisfaction, 3.75±.55 for academic major satisfaction, and 3.49±.78 for self-esteem. There were no significant differences in nursing professionalism according to general characteristics. Nursing professionalism was positively correlated with clinical practice satisfaction (r=.36, p<.001), academic major satisfaction (r=.57, p<.001), and self-esteem (r=.41, p<.001), but negatively correlated with clinical practice stress (r=-.41, p<.001). Factors influencing nursing professionalism included academic major satisfaction (𝛽=.39, p<.001) and clinical practice stress (𝛽=-.16, p=.021). These variables explained 36 % of variance in nursing professionalism (F=29.43, p<.001). Conclusion : These findings indicate that academic major satisfaction and clinical practice stress could be considered in effective nursing educational interventions to improve nursing professionalism in nursing students. Therefore, multidimensional efforts are needed to establish educational programs for nursing students aiming to enhance their nursing professionalism. In addition, these findings will be helpful for establishing various emotional control programs for the management of clinical practice stress among nursing students.

• 한국보건간호학회지
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• 제33권3호
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• pp.409-419
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• 2019

Purpose: Factors related to the major satisfaction of nursing students were systematically searched and quantitatively synthesized. Methods: Meta-analysis was conducted upon 47 articles in Korean master and doctorate degree dissertations and academic journals. Meta-analysis of major satisfaction-related variables was conducted using Comprehensive Meta-Analysis (CMA) 2.0 program. The effect size of the related variables was analyzed by converting the statistic r value to Fisher's Z. Results: The overall average effect size of major satisfaction was the largest effect size (ES=.49), followed by cognitive factors (ES=.58), affective factors (ES=.45), and psychomotor factors (ES=.31). The cognitive factors were in the order nursing professionalism(ES=.70), nurse's image (ES=.65), and critical thinking disposition (ES=.36). The affective factors were self-esteem (ES=.59), emotional intelligence (ES=.55), career identity (ES=.49), self-efficacy (ES=.48), college adjustment (ES=.45), practice satisfaction (ES=.45), resilience (ES=.42), (ES=.40), grit (ES=.34), and stress (ES=.26). The psychomotor factors were clinical performance ability (ES=.38) and career search behavior (ES=.31). Conclusion: The results of this study are valuable when giving consideration to the variables related to nursing students' major satisfaction, for developing a strategic model to enhance the satisfaction of nursing students.

• 한국임상보건과학회지
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• 제4권4호
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• pp.720-729
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• 2016

Purpose. This study was conducted to define Ego resilience, Critical thinking disposition and satisfaction in major, and to relationships among above variables. Methods. Participants in the study were selected as 163 P city nursing students in Korea. Data were collected from October 26 to December 16, 2016. Date were analyzed by frequencies, t-test, ANOVA, Scheffes' test and Pearson's correlation coefficients using SPSS WIN/PC 22.0. Results. It was found that there were significant differences in the ego resilience depending on relationship with friends and admission motivations. Satisfaction in major was significantly different according to relationship with friends. Significant correlations were found between ego resilience, critical thinking disposition, and satisfaction in major in nursing students. Conclusions. It is necessary to develop and implement program for improving ego resilience and critical thinking disposition in order to increase the satisfaction of major in nursing students.

• 한국간호교육학회지
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• 제24권1호
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• pp.29-38
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• 2018

Purpose: The purpose of this study was to investigate the effect of career decision self-efficacy on major satisfaction among nursing students, and to examine the moderating effect of professor-student interaction on career decision self-efficacy and major satisfaction. Methods: This study analyzed the data of 307 students among fourth-year university nursing students in A and C cities from May 2017 to July 2017 using the SPSS 24.0 statistics program. Results: There were significantly positive relationships between career decision self-efficacy, major satisfaction, and professor-student interaction. The professor-student interaction showed moderating effects in the relationship between career decision self-efficacy and major satisfaction, with 52.7% of explanatory power. Conclusion: This finding suggests the importance of career decision self-efficacy and the moderating effects of professor-student interaction to increase nursing students' satisfaction in their major. Therefore, it is necessary to make diverse efforts in the field of education to improve students' career decision self-efficacy and professor-student interaction.

• 대한통합의학회지
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• 제7권4호
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• pp.253-263
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• 2019

Purpose : The purpose of this study was to identify the self-efficacy, major satisfaction, and degree of adjustment to college life of nursing students and the relationships among the foregoing. Methods : This study was conducted with 319 nursing students in B city from May to June 2019. The collected data were analyzed with frequency, percentage, mean and standard deviation, t-test, ANOVA, Scheffe's test, and Pearson Correlation Coefficient using the SPSS /WIN 22.0 program. Results : The self-efficacy score of nursing college students was shown to be 2.95±0.32 points, major satisfaction score was shown to be 3.83±0.55 points, and college adjustment score was shown to be 3.52±0.55 points. The degrees of adjustment to college life were significantly different according to general characteristics of nursing students as follows; grade (F=6.614, p=.000), health condition (F=13.384, p=.000), club activities (t=4.557, p=.000), happiness index (F=32.094, p=.000), part-time job (t=2.781, p=.006), and motive of major selection (F=7.300, p=.000). The adjustment to college life of nursing students showed a weak negative correlation with self-efficacy (r=-.196, p<.001) and a strong positive correlation with major satisfaction (r=.782, p<.001). Major satisfaction and self-efficacy showed a weak negative correlation (r=-.185, p<.001). Conclusion : Through the results of this study, it can be seen that repetitive studies are necessary in relation to the self-efficacy, major satisfaction, and college adjustment of nursing students, and that interest in effort for the development of programs that can improve nursing students' major satisfaction and college adjustment are necessary.

• 한국간호교육학회지
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• 제29권2호
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• pp.190-198
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• 2023

Purpose: This study was conducted to identify the effect of verbal violence, clinical practice stress, and coping with stress on the major satisfaction in nursing students during clinical practice. Methods: A cross-sectional study was used. A survey was conducted from May 3 to May 10, 2022, on 200 nursing students who were in their junior and seneior years at two universities in Gyeongsangbuk-do. Descriptive statistics, frequency analysis, independent t-test, one-way ANOVA, Scheffé's test, Pearson correlation coefficient, and hierarchical regression analysis were employed to analyze the data. Results: Major satisfaction was found to be significantly negatively correlated with verbal violence (r=-.30, p<.001) and clinical practice stress (r=-.15, p=.032) and to be positively correlated with coping with stress (r=.24, p<.001). Their satisfaction with clinical practice (β=.29, p=.037), verbal violence (β=-.23, p<.001), coping with stress (β=.16, p=.015), religion (β=.14, p=.041), and clinical practice stress (β =-.13, p=.048) explained 19.3% of the variance in nursing students' major satisfaction during clinical practice. Conclusion: A verbal violence and coping with stress program for nursing students should be developed to increase nursing students' major satisfaction during clinical practice.

• 한국간호교육학회지
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• 제17권2호
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• pp.159-167
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• 2011

Purpose: The purpose of this study was to investigate moderating effects of self-esteem and self-efficacy in relationship between professional self-concept and satisfaction in their major among nursing students. Methods: Data was collected from 223 nursing students by means of a questionnaire. Data was analyzed with descriptive statistics, Pearson correlation coefficient and hierarchical multiple regression using the SPSS 12.0 program. Results: There was a significantly positive relationship between professional self-concept, self-esteem, self-efficacy, and satisfaction in their major. Self-esteem and self-efficacy showed moderating effects in professional self-concept and satisfaction in their major. Conclusion: This finding suggests the importance of moderating effects of self-esteem and self-efficacy to increase nursing student's professional self-concept and satisfaction in their major. Therefore, strategies should be developed in order to promote self-esteem, self-efficacy, and professional socialization for satisfaction in the nursing major.