• Journal of Convergence for Information Technology
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• v.11 no.8
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• pp.53-61
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• 2021

The purpose of this study was to investigate the menstrual pain, clinical practice stress, and clinical competence and identify influencing factors of clinical competence of 3rd nursing students who start clinical practice for the first tim. The survey was conducted on 155 nursing students from June 1 to October 30, 2020. Data were analyzed using t-test, ANOVA, Scheffe test, Pearson correlation coefficients and multiple regression analysis. The degree of influence menstrual pain was 5.01points, clinical practice stress was 2.82points, clinical competence was 3.42points. Menstrual pain was positive correlated with clinical practice stress(r=.319, p=.000), and menstrual pain was negative correlated with clinical competence(r=-.279, p=.000). Clinical practice stress was negative correlated with clinical competence(r=-.333, p=.005). Menstrual pain was main factor that affects clinical competence. The model explained 25.0% of the variables. Therefore, intervention education is needed to reduce menstrual pain in order to improve the clinical competence of nursing students.

• Journal of the Korea Society of Computer and Information
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• v.25 no.10
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• pp.169-177
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• 2020

The purpose of this study is to identify the effects of stress and sleep quality on depression during clinical practice of nursing students. The subjects of the study were third and fourth graders who experienced clinical practice for more than a semester among nursing students at C University in one region. A total of 107 people were analyzed. Most of the nursing students experienced more than moderate stress and depression during clinical practice, and the quality of sleep was low. During clinical practice, the stress of nursing students showed a weak correlation with the quality of sleep(r=.393, p<.001), and depression showed a strong net correlation with stress(r=.588, p<.001), the quality of sleep(r=.591, p<.001). Factors affecting depression during clinical practice were stress and the quality of sleep. Therefore, effective management methods that can relieve the stress of nursing college students during clinical practice and improve the quality of sleep and active nursing strategies that can prevent depression should be sought.

• The Korean Journal of Health Service Management
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• v.6 no.1
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• pp.163-172
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• 2012

The purpose of the study were to investigate the effect of laughter program on the stress of nursing college students in clinical practice. The research design is one group pretest-posttest survey. Thirty-eight nursing college students took part in the study. Laughter program was carried out for 1hour 6weeks. Laughter program showed significant change on the state anxiety, mood-emotion, laughter index, subjective stress and self esteem. The acquired data were analyzed with SPSS/win 15.0 using descriptive methods paired t-test, Pearson correlation coefficient. The research producted following results: Laughter program can be effective to decrease the clinical practice stress; anxiety, mood-emotion and subjective stress index. Laughter program can be effective to increase laughter index and self esteem of nursing college students. Based on the study, It is necessary to repeat studies and considering to develop proper methods of clinical practice stress of nursing college students. This study recommends that laughter program coupled with cognitive approaches could affect ways of nursing college students coping with stress and contribute to the improvement from increasing their satisfaction.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.365-375
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• 2011

Purpose: This study aimedto develop a structural equation model on the relationship among ego-resilience, and teaching effectiveness on clinical education, stress coping style, perceived family support, and satisfaction of clinical practice in nursing students in order to increase the satisfaction of clinical practice. Methods: The subjects were 399 undergraduate nursing students enrolled in 7 universities and participating in 10 clinical practice setting areas in 5 cities in South Korea. The research was conducted from December 5th, 2009 to February 20th, 2010. The structural equation model was used to perform the analysis with the statistics program of SPSS win 17.0 and AMOS 5.0. Results: Teaching effectiveness and family support showed a direct effect on satisfaction of clinical practice, while ego-resilience and stress coping styles showed an indirect effect. The biggest total effect on satisfaction of clinical practice was teaching effectiveness followed by family support, ego-resilience, and stress coping styles respectively, which accounted for 50.9%. Conclusion: Based on outcomes of this study, the proposed model allows better understanding of the satisfaction of clinical practice. This result implies that strategies or intervention programs enhancing extrinsic protection factors, motivation factors, and intrinsic protection factors should be considered. In addition, a structural support system for increasing the satisfaction level of clinical practice in nursing students should also be considered.

• Journal of Internet of Things and Convergence
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• v.7 no.2
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• pp.31-40
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• 2021

Objectives: This study was conducted to investigate the degree of verbal abuse, emotional response, nursing professionalism, clinical practice stress during clinical practicim of nursing students. Methods: A sample of convenience was 106 nursing students, and a questionnaire was used to measure their verbal abuse, emotional response, nursing professionalism, clinical practice stress. Data were analyzed by descriptive statistics, t-test, one-way ANOVA, and multiple linear regression. Results: A significant positive correlation was found among verbal abuse, emotional response, clinical practice stress(r=.683, r=.573). Grade of which the participant was in, verbal abuse(𝛽=.487), emotional response(𝛽=.240) were significant predictive variables of which accounted for 49% of the variance in clinical practice stress. Conclusions: The results from this study can provide basic data on the development of strategies for nursing college students to cope with verbal abuse and to manage stress under clinical practice

• Journal of Convergence for Information Technology
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• v.11 no.12
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• pp.182-193
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• 2021

The purpose of this study is to grasp the influence of incivility and stress experienced by Dental Hygiene (Department) students in clinical practice upon professional identity. The research subjects are totally 297 people. As a result of the analysis, The professional identity had a significant difference in a reason for application, in the academic department satisfaction, and in the satisfaction with the training institution among general characteristics. It was indicated that the incivility and the clinical-practice stress have a positive correlation and that the clinical-practice stress and the professional identity have a negative correlation. The influential element upon professional identity was a conflict with a patient among sub-factors of the academic department satisfaction and the clinical-practice stress. The explanation power accounted for 17.9%. Accordingly, to improve the professional identity, there is a need to develop and apply a program of reducing and coping with the clinical-practice stress. And a specific plan is necessary for increasing the satisfaction with the academic department.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.6
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• pp.2749-2759
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• 2013

This study was done to identify the relationship between emotional intelligence and communication skill, clinical competence & clinical practice stress of nursing students. Subjects were 184 associate nursing students(2nd grade) in Korea. The data were collected using self -report questionnaire from jan 1 to february 29, 2012. Data were analyzed by frequencies, t-test, ANOVA, Pearson's correlation, multiple regression using SPSS Win 18.0. Emotional intelligence were significantly correlation with communication skill, clinical competence and stress of clinical practice in nursing students. And the higher emotional intelligence was showed the higher communication skill, clinical competence and the lower stress of clinical practice. Therefore, To increase communication skill, clinical competence and to decrease stress of clinical practice of nursing students, it is necessary to develop and test the program for improving emotional intelligence of nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.9
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• pp.6044-6052
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• 2015

This study was conducted to identify the level of empathy and clinical practice stress and the relationship between empathy and clinical practice stress in nursing students. Data were collected from 252 nursing students between 1st September and 31st December 2013. 249 questionnaires were analyzed using descriptive statistics, t-test, ANOVA, and Pearson's correlation coefficient. The mean scores of empathy level in the subcategories for perspective taking 3.57, fantasy 3.59, empathic concern 3.72 and personal distress 3.15 were above median and the mean score for clinical practice stress 3.03 was above median. Clinical practice stress positively correlated with personal distress on empathy. These findings indicate that there is a need to manage personal distress on empathy for nursing students with high level of personal distress to lessen stress in clinical practice of nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.10
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• pp.254-262
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• 2018

This study was conducted to investigate the relationship between depression and communication skills and clinical practice stress among college nursing students. This study targeted 208 nursing college seniors in B city who have experience in clinical practice. Data were collected from September 1-30 2017 and were analyzed using descriptive analyses, t-tests, ANOVA, Pearson's correlation, and Stepwise multiple regression with the SPSS WIN 21.0 program. The average score of communication skills was 3.73, the score of depression was 2.36, and the score of clinical practice stress was 2.88. Significant differences were found in clinical practice stress depending on gender (p=0.002), age (p=0.048), grade (p=0.001), satisfaction with college life (p<0.001), satisfaction with major (p=0.002), desired course (p=0.002), and satisfaction with clinical practice (p<0.001). Clinical practice stress was negatively related to communication skills (r=-0.17, p=0.016) and positively related to depression (r=0.37, p<0.001). Depression, satisfaction with clinical practice, grade, sex and religion had a high explanation rate of 26.9%, indicating that they were meaningful variables that influenced clinical practice stress. Overall, to decrease clinical practice stress among nursing students, it is necessary to develop an intervention program that can prevent and mitigate depression and improve communication skills.

• Korean Journal of Adult Nursing
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• v.21 no.1
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• pp.129-139
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• 2009

Purpose: This study was to identify the perceptions of nursing student on the clinical practice environment and related variables. Methods: The subjects of this study were 180 nursing students from a college participated in clinical practice at four regional hospitals. Data was collected with the questionnaire tool for the perceptions of clinical practice environment. Results: The students highly satisfied in the major had significantly high perception in innovation, personalization, student involvement, and clinical practice satisfaction. The students with a low level of stress and a clearly named guidance nurse were significantly high in the perceptions of task orientation, innovation, personalization, student involvement, and practice satisfaction. Clinical practice environment variables such as task orientation, innovation, individualization, personalization, student involvement, and practice satisfaction were significantly correlated with each other. In student characteristics, the main variables directly influencing the perceptions of clinical practice environment were religion, the level of stress, and the method of guidance. Conclusion: Understanding the students' perspective would be valuable for promoting a positive clinical practice environment. Developing a cooperative system between the college and educational hospitals is necessary for effective clinical practice education.