• 한국임상보건과학회지
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• 제7권2호
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• pp.1275-1288
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• 2019

Purpose: This study examined the status of sexual knowledge, contraception knowledge and sexual attitude of nursing students and analyzed the factors affecting the differences, relationships and variables among the three variables according to the general characteristics provided basic data for planning practice of sex education and counseling programs for nursing students. Methods: To measure the sexual knowledge, contraception knowledge and sexual attitude of nursing university students, questions were organized using the questionnaires of kim1), Heo2) and Ho2). The study subjects were university students, the collected data were analyzed using the IBM SPSS Statistics 21.0 program. Results: The results obtained from this study are as follows. the sex knowledge of nursing college students was 77.5 and contraceptives 62.5. the higher sex knowledge they have and the more open sex attitude they have, the higher sex and contraception knowledge they have. the relationship between sex knowledge, contraception knowledge and sex attitude of nursing university students has been found to be correlated. Conclusion: The significance of this study is that it provided basic necessary data for planning practice of sex education and counseling programs for nursing university students by investigating the status of sexual knowledge, contraception and sexual attitude among nursing university students.

• 대한간호학회지
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• 제48권1호
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• pp.85-95
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• 2018

Purpose: This qualitative study aimed to explore the experience of incivility among nursing students. Methods: Sixteen nursing students who had experienced incivility during their clinical placement were invited for one-on-one interviews until the point of theoretical saturation. The grounded theory approach of Corbin and Strauss was adopted to analyze transcribed interview contents. Results: Incivility occurred in the context of a hierarchical organizational culture, due to nursing students' position as outsiders, non-systematic clinical education, and poor nursing work environment. The experience of incivility was identified as "being mistreated as a marginal person," and nursing students responded to this phenomenon in the following three steps: reality shock, passive action, and submissive acceptance. This process caused students to lose self-esteem and undergo role conflict. Furthermore, nursing students' experience of incivility could eventually lead to workplace bullying in nurses. Conclusion: The results of this study suggest that nursing students' experience of incivility can be a process that threatens their identity. It is necessary to develop educational programs and provide appropriate counseling services so that nursing students can actively cope with the incivility. In addition, institutional plans are needed to ensure safe and supportive clinical learning environments.

• 한국간호교육학회지
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• 제15권1호
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• pp.22-31
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• 2009

Purpose: The aim of the study was to investigate nursing students' awareness of nursing and future career according to school years and gender. Method: Data was collected using a self-report questionnaire from October to December, 2007. Participants were 279 second year and 250 fourth year nursing students from 6 universities located in Seoul, Gyeonggi-do, Chungcheong-do, Gangwon-do, Jeonla-do, and Gyeongsang-do. Result: 1) The senior showed higher scores in 'a job with plenty of spare time', and 'good possibilities to be promoted' than the sophomore. Otherwise the senior students showed lower score in 'possibilities for part-time working' than the sophomore. 2) The senior showed higher scores in 'cooperative relationship', 'physical health', and 'contribution to nursing' than the sophomore. But in 'nursing skill', the senior showed lower score than the sophomore. 3) There were significant differences in wanting department, wanting graduate school, and major obstacles for the longer working between the sophomore and senior. 4) Male students were lower academic performance than female. 5) There were significant differences 'a job with social reputation', and 'contribution to nursing' by gender. Conclusion: These results suggest it's important that nursing educators make nursing students improve their job professionalism and guide nursing students' future career in view of students' gender and school year.

• Perspectives in Nursing Science
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• 제7권1호
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• pp.36-42
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• 2010

Purpose: This study was done to identify the preferences for learning style and the degree of self-directed learning and influencing factors on it among nursing students working on a Bachelor of Science in a nursing program at Suwon. Methods: The study sample included 156 nursing students. A self-report questionnaire was used to assess the data. The data was analyzed using the SPSS/WIN program for descriptive and inferential statistics. Results: Most of the students preferred lectures rather than discussion or team projects as a teaching method. Students preferred deliberating, sensing, and the use of visuals for their learning style. In addition, they favored sequential learning over comprehensive learning. Self directed learning had better outcomes in 3rd and 4th year students than 1st or 2nd year students. Additionally, active learners and high achievers who had a good GPA showed higher self directed learning than the others. Conclusion: In order to maximize students' self-directed learning, study guidance will be necessary for freshmen and for some who experience difficulties in studying nursing courses. Nursing faculty members should pay close attention to facilitate student's self directed learning, and encourage more discussions in the classes.

• Perspectives in Nursing Science
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• 제9권2호
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• pp.127-135
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• 2012

Purpose: The purpose of this study was to investigate the academic achievements, satisfaction and educational demands of nursing students at a college of nursing. Methods: The study subjects consisted of 134 senior nursing students who completed their clinical practicums. The students were asked to complete the evaluation survey for the curriculum. The evaluation survey for the curriculum consisted of three parts: 1) academic achievements of educational objectives, care of subjects, and skills; 2) satisfaction with the curriculum, clinical practice environment, and educational environment; 3) demands on the curriculum and clinical practicum. Results: The mean scores on the achievement levels of educational objectives, care of subjects and skills of the students were $3.68{\pm}0.53$, $3.69{\pm}0.59$, and $3.77{\pm}0.56$, respectively. The low rated domains were 'understanding and delivering culturally competent nursing' and 'competence in fundamental nursing skills' in their levels of achievements. Overall, students were satisfied with the nursing curriculum and educational environment. However, their satisfaction scores for the hours and arrangements of the clinical practicum, and the ratios and arrangements of lectures and clinical practicum were relatively low. Conclusion: The findings of this study are important to redesign nursing curriculum in order to prepare graduates for rapidly changing health care environments. We need to try various strategies to improve the clinical competencies of students by designing a curriculum based on social change and student needs.

• 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.

• Child Health Nursing Research
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• 제27권1호
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• pp.3-12
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• 2021

Purpose: While clinical practice is crucial for nursing students to acquire the skills needed to provide professional, high-quality nursing care, further studies on improving undergraduate nursing programs are needed to provide a supportive clinical learning environment for student nurses. This study aimed to understand nursing students' clinical experiences in newborn nurseries and neonatal intensive care units and to provide basic data for the establishment of strategies to promote effective clinical education. Methods: Interviews were held with 15 nursing students at J University who had clinical practice experience in the newborn nursery and neonatal intensive care unit. The collected data were analyzed using the phenomenological analysis method developed by Colaizzi (1978). Results: The nursing students' experiences were grouped into four categories: "expectations for and anxiety about clinical practice", "acquisition of a wide range of knowledge regarding neonatal nursing", "challenges faced in clinical practice", and "experiencing interpersonal changes". Conclusion: The current neonatal practice nursing education system provides students with positive learning experiences. However, the lack of practice opportunities, insufficient instruction, and the theory-practice gap were identified as major issues hindering students' learning needs. These study results are expected to provide basic data for curriculum development to improve undergraduate nursing education.

• 한국간호교육학회지
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• 제20권4호
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• pp.606-616
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• 2014

Purpose: This study compares differences between male and female nursing students in terms of the level of stress experienced during clinical practice settings, stress coping mechanisms and clinical competency. Method: The study population was nursing students who had taken a clinical practice course at one of five general hospitals in city D. Data were collected from September 15 to October 15, 2013 through a structured self-administered questionnaire survey given to 319 subjects (156 male students, 163 female students) enrolled in a statistical analysis course. Results: Male nursing students experienced lower stress levels during clinical practice and higher clinical competency than female students. In terms of stress coping mechanisms, male students were significantly more active than female students in deploying coping strategies. Among all students, students with higher clinical practice stress and concomitant stress coping scores exhibited higher clinical competency. Conclusion: Noticeable differences between male and female nursing students in terms of stress levels arising in the course of clinical practice, stress coping strategies, and clinical competency were revealed. However, further identification of specific stressful situations for male and female nursing students and subsequent management of clinical training circumstances are required.

• Perspectives in Nursing Science
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• 제14권1호
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• pp.32-36
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• 2017

Purpose: The purpose of this study is to analyze the factors influencing students' active practice in clinical nursing education and to find ways to improve them. Methods: In this study, the factors affecting students' practice in nursing clinical practice were reviewed and their opinions were discussed. Results: A limited clinical practice environment, lack of a role model of leading and independent nurse interferes with the active practice of nursing students and negatively affects the image of nurses. On the other hand, semantics that links practice to students'life supports active practice. Conclusion: Clinical practicum educators should actively carry out the role of introducing students to rational of their practice, and arrange meetings with nurses and students who carry out nursing care independently with leadership. In addition, the clinical nursing education should include courses that allow students to discuss the various issues they have in the nursing practice.

• 한국간호교육학회지
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• 제24권3호
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• pp.290-299
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• 2018

Purpose: The purpose of this study was to compare the self-efficacy, depression, and health promotion behaviors of nursing and non-nursing female college students, and to develop a program to improve the health promotion behaviors of female college students. Methods: One hundred sixty-six females (84 nursing, 82 non-nursing) college students participated in the study. Data collection was conducted between November 20 and December 8, 2017. Data was analyzed using descriptive statistics, ${\chi}^2$ test, ANCOVA, t-test, ANOVA, Pearson's correlation coefficients and stepwise multiple regression analysis with the SPSS/WIN 22.0. Results: The results of health promotion behaviors of the nursing college students were higher than non-nursing college students (F=7.14, p=.008). Both nursing and non-nursing college students showed a positive correlation between health promotion behaviors and self-efficacy, and there was a negative correlation between health promotion behaviors and depression. Self-efficacy was the most influential factor in health promotion behaviors for both nursing and non-nursing female college students. Conclusion: In order to improve the health promotion behaviors of female college students, it is necessary to educate individuals to help them improve their self-efficacy and be able to maintain healthy lifestyles by perceiving and managing their own health conditions.