• Human Ecology Research
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• v.52 no.1
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• pp.63-73
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• 2014

The purpose of this study is to investigate early childhood student teachers' practicum anxiety on the basis of the teacher's image and self-efficacy during their practicum. The participants of this study were 499 student teachers who were enrolled in the department of early childhood education in a college or a university and had completed the practicum in Daejeon metropolitan city or the Chungcheong area. The instruments for this study were the Teacher's Image Scale, Practicum Anxiety Scale, Self-efficacy Scale, and a questionnaire for socio-demographic variables. The collected data were analyzed by using a t -test, F test, Pearson's partial correlation, and multiple regression with SPSS software (version 20.0). The results were as follows: First, the student teachers expressed higher practicum anxiety in a provincial area than in metropolitan city, and their self-efficacy was higher in public kindergarten than in private kindergarten. Further, the highest level of the teacher's image was obtained in the case of student teachers who enrolled in a 2- or 3-year college program and completed the practicum in the metropolitan city. Second, there was a significant negative correlation between the sum of student teachers' practicum anxiety and their professional skills of teacher's image as well as significant correlations between the sum of student teachers' practicum anxiety and their self-efficacy, except self-control efficacy. Finally, the student teachers' practicum anxiety was found to be 17.5%-24.4% and was explained the most by the confidence of self-efficacy.

• Journal of Korean Public Health Nursing
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• v.37 no.2
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• pp.205-217
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• 2023

Purpose: This study sought to identify the levels of coronavirus disease 2019 (COVID-19) knowledge, anxiety, nursing professionalism, and clinical practicum stress, and the factors influencing this stress in nursing students. Methods: A cross-sectional and descriptive study was conducted with the participation of 140 junior and senior nursing students recruited from three nursing colleges in Busan and Gyeongsangnam-do. Data analysis was performed using independent t-tests, Pearson's correlation coefficient, and multiple regression using the SPSS/WIN 26.0 program. Results: The study arrived at a mean score of 63.18±13.89 for clinical practicum stress, which showed a significant difference based on the perceived health status and reasons for admission to nursing school. Anxiety and professionalism exhibited a noteworthy correlation with clinical practicum stress. The significant predictors of clinical practicum stress among nursing students were perceived health status (β=.39, p<.001), anxiety (β=.25, p=.033), and the reasons for admission to nursing school (β=.17, p=.012). The total explanatory power of these variables was 23.0% (F=6.28, p<.001). Conclusion: The results of this study suggest that it is necessary to provide effective education to promote nursing professionalism during a pandemic. It is also necessary to develop and include various programs in the curriculum that strategically intervene to prevent anxiety in pre-service nurses. This would reduce the stress in the clinical practice of nursing students when faced with new infectious diseases in the future.

• Journal of Korean Academy of Nursing Administration
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• v.20 no.2
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• pp.187-194
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• 2014

Purpose: The purpose of this study was to identify the perception of role transition from a student nurse to a registered nurse among senior year nursing students and to examine factors affecting their role transition. Methods: A descriptive survey with convenience sampling was conducted in four nursing colleges in Seoul, South Korea. Data were collected using a self-administrated questionnaire. Four instruments including role transition, self-esteem, interpersonal relationships and anxiety during clinical practicum were used and the students'demographics were also collected. A multiple logistic regression was used to identify predictors for the role transition. Results: A total of 233 nursing students were surveyed and final analysis was conducted utilizing 226 participants. Mean point of perceived role transition (5 point scale) was $3.34{\pm}0.44$. In a multiple regression model, high self-esteem, good interpersonal relationships, low anxiety during clinical practicum, and high satisfaction in college life were significant predictors of a smooth transition (Adj. $R^2$=.32, F=22.28, p<.001). Conclusion: The findings suggest that role transition from a student nurse to a registered nurse is facilitated through the establishment of programs to improve self-esteem and interpersonal relationships and to reduce anxiety during clinical practicum.

• Korean Journal of Social Welfare
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• v.69 no.1
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• pp.147-174
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• 2017

This study is aimed at examining the rights of students who are under social work field practicum, as trainees, in the aspect of the rights to learn and the rights to work, in particular. This study utilized FGI method, and a total of 18 trainees participated. As a result, awareness of students who joined social work field practicum was reduced to five categories in total and 19 sub-categories. The results is as following. First, social work field trainees did not aware of their rights. Second, the field trainees were taking the role with double positions as a trainee and a worker, and experiencing confusion and difficulties thereof. Third, they were not provided proper instructions as trainees, and feeling burden therefrom. Fourth, even though the students were providing actual labor at the field, they felt anxiety and unfairness because they were not properly protected when they were faced with issues regarding reasonable reward and safety. Fifth, due to such difficulties, students were demanding that field organizations and schools make positive efforts to improve awareness about protection of the rights. Based on such results, offered basic data for field training improvement plans and intended to explore alternative plans for improvement of social work field practicum.

• Journal of Industrial Convergence
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• v.22 no.3
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• pp.79-89
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• 2024

This study is a one-group pre-post experimental design that investigates the effects of a practice-based learning program with multiple components on the clinical competence of nursing students, and clinical decision-making. From May 4 to 29, 2020, a total of 60 third-year nursing students with no clinical practice experience were divided into two teams and participated in multi-component practice-based education for two weeks each, and the data of the final 51 students were included in the analysis. Following the practicum, there was a significant increase in clinical competence (t=-4.74, p<.001) and self-confidence in clinical decision-making (t=-8.41, p<.001), and a decrease in anxiety related to clinical decision-making (t=2.54, p=.014). The findings suggest that a multi-component, practice-based learning approach for nursing students can enhance their clinical competence, reduce preclincal anxiety and increase confidence in clinical decision-making in patient care.

• Korean Medical Education Review
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• v.18 no.2
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• pp.106-113
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• 2016

The purpose of this study is to identify factors associated with effective peer-assisted learning (PAL) for nursing students. This review examined studies on PAL in nursing education. The literature was searched using terms including 'nursing & peer assisted learning,' 'nursing & peer learning,' and 'nursing & peer teaching.' Potentially relevant research on PAL was identified, and 12 studies were determined to meet the inclusion criteria. This review includes five qualitative, three mixed-methods, and three experimental studies published on the topic. In the studies reviewed, practicum classes were found to use PAL the most. Students of the same age were most commonly the subjects of PAL, as indicated in six papers. PAL has been suggested to affect participants' knowledge, self-efficacy, confidence, and anxiety. The findings indicate that interactions between peers promote learning and lead to mutually positive responses, which provide opportunities for self-development. Finally, students' learning outcomes improve and their confidence in their knowledge and skills increases as they experience the role of student nurse. These findings indicate that PAL can be utilized as an efficient learning method in nursing education programs. However, effective strategies for using PAL to achieve learning objectives and maximize learning outcomes are needed.

• Journal of Korean Academy of Nursing
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• v.52 no.6
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• pp.564-581
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• 2022

Purpose: This study aimed to evaluate the validity and reliability of the Korean version of the Readiness for Practice Survey (K-RPS). Method: The English Readiness for Practice Survey was translated into Korean using the Translation, Review, Adjudication, Pretesting, and Documentation (TRAPD) method. Secondary data analysis was performed using the dataset from the New Nurse e-Cohort study (Panel 2020) in South Korea. This study used a nationally representative sample of 812 senior nursing students. Exploratory and confirmatory factor analyses were also conducted. Convergent validity within the items and discriminant validity between factors were assessed to evaluate construct validity. Construct validity for hypothesis testing was evaluated using convergent and discriminant validity. Ordinary α was used to assess reliability. Results: The K-RPS comprises 20 items examining four factors: clinical problem solving, learning experience, professional responsibilities, and professional preparation. Although the convergent validity of the items was successfully verified, discriminant validity between the factors was not. The K-RPS construct validity was verified using a bi-factor model (CMIN/DF 2.20, RMSEA .06, TLI .97, CFI .97, and PGFI .59). The K-RPS was significantly correlated with self-esteem (r = .43, p < .001) and anxiety about clinical practicum (r = - .50, p < .001). Internal consistency was reliable based on an ordinary α of .88. Conclusion: The K-RPS is both valid and reliable and can be used as a standardized Korean version of the Readiness for Practice measurement tool.