• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.2
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• pp.277-283
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• 2007

Purpose: The purpose of this study was to determine the effect of BSE education and practice on knowledge, self efficacy and performance in female nursing students. Method: The subjects consisted of 40 students from 2 nursing colleges. They responded to questionnaires that included knowledge, self-efficacy and performance of BSE within a 3-month interval. The experimental group was subjected to a 90 minute-educational session. Their knowledge of BSE was measured using Choi's tool and self-efficacy was measured using Champion and Scott. Result: Self-efficacy and frequency of BSE performance in the experimental group were significantly higher than those of the control group while BSE knowledge was not significantly different between the two groups. Conclusion: Nursing students don't put their knowledge into practice. This fact suggests that changing a behavior needs something more than knowledge. In this study, the BSE education had an effect on self-efficacy and performance. Therefore, practical education needs to be reinforced for nursing students to perform BSE for their own health and to be able to demonstrate it for clients.

• Journal of Korean society of Dental Hygiene
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• v.15 no.5
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• pp.933-939
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• 2015

Objectives: This study aims to investigate the effect of job performance satisfaction and self-efficacy according to gender role identity in the dental hygienist. Methods: Data collection was performed from June 21 to July 31, 2015. The survey was composed of questions on the subject's general demographical profile, gender role identity, job satisfaction, job performace satisfaction, and self-efficacy as a dental hygienist. The job performance satisfaction and self-efficacy were done by Kruskal-Wallis test and Bonferroni post hoc test. Results: 1. The highest job performance satisfaction was shown as unclassified (36.6%), bisexuality (27.8%0, feminity (19.8%), and masculinity (15.9%). 2. There was a significant difference between the satisfaction as a dental hygienist and self-efficacy among the group (p<0.001). 3. Both female and male dental hygienists had the highest satisfaction and self-efficacy with the job performance. Conclusions: The satisfaction and self-efficacy with the job performance were influenced by gender role identity. Therefore, in order to enhance the satisfaction and self-efficacy as a dental hygienist, the education for the dental hygienist must include the gender role identity in the future.

• International Journal of Advanced Culture Technology
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• v.10 no.2
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• pp.106-115
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• 2022

This study is to investigate factors that influence job performance of hair salon workers such as self-leadership, empowerment, and self-efficacy. Data were collected by distributing 450 questionnaires to hair salon workers in the S. Excluding the questionnaires with insufficient responses, 433 copies were used for analysis with SPSS 26.0 for Windows. The survey was conducted from March 21 to 27, 2022. As a result of the analysis, first, the self-leadership of hair salon workers was found to have an effect on job performance. Second, the empowerment of hair salon workers was also found to have an effect on job performance. Third, the self-efficacy of hair salon workers was found to have an important effect on job performance. This study is expected to contribute to the development of hair salon workers by identifying ways to maximize job performance and increasing customer satisfaction.

• International Journal of Internet, Broadcasting and Communication
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• v.16 no.1
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• pp.191-202
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• 2024

Self-efficacy is a major factor related to performance and needs to be improved in business and education field. This study explains the effectiveness of school career assistance to improve college students' self-efficacy. Furthermore, it demonstrates the moderating effects of grit and regulatory focus (promote and prevention). School career assistance is based on group support, and moderating variables in this paper are individual characteristics. In these group and individual dimensions, if the effectiveness of school career assistance varies depending on individual characteristics, schools will be able to establish self-efficacy improvement strategies more appropriate for individual students. School would understand individual characteristics such as grit and regulatory focus, then could make individual strategy for enhancing self-efficacy and performance. Hence, it is expected that the performance of school and student will improve through the self-efficacy improvement plan presented in this study.

• Korean Journal of Occupational Health Nursing
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• v.27 no.1
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• pp.59-66
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• 2018

Purpose: This study aimed to identify the effect of role conflict, self-efficacy, and resilience on the nursing task performance of emergency department (ED) nurses. Methods: Data were collected from 140 ED nurses working in 6 general hospitals, using self-reporting questionnaires. Data were analyzed using SPSS 23.0, and the analyses included descriptive statistics, a t-test, an ANOVA, the Pearson's correlation coefficient test, and a stepwise multiple regression. Results: Nursing task performance differed significantly in terms of the following general characteristics of the participants: age, marital status, total clinical experience, clinical experience in the ED, and position at the hospital. Nursing task performance was positively correlated with role conflict, self-efficacy, and resilience. Self-efficacy, role conflict, clinical experience in the ED, and resilience were significant predictors of nursing performance, and they accounted for 36.9% of the variance. Conclusion: Self-efficacy was identified as the most significant factor affecting the nursing task performance of ED nurses. Therefore, it is necessary to develop programs to improve the self-efficacy of ED nurses.

• Korean Journal of Adult Nursing
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• v.18 no.1
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• pp.22-30
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• 2006

Purpose: This study was conducted to identify the effects of the self efficacy promoting program on self efficacy and performance of preventive health behavior of uterine cervical cancer for community nurses. Method: A one group quasi-experimental research with pre and post test design was used. The subjects of the study were consisted of twenty two community nurses in a city in Korea. The whole program was carried out from July to September, 2003. The effect of the program was analyzed at the first week, the fifth week, and the ninth week since the experiment input began. Data were analyzed with repeated ANOVA to determine the effects of program. Results: 1) After the self efficacy promoting program, self efficacy scores were significantly increased compared to those before the program(F=12.029. p=0.005). 2) After the self efficacy promoting program, preventive health behavior scores were significantly increased than those before the program(F=10.431. p=0.006). Conclusions: This 9-week program showed much affirmative effect on the prevention of uterine cervical cancer for community nurses. Thus this program can be recommended to the management of the prevention and early detection of uterine cancer.

• The Korean Journal of Health Service Management
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• v.12 no.3
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• pp.63-78
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• 2018

Objectives: To construct a structural equation model to explain and predict nursing performance in advanced beginner-stage nurses. Methods: This study was conducted from September 1 to October 10, 2017. Participants in this study were 220 nurses recruited from general hospitals with over 300 beds in P and K cities. Confirmatory factor and path analyses were conducted using AMOS 18.0. Results: Nursing performance was affected by self-leadership and self-efficacy; self-efficacy (${\beta}=.794$, p=.025) had a greater effect. Problem-solving competency was affected byself-leadership and self-efficacy ;self-efficacy(${\beta}=.712$, p=.016) had a greater effect. Self-leadership was affected byself-efficacy(${\beta}=.820$, p=.013). Conclusion: Based on the results of this study, it is recommended that a new program be developed and applied to improve advanced beginner-stage nurses' self-leadership and self-efficacy to enhance nursing performance.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.4
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• pp.504-513
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• 2016

Purpose: The purpose of this study was to identify the mediating effect of self-efficacy in the relationship between emotional intelligence and clinical performance in nursing students. Methods: Data were collected through structured questionnaires between March 1 and March 25, 2016. Study participants were 223 fourth year nursing students in B and K metropolitan city. Data were analyzed using t-test, ANOVA, Scheffe' test, Pearson's correlation coefficients, and hierarchical multiple regression with SPSS WIN v 18.0. Results: The mean scores of emotional intelligence was $3.85{\pm}0.43$, self-efficacy was $3.25{\pm}0.40$, and clinical performance was $3.63{\pm}0.51$. There were significant positive correlations between emotional intelligence, self-efficacy and clinical performance. There were partial mediating effect of self-efficacy in the relationship between emotional intelligence and clinical performance. Conclusion: In order to enhance nursing students' clinical performance, strategies for intervention development such as stimulating emotional intelligence and motivation by self-efficacy are necessary.

• Journal of Korean Academic Society of Home Health Care Nursing
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• v.22 no.1
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• pp.88-97
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• 2015

Purpose: This study was conducted to identify the effects of a suction care self video-based debriefing-assisted learning in the fundamentals of nursing practice for nursing students on clinical performance, self-efficacy and problem-solving process. Methods: A nonequivalent control group non-synchronized design study was used and included 97 junior nursing students at P University as participants, 48 of whom were assigned to the experimental group, and 49 of whom were assigned to the control group. The outcome measurements were clinical performance for suction care, self-efficacy, and the problem-solving process. Results: The scores of clinical performance were 23.75 in the experimental group who used the materials and 21.55 in the control group, and the difference was statistically significant (p<.000). Self-efficacy was 4.30 in the experimental group and 4.18 in the control group, which was a statistically significant difference (p=.000), and the pre-to-post differences of self-efficacy was statistically significant as well (p<.001). However, there were no significant differences in the pre-to-post differences of the problem-solving process (p<.802). Conclusions: Self video-based debriefing-assisted learning may be more effective in enhancing clinical performance and self-efficacy than that of conventional practice. Whether self-efficacy will contribute to enhanced learning motivation for nursing students needs further examination.

• The Korean Journal of Emergency Medical Services
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• v.19 no.1
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• pp.51-62
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• 2015

Purpose: This study was undertaken to examine the effects regarding reeducation of cardiopulmonary resuscitation on persistence of nursing students' knowledge, performance, and self-efficacy. Methods: The research design for this study was a repeated experimental design featuring 35 female nursing students. Participants were educated using the standardized cardiopulmonary resuscitation protocol from the American Heart Association. Three months after the initial education, participants received reeducation about cardiopulmonary resuscitation. Knowledge and self-efficacy were measured before the initial education. Knowledge, performance, and self-efficacy were measured immediately after the initial education, 3 months later, and 6 months later. Collected data were analyzed using PASW Statistics 18.0. Results: Knowledge and self-efficacy significantly increased immediately after the initial education; knowledge, performance, and self-efficacy significantly decreased 3 months afterwards. No further decrease occurred until 3 months after reeducation. Conclusion: These results suggest that the duration between initial education and reeducation was insufficient, although the effects of cardiopulmonary resuscitation education were maintained 3 months after reeducation.