대한간호학회지 (Journal of Korean Academy of Nursing)

한국간호과학회 (Korean Society of Nursing Science)
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간호대학생의 임상실습 스트레스 영향요인에 관한 경로분석: Lazarus와 Folkman의 스트레스-대처 모델 기반으로

Factors Affecting Clinical Practicum Stress of Nursing Students: Using the Lazarus and Folkman's Stress-Coping Model

  • 김성해 (연세대학교 간호대학) ;
  • 이주희 (연세대학교 간호대학.김모임간호학연구소) ;
  • 장미라 (연세대학교 간호대학)
  • Kim, Sung Hae (College of Nursing, Yonsei University) ;
  • Lee, JuHee (College of Nursing.Mo-Im Kim Nursing Research Institute, Yonsei University) ;
  • Jang, MiRa (College of Nursing, Yonsei University)
  • 투고 : 2019.02.07
  • 심사 : 2019.05.22
  • 발행 : 2019.08.31
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초록

Purpose: This study was conducted to test a path model for the factors related to undergraduate nursing students' clinical practicum stress, based on Lazarus and Folkman's stress-coping model. Methods: This study utilized a path analysis design. A total of 235 undergraduate nursing students participated in this study. The variables in the hypothetical path model consisted of clinical practicum, emotional intelligence, self-efficacy, Nun-chi, and nursing professionalism. We tested the fit of the hypothetical path model using SPSS/WIN 23.0 and AMOS 22.0. Results: The final model fit demonstrated a satisfactory statistical acceptance level: goodness-of-fit-index=.98, adjusted goodness-of-fit-index=.91, comparative fit index=.98, normed fit index=.95, Tucker-Lewis index=.92, and root mean square error of approximation=.06. Self-efficacy (${\beta}=-.22$, p=.003) and Nun-chi behavior (${\beta}=-.17$, p=.024) were reported as significant factors affecting clinical practicum stress, explaining 10.2% of the variance. Nursing professionalism (${\beta}=.20$, p=.006) and self-efficacy (${\beta}=.45$, p<.001) had direct effects on emotional intelligence, explaining 45.9% of the variance. Self-efficacy had indirect effects on Nun-chi understanding (${\beta}=.20$, p<.001) and Nun-chi behavior (${\beta}=.09$, p=.005) through emotional intelligence. Nursing professionalism had indirect effects on Nun-chi understanding (${\beta}=.09$, p=.005) and Nun-chi behavior (${\beta}=.09$, p=.005) through emotional intelligence. The variables for self-efficacy and nursing professionalism explained 29.1% of the Nun-chi understanding and 18.2% of the Nun-chi behavior, respectively. Conclusion: In undergraduate nursing education, it is important to identify and manage factors that affect clinical practicum stress. The findings of this study emphasize the importance of Nun-chi, self-efficacy, emotional intelligence, and nursing professionalism in the development of an educational strategy for undergraduate nursing students.

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