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http://dx.doi.org/10.14400/JDC.2020.18.12.401

Nursing College Students' Clinical Practice Stress and Clinical Competence by their Gender Role Identity  

Park, Myeong-Nam (Department of Nursing, JinJu Health College)
Publication Information
Journal of Digital Convergence / v.18, no.12, 2020 , pp. 401-412 More about this Journal
Abstract
This study was to determine differences and relations in nursing students' clinical practice stress and clinical competence by gender role identity. The study made a questionnaire survey of 450 nursing students of 2 colleges in J city, Gyeongnam, from June 1st to 30th, 2020. Data from 417 sheets were finally analyzed with descriptive statistics, χ2test, t-test, ANOVA, Scheffe test, correlation and hierarchial regression analysis. The analysis found that most of the participants belonged to undifferentiated type(34.3%) in gender role identity. Clinical competence showed significantly different(F=20.98, p<.001), but clinical practice stress showed no significant difference depending on that identity(F=1.56, p=.199). Clinical competence had positive correlations with the index of masculinity(r=.397, p<.001) or the index of feminity(r=.325, p<.001), but had no with clinical practice stress(r=.061, p=.217). Gender role identity turned out to be a factor that would significantly influence clinical competence(F=6.67, p<.001). These findings suggest that gender role identity of nursing students should be confirmed prior to clinical practice education and, thereon, interventions for clinical competence improvement should be developed.
Keywords
Gender role identity; Clinical practice stress; Clinical competence; Nursing student; Clinical practice education;
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