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http://dx.doi.org/10.5762/KAIS.2018.19.5.357

Effects of Clinical Learning Environment and Professor Trust on Academic Engagement in Nursing Students  

Kim, Eun-Mi (Korean Accreditation Board of Nursing Education)
Hong, Ji-Yeon (Department of Nursing, Howon University)
Lee, Eun-Kyung (College of Nursing, Dae-Gu Catholic University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.19, no.5, 2018 , pp. 357-365 More about this Journal
Abstract
This descriptive study was conducted to investigate the relationship between clinical learning environment, professor trust, and academic engagement in nursing students. The findings of the study provide the basis for nursing education improvement related to academic engagement in nursing students. Data were collected from 120 nursing students at a university. Measurement parameters consisted of clinical learning environment (CLE, Clinical Learning Environment) 19 items, professor trust (PTS, Professor Trust Scale) 27 items, and academic engagement (UWES-S, Utrecht Work Engagement Scale-Students) 13 items. The general characteristics of respondents were as follows: average age 21.91 years, females 87.4%, third grade 50.5%, fourth grade 49.5%, and an academic score just before the semester of high 16.2%, middle high 35.1%, middle low 36.9%, or low 11.5%. Academic engagement showed a statistically significant correlation between clinical learning environment and professor trust. Regression analysis showed that clinical learning environment (CLE), professor trust (PTS), and academic score just before the semester affected academic engagement. Results of this study suggest that clinical learning environment should be improved, and professor's efforts to give students credibility should be followed for academic engagement of nursing students.
Keywords
academic engagement; academic score; clinical learning environment; nursing students; professor trust;
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