• Journal of Digital Convergence
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• v.17 no.5
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• pp.279-286
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• 2019

The purpose of this study is to provide basic material that can strengthen the clinical competence of nursing students by understanding the impact interpersonal competence and clinical stress have on clinical competence. Research was conducted on 242 students in the junior and senior years of college through structured surveys. Results showed that interpersonal competence accounted for 3.36 points, clinical stress accounted for 2.80 points, and clinical competence accounted for 3.48 points. Interpersonal competence and clinical competence showed a positive correlation whereas clinical stress and clinical competence did not show any correlation. As factors that affect the nursing students' clinical competence, interpersonal competence and satisfaction in relation to one's major were identified, and these factors had an overall explanatory power of 26.4%. Therefore, on the result of this study, when we develop the clinical education program to increase the major-related satisfaction and interpersonal competence for nursing students.

• The Journal of the Convergence on Culture Technology
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• v.5 no.1
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• pp.443-449
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• 2019

Purpose: The purpose of this study was to identify critical thinking disposition, clinical performance, and satisfaction of clinical practice in a college nursing students. Methods: The data were collected from self reported questionnaires about clinical performance, and critical thinking disposition given to 55 nursing students at June, 2017. Results: The mean score of total clinical performance was 3.70 (${\pm}.54$). Total critical thinking disposition was 3.57 (${\pm}.44$) and clinical satisfaction was 3.93 (${\pm}.72$). Regarding clinical performance, psycho-social competence was highest followed by basic care competence, educational care competence, nursing process competence, observing and monitoring competence, and nursing intervention competence. Critical thinking disposition had a significant positive correlation with clinical competence. Conclusion: Results of this study suggest that developing various clinical education and teaching learning methods for clinical competence is necessary to promote critical thinking disposition of nursing students.

• Journal of Digital Convergence
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• v.15 no.8
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• pp.213-224
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• 2017

This study was to examine the structural model of nursing student 's Professional self-concept, Critical thinking, Clinical Practice Satisfaction, Clinical competency and Clinical Practice Stress. The subjects consisted of 227 nursing students and data was collected through Structured questionnaires. Results, Critical thinking, Clinical Practice Satisfaction, Clinical competency and Clinical Practice Stress showed a direct effect on Professional self-concept for nursing students. Clinical competency and Clinical Practice Stress showed an indirect effect on nursing Professional self-concept. Clinical competency and Clinical Practice Stress showed a direct effect on Critical thinking and Clinical Practice Satisfaction. In this paper, we propose a new approach to nursing students 'self-concept in nursing. In this paper, we propose a new approach to nursing students' self-concept. And to develop and apply an intervention program that can reduce the stress of clinical practice.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.417-425
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• 2022

This study is to understand the relationship between self-leadership, clinical competence, and clinical practice satisfaction of nursing students, and to investigate the effect of self-leadership and clinical competence on clinical practice satisfaction. Data collection was conducted from May 1 to May 16, 2019, and 186 questionnaires were used for analysis and analyzed through SPSS/WIN 28.0. The average of the participants's self-leadership was 3.44 points, the average of clinical competence was 3.82 points, and the average of clinical practice satisfaction was 3.69 points. Satisfaction with clinical practice was found to have a positive correlation with self-leadership(r=.221, p=.002) and clinical competence(r=.262, p<.001), and self-leadership and clinical performance(r=.050, p=.494) showed no correlation. The variables affecting clinical practice satisfaction were self-leadership(β=.251, p<.001) and clinical competence(β=.208, p=.003), and the explanatory power of these variables was 10.4%. Therefore, in order to increase the satisfaction of nursing students in clinical practice, it is necessary to develop a program that can improve self-leadership and clinical competence.

• Journal of the Korea Convergence Society
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• v.11 no.10
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• pp.181-186
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• 2020

In this study, an attempt was made to investigate the clinical reasoning of nursing students and to identify the factors that influence it. This study was held to grasp the learning ability related to core nursing competency for 297 3^rd and 4^rd grade nursing students. Results indicated that there was a significant difference when comparing clinical competence by grade(p=0.001). Also variables effecting clinical reasoning competence were Problem solving ability, Clinical Decision making ability, Clinical practice performance, and grade of nursing students were found to be significant (p,.001). Outcome of this study can be used as the basis for the development of various curriculums to enhance the clinical reasoning competence, in the future, research for this education development is expected to be needed.

• Journal of Convergence for Information Technology
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• v.11 no.8
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• pp.53-61
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• 2021

The purpose of this study was to investigate the menstrual pain, clinical practice stress, and clinical competence and identify influencing factors of clinical competence of 3rd nursing students who start clinical practice for the first tim. The survey was conducted on 155 nursing students from June 1 to October 30, 2020. Data were analyzed using t-test, ANOVA, Scheffe test, Pearson correlation coefficients and multiple regression analysis. The degree of influence menstrual pain was 5.01points, clinical practice stress was 2.82points, clinical competence was 3.42points. Menstrual pain was positive correlated with clinical practice stress(r=.319, p=.000), and menstrual pain was negative correlated with clinical competence(r=-.279, p=.000). Clinical practice stress was negative correlated with clinical competence(r=-.333, p=.005). Menstrual pain was main factor that affects clinical competence. The model explained 25.0% of the variables. Therefore, intervention education is needed to reduce menstrual pain in order to improve the clinical competence of nursing students.

• Journal of the Korea Convergence Society
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• v.9 no.2
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• pp.19-32
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• 2018

The purpose of this study was to identify the convergence that resilience has on clinical performance ability and stress in clinical practice in order to prepare effective educational materials for clinical practice. The results showed that satisfaction of university life, satisfaction of nursing major and satisfaction of clinical practice had significant effects on resilience, clinical performance ability and stress in clinical practice. Also the correlation between the resilience and clinical performance ability of nursing students was positive(r=.510). And the correlation between the resilience and stress in clinical practice was negative(r=-.153). These findings indicate that there is a need to improve resilience of nursing students to promote the clinical performance ability and to lessen stress in clinical practice. The results should be reflected in the development of effective programs.

• Journal of Internet of Things and Convergence
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• v.5 no.2
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• pp.55-66
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• 2019

Objectives: The purpose of the study was to identify the factors influencing the nursing students' Clinical Competency. Methods: A sample of convenience was 185 nursing students, and a questionnaire was used to measure their self-leadership, critical thinking disposition, self-directed learning ability, problem solving ability and clinical competency. Results: A significant positive correlation was found among clinical competency, self-leadership, critical thinking disposition, self-directed learning ability and problem solving ability. Grade of which the participant was in, interpersonal relationship, critical thinking disposition, problem solving ability, and self-directed learning ability were significant predictive variables of which accounted for 53% of the variance in clinical competency. Conclusions: The results from this study can be used to develop the programs for improving clinical competency.

• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.577-587
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• 2017

The purpose of this study was to test the effects of simulation practice education on clinical judgment, self-confidence, and clinical performance ability of nursing student. This study used a one group, pre-post test design. The subject of this study were 45 second grade nursing students who participated in the simulation practice education. Data were collected before and after the simulation practice education using the questionnaire. As a result of this research, the improvements of the clinical judgment, self-confidence, and clinical performance ability were statistically significant. Therefore, the simulation practice education has a positive effect on nursing students in terms of the clinical judgment, self-confidence, and clinical performance ability.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.219-226
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• 2024

The purpose of this study is to determine the between nursing students simulation pratice education experience, clinical practice satisfaction, problem-solving ability, and clinical performance ability. The research design was a descriptive correlational study, and the participants were third-year nursing students. A total of 197 people were involved, including 95 students from a university with simulation training in the curriculum and 102 students from a university without simulation training in the curriculum. It was composed. Frequency analysis, descriptive statistics, independent t-test, and pearson correlation were used to analyze the collected data. As a result of the study, nursing students who had experience in simulation practice education showed significant differences in clinical practice satisfaction and clinical performance ability during clinical practice. However, there was no significant difference in problem-solving ability. In addition, it was confirmed that there was a correlation between simulation training experience, clinical practice satisfaction, and clinical performance ability. Based on the results of this study, it will be possible to develop and utilize simulation education programs in various situations to increase the effectiveness of clinical practice for nursing students.