• Journal of Convergence for Information Technology
• /
• v.7 no.6
• /
• pp.19-24
• /
• 2017

The purpose of this study is to investigate the relationship among the Clinical learning environment, clinical practice course satisfaction and the major satisfaction of nursing students. The subjects of this study were included 118 nursing students in one area. Data collection was conducted in September 20 17, and data analysis was descriptive statistics and Pearson's correlation. The results of the study showed that the average of the Clinical learning environment was $3.32{\pm}0.41$, the average clinical practice course satisfaction was $3.88{\pm}0.55$ and the average level of satisfaction was $3.99{\pm}2.30$. Clinical Practice Environment and Clinical Practice Course Satisfaction was (r=.586, p=.000), and the Clinical Practice Course Satisfaction with Major satisfaction was (r=.560, p=.000), Clinical Learning Environment and Major Satisfaction significant positive correlation (r=.530, p=.000). In order to increase resilience, it is necessary to improve the clinical practice environment and the major satisfaction through a detailed study.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.22 no.2
• /
• pp.160-168
• /
• 2021

This study attempts to identify how incivility and clinical learning environment affects clinical practice stress among nursing students. This study enrolled 204 nursing students in the third- and fourth-grades, having practical clinical experience. Data were collected from April 1 to April 30, 2019, by the self-reported method. Data analysis was achieved by applying descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression analysis, using the SPSS 22.0 program. Our results showed that the average values for incivility experienced by nursing students was 2.58, clinical learning environment was 2.79, and clinical practice stress was 3.33. Incivility experienced and clinical practice stress appeared to be a static correlation, whereas the clinical learning environment and clinical practice stress, and incivility experienced and clinical learning environment, were identified as amulet correlations. Incivility experienced and clinical learning environment exerted significant influences on clinical practice stress, where the explanatory power was confirmed at 22.5%. Based on the results of this study, we propose the necessity to develop and apply various programs to effectively manage the clinical practice stress of nursing students.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.1
• /
• pp.501-511
• /
• 2023

Purpose: The purpose of this study was to investigate relationship among self-directed learning, confidence of performance, clinical learning environment and Clinical Competency of nursing students. Methods: 178 nursing students participated. Data analysis was performed using descriptive statistics, t-test, ANOVA and pearson's correlation coefficients with IBM SPSS Statistics 21.0. Results: Mean score of self-directed learning, confidence of performance, clinical learning environment and clinical competency was 3.36, 3.42, 3.20 and 3.66 points. There was significant positive correlation among self-directed learning, confidence of performance, clinical learning environment and clinical competency. Conclusion: Therefore, in order to improve the clinical competency of nursing students, it is necessary to systematize core nursing skills education and continuously improve the clinical learning environment through close industry-academia cooperation and relationship.

• The Journal of the Convergence on Culture Technology
• /
• v.10 no.2
• /
• pp.43-49
• /
• 2024

This study is tried to confirm the effect of practical education environment and practical stress perceived by nursing college students who have experienced clinical practice on department adaptation. The subjects of the study were 154 nursing students who experienced clinical practice at nursing universities in Area C. As a result of the study, there was a positive correlation between the practical education environment perceived by nursing students and department adaptation (r=.43, p=.001), a negative correlation between practical stress and department adaptation (r=-.15, p=.012). The practical education environment and practical stress were identified as factors influencing nursing students' adaptation to the department. Therefore, in order to positively improve the practical education environment, it is necessary to continuously train related factors that can help adapt to field practice and prepare measures to improve the practical education environment through close cooperation with practice institutions.

• Journal of Digital Convergence
• /
• v.18 no.12
• /
• pp.469-479
• /
• 2020

This study was attemted to grasp the factors affecting the caring efficacy of senior nursing students. Data were collected from 173 nursing students at J university in G-do. Analysis was done using t-test, ANOVA, Pearson correlation coefficient, and Multiple regression with IBM SPSS WIN/25.0. Caring efficacy was positively correlated with clinical learning environment (r=.42, p<.001), field practice adaptation (r=.53, p<.001), nursing professionalism (r=.42, p<.001), and negatively correlated to clinical practice powerlessness (r=-.46, p<.001). The most influential factor on the subjects' caring efficacy was field practice adaptation (β=.330, p<.001), followed by nursing professionalism (β=.188, p=.005), clinical learning environment (β=.176, p=.015), introvert (β=-.146, p=.018), and extrovert (β=.134, p=.035). The explanatory power was 41.8%. Therefore, systematic nursing programs that can enhance caring efficacy are needed. Also, the following data can be utilized as basic data to help develop caring efficacy programs.

• Journal of radiological science and technology
• /
• v.34 no.4
• /
• pp.287-296
• /
• 2011

Students enrolled in Department of Radiologic Science were surveyed on satisfaction of clinical practice. Purpose of the survey was to cultivate field-oriented talents capable of changing medical environment. Total 302 students in three-year and four-year school system were surveyed withSPSS/PC+ Win 13 version. Firstly, frequency analysis was used for distribution of general characteristics and clinical practice characteristics. Secondly, one-way analysis of variance was used to identify difference in the level of satisfaction based on variables. Thirdly, simple product-moment co-relation was used to analyze relations between variables. Among other variables, which include support to clinical practice class, instructors' expertise, practice subjects, practice environment, practice time, evaluation after practice and overall practice, students were most satisfied with overall practice, which was followed by practice subjects and time. This indicates high co-relation between factors affecting satisfaction of clinical practice education.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.5
• /
• pp.357-365
• /
• 2018

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.

• Journal of dental hygiene science
• /
• v.17 no.1
• /
• pp.1-11
• /
• 2017

There are 82 dental hygiene departments and clinical training institutes across the country with a very wide range of clinical practice content and evaluation methods, making standardization difficult. Therefore, there is a need to establish a standard protocol outlining clinical practice content and evaluation methods for systematic and efficient operation of clinical practice. Thus, this study attempted to propose such a protocol for standardization of dental hygiene clinical practice in dental clinics and hospitals to examine the contents of clinical practice by reviewing relevant literature, and relating it to professional practice within the dental hygienic curriculum to facilitate enhancement of expertise. Clinical practice content was extracted from 74 cases, and was consisted of classifying mandatory and optional clinical practice, training time, and activity methods for each component. To standardize effective clinical practice, it is necessary to organize the components acquired in the course of clinical dentistry training in line with their arrangement on each university's curriculum, in order to learn all components step by step. To do this, it is necessary to present a standardized clinical practice protocol and a organic cooperation between educational institutions and clinical training institutions.

• Journal of the Korean Applied Science and Technology
• /
• v.40 no.3
• /
• pp.507-520
• /
• 2023

The purpose of this study is to inquire into the effect on the coping with stress by the knowledge of Emerging infectious disease, clinical practice stress. A research was held to the nursing students living in Seoul and Chungbuk from September 10 to October 10, 2022, 259copies of the data were used for the final analysis, Pearson's correlation coefficient and Multiple linear regressions was used. As a result of the study, there was a positive correlation between clinical practice stress due to burden of work, practice education environment stress, and active coping with stress. Clinical practice stress due to interpersonal conflicts, conflicts with patients, burden of work, and undesirable role models was positively correlated with passive coping with stress. Satisfaction of clinical practice, practical educational environment stress and gender accounted for 15.0% of the total variance in the active stress coping, and burden of work accounted for 7% of the total variance in the passive stress coping. Consequently, this study could be suggested as a basis for counseling and developing practical education program for active coping with stress.

• Journal of Technologic Dentistry
• /
• v.17 no.1
• /
• pp.41-57
• /
• 1995

This study was conducted to collect and analyze previous information in order to manage efficience, improve experience effect and promote employment rate. The questionnaire interview with 27 chief of dental Laboratory refered clinical experience in technology department about clinical experience in 14 Jumior colleges were also investigated. The results were summarried as follows : The portion of age of 35-39 among chief of dental Laboratory was 40.7% which was the highest, that of male was 96.3%, that of junior college graduate was 97.5%, that of 10years experience was 92.6% and that of ceramic technician was 85.2%, 63.0% dental laboratory for clinical experience was a bore space of 30pyong. Aspect of dental laboratory management, manufacturing all part of prosthetic restoration was 29.6%, othodontic appliance and ceramic restoration was 7.4%, 3.8%, each. The percentage of 40.7 was having connection with 30-3a dental clinics and referring case per day was 10-19 cases(40.7%), manufacturing time of referred prosthetic restoration was 3-4 days(77.8%), places preparing seminar room for education was 29.6%, above a place of 40pyong was 11.1% 30-34 pyong and 35-39 pyong was 7.4% each. During training of 2 years education course student, 18.5% was rack of thorough occupational career. While 44.4% will want the more salary among 3years education course student, 74.1% will expect the more dental techmicians would engaged in their field, 51.9% will hope improve of their theory and practice, 29.6% be expected better skill and 14.8% be expected better theory. Attitude of clinical experience places was distributed by 59.3% of offering only experience chance, 25.9% of wasting time and 29.0% of annoying. The big emphasis of climical experience was thorough occupational career(44.4%). The clinical experience places of our college were selected after direct visiting, so their condition of management was not that bad but most of dental laboratory were poor in management state and working environment. Therefore it is difficult to choose appropriate places and dental Laboratory are also limited manpower and time as suppliers. So that it recommended to induce flexible management of experience period by interval and rotation of experience places among college and to applicate intern-system for employment ant industry-college cooperation aspect.