• Journal of Korea Entertainment Industry Association
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• v.14 no.1
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• pp.137-147
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• 2020

This study is aimed to develop and validate the clinical competence scale of occupational therapy student. The development of clinical competence scale analyzed the definition of clinical performance and previous studies. preliminary examinations were conducted on 203 occupational therapy departments in 3rd and 4th grade to verify item analysis and job validity. After exploratory factor analysis, eight factors of professional consciousness, 11 items of occupational therapy evaluation factors, 4 items of occupational therapy intervention factors, and 4 items of communication factors were extracted into a total of 27 factors. As a result of verifying the reliability of each factor through the internal consistency coefficient Cronbach's α, it was found to be .87~.94 and the overall reliability was .96. The correlation between the total score and the factors of the clinical competence scale was statistically significant. Through the confirmatory factor analysis, the model fit test of the factor structure for 27 items of 4 factors (χ²=.76, df = .31, CFI = .81, TLI = .80, RMSEA = .79) is considered acceptable. Through this study, The clinical competence scale is a valid and reliable scale that can be useful for objectively assessing.

• Journal of Korean society of Dental Hygiene
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• v.5 no.2
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• pp.185-199
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• 2005

The purpose of this research is to suggest a new desirable direction to a positive educational program for dental hygeine students, through the analysis of the degrees of observation and performance practice and the student satisfaction. This researched 471 senior dental hygien students from 5 separate universities. SPSS 10.0 for Windows was used to transform the results data analysis into statistics. The students' degree of satisfaction and length of observational/performance practice level were measured. For statistical anlysis the Mean and Standard Deviation were computed and the t-test and ANNOVA were carried out. The significant level of these statistics was a=0.05. 1. 12 weeks practice is the highest in the satisfaction of observation practice was the highest in clinical settings, followed by 16 weeks practice, and 8 weeks practice. 2. 12 weeks practice is the highest in the satisfaction of performance practice, followed by 16 weeks practice, and 8 weeks practice. 3. 8 weeks practice is the highest in the satisfaction of performance practice, followed by 12 weeks practice, and 16 weeks practice. 4. According to the frequency of clinical practice and satisfaction 12 week program of observation/performance practice is the most desirable, followed by 16 weeks practice, and 8 weeks practice.

• Journal of dental hygiene science
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• v.14 no.3
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• pp.356-363
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• 2014

This study attempts to measure the critical thinking disposition and problem-solving ability levels of dental hygiene students and to investigate their correlation. A self-administered survey was conducted with respect to dental hygiene students from three-year colleges in Busan, Ulsan and the Gyeongsangbuk-do region between April 2013 and May 2013. A total of 649 surveys were subject to a final analysis. Critical thinking disposition of the dental hygiene students resulted in a score of 3.20 out of a total of 5.0. Freshmen, students with high academic performance results, students with good interpersonal relations, students with a high level of satisfaction regarding major subject and clinical training and students with no clinical training experience showed a high score for critical thinking disposition. Problem-solving ability of the dental hygiene students resulted in a score of 3.06 out of a total of 5.0. Students with high academic performance results, students with good interpersonal relations and students with a high level of satisfaction regarding major subject and clinical training showed a high score for problem-solving ability. It was found that critical thinking disposition and problem-solving ability had a pure correlation. The critical thinking disposition appeared to problem solving, interpersonal relations, major factors affect satisfaction, was a critical thinking disposition, academic factors affect the ability to problem solve. Regarding education for dental hygiene students, the reinforcement of training to increase critical thinking and problem-solving abilities is necessary and the development of an educational curriculum and change in educational environment that can increase interpersonal skills and communication skills is necessary.

• Journal of the Korean Applied Science and Technology
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• v.35 no.1
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• pp.131-140
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• 2018

This study is a descriptive research study for analyzing the relevance among stress, anxiety, and ego-resilience in nursing college students before clinical practice. The survey was conducted targeting the second-year students in a K college who were anticipating their first clinical practice. The survey result showed that female students showed higher stress levels than male students (t=-5.51, p<.001) before clinical practice. Female students also showed higher anxiety levels than male students (t=-3.30, p=.001) before clinical practice. The students showed higher anxiety levels before clinical practice as they felt more strongly that they were in bad health (F=3.27, p=.041), as their personality was less outgoing (t=-3.32, p=.001), and as they had a lower satisfaction level in their major (F=7.25, p=.001). The students showed higher ego-resilience levels before clinical practice as they felt more strongly that they were in good health (F=3.74, p=.026) and as their personality was more outgoing (F=3.19, p=.002). The stress and anxiety levels before clinical practice also had a positive correlation (r=.211, p=.010) and the ego-resilience and anxiety before clinical practice had a negative correlation (r=-.313, p<.001). Based on the finding, it is necessary to develop the competence improvement program that can reduce the anxiety of nursing college students before clinical practice in order to improve their ego-resilience.

• The Journal of the Korea Contents Association
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• v.22 no.1
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• pp.571-580
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• 2022

This study was a descriptive research to investigate clinical violence experience, response to violence experience, resilience and academic burnout and to identify the factors affecting the academic burnout among nursing students. The participants were 318 nursing students. who were recruited from the 2 Department of Nursing in B Metropolitan and 2 Department of Nursing in Gyeongsangnam-do. The structured questionnaire was self-administered from November 1 to 30, 2019. Data were analyzed through the SPSS/WIN 24.0 program using descriptive statistics, Independent t-test와 one-way ANOVA, Scheffe test, Pearson's correlation coefficient, and stepwise multiple regression. According to the results of this study, Mean score for academic burnout in nursing student was 2.58 out of 4 point. The factors of satisfaction with clinical practice(β=-.393, p<.001), satisfaction with nursing major(β=-.188, p<.001), responses to violence experience(β=.176, p<.001), perceived health status(β=-.156, p<.001) attacker(β=.135, p=.002), resilience(β=-.118, p=.016)were impact on the academic burnout level of nursing students. The total explanatory power accounted for 45.9%. In conclusion, since clinical practice satisfaction and major satisfaction are the factors that have the greatest influence on academic burnout, it is necessary to develop various educational strategies and a student counseling program to reduce negative reactions after experiencing violence and improve resilience. In addition, a qualitative study on the clinical violence experience, response to violence experience and academic burnout of nursing students is needed.

• Journal of Industrial Convergence
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• v.21 no.8
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• pp.129-136
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• 2023

The purpose of this study was to test the effects of simulation-based delivery nursing practice on proactivity of problem-solving, clinical Performance and team efficacy in nursing college students. This study conducted with a quasi-experimental one group pretest-posttest design. The subjects of the study were those who participated in the pretest-posttest survey among third graders in nursing who took a simulation-based delivery nursing practice class at S university in D city, and finally, data from 78 students who completed the survey were analyzed. Data collection was conducted from August 30, 2022 to October 28, 2022, and data were analyzed using SPSS 27.0 program. The findings suggest that simulation-based delivery nursing practice had a positive effect by significantly increasing on problem-solving proactivity, clinical performance ability, and team efficacy. However, There are limitations in generalizing the study results. therefore based on a sufficient number of samples, the effects should be verified through randomized controlled pre-and post-test and, To determine whether the effects are consistent, it will be necessary to follow up in the long term.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.262-270
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• 2021

The purpose of this study was to identify factors influencing the transfer of learning for nursing students in clinical practice. This study is a descriptive survey research conducted with 113 nursing students. Self-directed learning, motivation to transfer, and transfer of learning were measured. Data were analyzed by descriptive analysis, independent t-test, and ANOVA. The transfer of learning were significantly different according to the interpersonal relationship (t=10.43, p=.002), the satisfaction of nursing major (t=3.81, p=.006), satisfaction of nursing skills laboratory (t=4.61, p=.004). Transfer of learning had a correlation with self-directed learning, motivation (r=.46, p=<.001), and motivation to transfer (r=.60, p=<.001). In addition, motivation to transfer, the satisfaction of nursing skills laboratory, and learning evaluation were significant predictors of transfer of learning. Finally, in order to increase the transfer of learning for nursing students, nursing instructors need to encourage motivation to transfer, and to apply educational strategies that increase self-directed learning, as well as the satisfaction of the nursing skills laboratory.

• Fire Science and Engineering
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• v.28 no.5
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• pp.104-109
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• 2014

This study is analysis of the effectiveness and satisfaction index of hospital-based skill training (HST) in level 2 emergency medical technicians. The purpose of this study is to provide basic data for the effective operation. The survey carried out to 70 level 2 emergency medical technicians who participate in HST from July 29 to August 22 in 2013. From the study, self evaluated operation skills scale were 3.09 before training and 3.80 after training. It showed statistically significant enhancements. satisfaction index were 3.80. appopriate education periods were (1~2) weeks (64.3%). the longer the time had been since their training completion, the higher education satisfaction. The multilateral studies on problems and needs of HST and development of training programs that includes hospital training monitoring are necessary.

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.229-240
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• 2014

Acquiring professional knowledge and clinical practice of nursing students is a major barrier to campus life and nursing education is needed the programs for considering student's stress and personal characteristics. This study was to understand relation among self-leadership, self-efficacy, interpersonal relationship and college life satisfaction in nursing students. We conducted a survey of 375 students in 4 nursing colleges during the period from March 2nd to 31st. 2014. The study found a positive correlation and significant direct effects between self-leadership, self-efficacy, interpersonal relationship and college life satisfaction and these variables explained 26.8% of college life satisfaction. Therefore, self-leadership of students can improve self-efficacy, interpersonal relationship, furthermore, improve ultimately college life satisfaction. According to this study, to improve college life satisfaction, student's personal characteristics should be considered and education programs for self-leadership, self-efficacy and interpersonal relationship be reflected in curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.40-48
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• 2017

This study investigated the relationship among emotional regulation, coping strategies and satisfaction in clinical practice, and examined factors influencing satisfaction with clinical practice in nursing students. Data were collected through structured questionnaires from May 1 to June 30, 2016. The study participants were 201 third and fourth year nursing students at four departments of nursing located in B and K metropolitan city. Data were analyzed using t-test, ANOVA, Scheffe's test, Pearson's correlation coefficients and stepwise multiple regression with SPSS WIN v 20.0. The mean emotional regulation score was $3.73{\pm}0.48$, active coping was $2.79{\pm}0.33$, passive coping was $2.53{\pm}0.36$, and practice satisfaction was $3.58{\pm}0.46$. Statistically significant relationships were noted between emotional regulation and satisfaction with clinical practice (r=.391, p<.001), between active coping and satisfaction with clinical practice (r=.361, p<.001), between passive coping and satisfaction with clinical practice (r=.276, p<.001). Factors influencing satisfaction with clinical practice were satisfaction with the nursing major (${\beta}=-.322$, p<.001) and emotional regulation (${\beta}=.232$, p<.001). These factors explained 28.1% of variance in participant's satisfaction with clinical practice. In conclusion, effective nursing educational programs need to be developed to enhance satisfaction with clinical practice and to foster positive emotional regulation in nursing students.