Journal of Korean Academy of Fundamentals of Nursing
/
v.18
no.3
/
pp.365-372
/
2011
Purpose: The purpose of this study was to examine the effects of the teaching effectiveness and clinical learning environment on the clinical practice competency in nursing students. Method: Undergraduate nursing students (268) enrolled in one of 4 universities in 2 cities completed a survey questionnaire. Collected data were analyzed using descriptive statistics, Pearson's correlation coefficient and multiple regression with the SPSS/Win 11.0 program. Results: The mean score for teaching effectiveness was 3.09 (${\pm}.53$) on a 5-point scale, for clinical learning environment, 3.09 (${\pm}.50$) on a 5-point scale, and for clinical practice competency, 3.94 (${\pm}.52$) on a 6-point scale. Significant positive correlations were found between teaching effectiveness and clinical learning environment, and clinical practice competency. The regression model explained 8.8% of clinical practice competency. Teaching effectiveness and clinical learning environment were significant predictors of clinical practice competency. Conclusion: The findings of the study suggest that teaching effectiveness and clinical learning environment be considered when developing strategies to increase clinical practice competency in nursing students.
Journal of Korea Entertainment Industry Association
/
v.13
no.4
/
pp.299-309
/
2019
The purpose of this study was to investigate about student's experiences in occupational therapy through clinical fieldwork, such as the change in perception of occupational therapy, the stress that students experience, and the satisfaction of clinical fieldwork. We conducted a focus group interview with 10 participants to see what they experienced during the clinical fieldwork. The contents of the interview were recorded and conducted, and the meaning was analyzed according to the focus group interview procedure through repeated listening. Components were psychological experience, professional experience, environmental experience, changes of values, and behavioral changes. In psychological experience, he experienced anxiety and burden. Experiential experience was the connection of theory and clinical experience and realization of major knowledge. In the environmental experience, we experienced clinical guidance management system, and the change of values experienced change of perception of occupational therapy and change of perception of disabled person. Finally, behavioral changes have experienced an active response through clinical practice experience. Clinical fieldwork is a basic element that prepares students to become occupational therapists. It affects the role of occupational therapist and perception performance through various experiences in new environment. It is thought that the efforts of the institution are needed. The results of this study will help occupational therapists to direct clinical fieldwork in the right direction in clinical fieldwork.
The purpose of this study was investigate the relationship between the degree of satisfaction of the clinical practice and the stress factors for dental hygiene students. Dental hygiene students to 232 people from May 21, 2012 to June 22, 2012 and analyzed using by SPSS for Windows ver. 12.0 program. Regarding the stress factors, by the school system, all the factors, including the environmental factor, the role factor, the interpersonal relationships factor, the ideal and value factor, and the Brief Encounter Psychosocial Instrument (BEPSI) were higher in the 3-year system than in the 4-year system (p<0.01). Regarding the stress factors according to the degree of satisfaction regarding the practices, all the factors were high when unsatisfied. Among these, the environmental factor was the highest (p<0.001). According to the practice organization, the environmental factor was the highest among the university dental hospital. The interpersonal relationship factor and the ideal and value factor were the highest among the dental hospitals. The role factor and the BEPSI were the highest among the dental clinics (p<0.01). When the hospital atmosphere was bad, the environmental factor was the highest (p<0.001). As a result of analyzing the correlations between the stress factors of the hospital practices, there were the positive correlations among the environment, the roles, the interpersonal relationship, the ideals and values, and the BEPSI (p<0.01). The stress factor that showed the biggest influence on the BEPSI was interpersonal relationships. In the clinical practice, because of the unfamiliar environment and the insufficiency of the interpersonal relationships, the stress indices of the students can be higher than at ordinary times. I believe that, as such, a systematic management plan for the clinical practice for raising the ability of the students to cope with the stress by themselves must be prepared.
The Journal of Korean Society for Radiation Therapy
/
v.20
no.2
/
pp.123-130
/
2008
Purpose: To provide practical education, most universities should be equipped with medical appliances in need. As compensatory measures, Gimcheon College has produced in-house dummy linac and dummy accessories, we are going to report efficiency and its usage. Materials and Methods: Dummy linear accelerator (DLINAC-001) has the same mechanical functions as rotation of gantry and collimation in linear accelerator. In addition, to maximize practical education, we have produced and utilized in-house custom blocks, wedge filters, electron cones and head rests. Results: The in-house produced linear accelerator with the same mechanical functions as the linear accelerator, DLINAC-001 can be effectively used in practicing diverse medical instruments. Conclusion: We have produced dummy linear accelerators and dummy accessories and utilized them in practice classes, which can provide the students with clinical training in diverse fields. Consequently, the students exposed to the maximized educational effectiveness can be easily equipped with the practical competence required in real clinical fields.
The purpose of this study is to make formulated examination and analysis about major two factors of dental hygienic students' satisfaction at clinical training, i.e. the contents of clinical training and their duties satisfaction, so that it can provide a basic reference material for more efficient clinical training and education. This study conducted a questionnaire survey for 427 students who were taken via simple random sampling from sophomore and junior dental hygienic students, who already experienced in clinical training courses, at some universities(and colleges) in Metropolitan and province areas. The data collected from this survey were analyzed using SPSS WIN 11.5, in parallel with t-test, one-way ANOVA and ${\chi}^2$(Chi-square) test. It was found that our students didn't feel so much satisfied at clinical training(satisfaction level = 3.34). Overall, they didn't show any significant satisfaction with the contents of training and the experiences in clinical training duties. Our dental hygiene students showed relatively low satisfaction with the contents of clinical training as well as satisfaction at clinical training duties, which ie that current clinical training in dental hygienics still remain at the level of simple assistance for dental treatment.
This study was conducted to compare and evaluate the expectations and satisfaction of clinical practice for students who conducted practice at clinical practice institutions of various sizes before and after COVID-19, and to suggest future clinical practice guidance methods and operation directions. There was a significant difference in the evaluation of satisfaction with practice before and after COVID-19, especially after the evaluation of satisfaction with practice guidance, practice environment, and practice time. As a result of analyzing the decisive influencing factors related to practice satisfaction, students who conducted practice at university hospitals highly evaluated the institutional environmental factors, and students who conducted practice at small and medium-sized hospitals showed high satisfaction in participation-oriented practice. Therefore, it is thought that practice that utilizes the strengths and weaknesses of university hospitals and small and medium-sized hospitals will be more effective than clinical practice that relies only on university hospitals. However, in order to diversify the training institution to small and medium-sized hospitals, it is necessary to create a manual on standardized training courses, training methods, and evaluation methods suitable for the training goals and curriculum, and provide them to the institution. In addition, if it is operated through sufficient exchange of opinions and consultation with institutions, schools will be able to obtain opportunities to cultivate practical talents, and small and medium-sized hospitals with difficulties in expanding manpower will be able to secure excellent human resources first.
The purpose of this study was to determine Enneagram personality type and the degree of clinical practice stress by personality type among nursing students, as well as to set a direction for student counseling and develop a management program. For this purpose, the Enneagram personality type inventory, developed by the Korea Enneagram Spirituality Institute, and a clinical practice stress scale were applied to juniors and seniors majoring in nursing in a district who were in clinical practice. The results were analyzed using an SPSS 25.0 program. Type 2 among the nine Enneagram personality types accounted for 47.66% while in the strength- centered area, the emotional area accounted for 64.84%. As for the degree of clinical practice stress by Enneagram personality type, Type 6 was most vulnerable to the training environment, Type 4 to an undesirable role model and conflicts with patients, and Type 5 to the burden of training tasks and conflicts in interpersonal relationships among the sub-areas of stress. As for the degree of clinical practice stress by the strength-centered area of Enneagram, the thinking type was most vulnerable to the training environment, an undesirable role model, the burden of training tasks, and interpersonal relationships, whereas the emotional type to conflicts with patients. To put these results together, nursing students varied in Enneagram personality type and differed in clinical practice stress by the strength-centered area, as well as by personality type. It is therefore necessary to provide nursing students with counseling and guidance through an analysis of their personality type.
This study aimed at analyzing stress factors of radiography students may experience during their clinical training, and thus at providing assistance in improving efficiency and quality of clinical training. As for the method of study, a questionnaire survey was conducted targeting radiography students from five universities in Busan and Gyeongsangnam-do regions who had clinical training experiences. The result of the survey showed that, among five stress factors, environmental factor was the highest source of stress, followed by ideals, values, roles and activity. In addition, it was found that the level of stress experienced during clinical training was higher than the level of stress in daily life. If the stress of clinical training can be reduced based on the results of this study, it will not only contribute to improving students' level of satisfaction with clinical training, but also enhance the quality of clinical training.
Journal of the Korea Academia-Industrial cooperation Society
/
v.15
no.11
/
pp.6793-6803
/
2014
A self-administered survey was conducted on dental hygiene students at colleges or universities in Chungcheong Province to increase the levels of practice for them and provide basic data that could improve their major satisfaction after practice. The data was collected from December 2012 to April 2013 and 766 questionnaires, except for 13 containing insincere responses, were finally analyzed using SPSS/Win18.0. The on- and off-campus practice groups formed 59.7% and 57.4%, respectively. The most frequent place for practice was university dental hospitals, followed in order by hospitals/clinics and health centers. University students were more satisfied with on-campus practice in terms of factors, such as practice contents, practice time, and practice performance than those at three-year colleges. The students in the higher grades were more satisfied with the practice time. The university students were also more satisfied with off-campus practice in terms of all the factors than those at three-year colleges. The students in higher grades were more satisfied with the practice time and practice performance. The on- or off-campus practice group was generally more satisfied with their major than the non-practice group, and each of the factors-practice performance, practice time, practice environment, and practice contents-significantly affected the major satisfaction. The results highlight the need to plan and provide satisfactory education based on an understanding and awareness of students so that they can take pride in their major through on- and off-campus practice. In addition, it is also necessary to develop educational guidelines for clinical practice and efficient programs so that clinical practice can create the optimal learning situation.
Journal of the Korea Society of Computer and Information
/
v.28
no.5
/
pp.113-120
/
2023
This study attempted to find out the factors influencing the formation of nursing professionalism in nursing students. As for the research method, a structured self-report questionnaire was surveyed for 3rd year nursing students (n=169) at K University, and the collected data were analyzed using the SPSS/WIN 25.0 program. The results of the study showed that major satisfaction, nurse image, clinical practice education environment, and clinical practice belonging showed a statistically significant positive correlation with nursing professional intuition, and major satisfaction had the greatest effect on nursing professionalism. Therefore, in order to form a positive nursing professional intuition, it is required to develop and apply various and systematic educational programs to increase major satisfaction.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.