• 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.6
• /
• pp.363-371
• /
• 2020

This study is a descriptive study to investigate the effects of grit and resilience on clinical practice adaptation of nursing students. The subjects of this study were 131 nursing students and data collection was from August 19 to September 30, 2019. Data was analyzed using the SPSS 20.0 program by descriptive statistics, t-test, correlation analysis, and multiple regression analysis. Grit and resilience were found to be factors affecting clinical practice adaptation of nursing students and 32.0% of clinical practice adaptation. Therefore, in order to increase the clinical practice adaptation of nursing students it is necessary to make efforts to improve grit and resilience and development of clinical practice curriculum.

• Journal of Industrial Convergence
• /
• v.22 no.8
• /
• pp.63-72
• /
• 2024

This study attempted to explore the impact of sense of humor and stress coping styles among nursing students on adaptation to clinical practice. The study included 180 nursing students as participants, and data collection was conducted using self-administered questionnaires from April 15 to 26, 2024. The collected data underwent t-test, one-way ANOVA, Pearson's correlation coefficients, and multiple regression analysis. The research findings revealed that the sense of humor scored 3.52, stress coping styles scored 3.40, and adaptation to clinical practice scored 3.46. Adaptation to clinical practice according to general characteristics showed statistically significant differences based on major satisfaction (F=29.80, p<.001), clinical practice satisfaction (F=40.46, p<.001), relationships with peers in clinical practice (F=5.05, p<.001), and personality (t=-3.41, p<.05). Adaptation to clinical practice showed statistically significant positive correlations with sense of humor (r=.31, p<.001) and stress coping styles (r=.43, p<.001). The factors influencing adaptation to clinical practice were clinical practice satisfaction(β=.34, p<.001), stress coping styles (β=.29, p<.001), and major satisfaction (β=.23, p<.05), explaining 42% of the total variance.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.9
• /
• pp.234-242
• /
• 2018

This descriptive study aims to examine the factors that influence nursing students' adaptation to clinical practice. Data was collected from 180 nursing students between April 26 and May 4, 2018. A self-reporting questionnaire was employed, which comprised of 17 questions regarding transition shock, 24 questions about social support, two questions regarding the levels of preparedness for clinical practice, and 14 questions about the degree of adaptation to clinical practice. Collected data was analyzed using t-test, one-way analysis of variance, and stepwise multiple regression, as well as by calculating the Pearson correlation coefficient. Subjects' degree of adaptation to clinical practice had a negative correlation with their transition shock. The degree of adaptation had a positive correlation with the levels of preparedness for clinical practice (r = 0.35) and the sub-variables of social support in the domains of friends (r = 0.24), parents (r = 0.32), and professors (r = 0.38). The smaller the transition shock (B = -0.409) and the greater the levels of preparedness (B = 0.766), professorial support (B = 0.228), and parental support (B = 0.163), the higher the degree of adaptation to clinical practice. Transition shock had the greatest influence on the degree of adaptation to clinical practice felt by subjects, followed by their level of preparedness for clinical practice and professorial support. Hence, to increase the degree of adaptation to clinical practice, not only should individual nursing students be better prepared to conduct clinical practice and professors provide greater support, but also there needs to be measures implemented to reduce transition shock.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.11
• /
• pp.314-323
• /
• 2019

This study examined the factors affecting clinical practice adaptation to provide basic data for the improvement of clinical practice adaptation for the first year of clinical practice. The subjects were 153 nursing students and medical students in G-do. Data were collected from April 1 to April 30, 2019, and analyzed using a t-test, ANOVA, Pearson correlation coefficient, and multiple regression using IBM SPSS WIN/21.0. The mean of college adjustment, character, interpersonal competence, communicative competence, and clinical practice adaptation was 3.37 points, 3.82, 3.61, 3.56, and 3.54, respectively. Clinical practice adaptation was related to college adjustment, character, interpersonal competence, and communicative competence (p<.001). The most influential factor in clinical practice was interpersonal competence (β=.502, p<.001), followed by department adaptation (β=-.215, p<.001) and college adjustment (β=.174, p=.010), respectively. The explanatory power was 41.1% (F=34.11, p<.001). Therefore, a way to improve interpersonal competence is needed to advance clinical practice adaptation. In the character building program for adjustment to college life, systematic education is needed, including the opportunity to think about and understand oneself, continuous meeting to understand and accept others. In addition, repeated communication training to improve interpersonal competence is needed.

• Journal of Industrial Convergence
• /
• v.18 no.4
• /
• pp.77-86
• /
• 2020

This study is a descriptive research study to grasp the critical thinking tendency, clinical practice stress, core basic nursing confidence, and degree of adaptation to clinical practice in nursing students. From June to July 2019, 207 students in the fourth year of nursing college were surveyed through their own questionnaire. Collected data were analyzed by t-test, ANOVA and multiple regression analysis using SPSS/WIN v24.0. The negative correlation between clinical practice stress and critical thinking tendency(r=-.18, p=.010). The core self-confidence practice self-confidence showed a positive correlation with critical thinking tendency(r=.25, p<.001), and a negative correlation with clinical practice stress(r=-.17, p=.017). Adaptation to clinical practice showed a positive correlation with clinical practice stress(r=.44, p<.001), and the factor influencing clinical practice adaptation was stress(β=.40) (F=18.34, p<.001), and the explanatory power was about 23.1%. As mentioned above, stress brings a positive change to clinical practice, so it is necessary to identify stress factors received from clinical practice of nursing college students and reflect them in curriculum development.

• Journal of Convergence for Information Technology
• /
• v.10 no.9
• /
• pp.53-61
• /
• 2020

This study is to Influencing factors of nursing students' teamwork and nursing professionalism on clinical practicum adaptation. From August 5, 2019 to August 30, data were collected for students in the 4th grade at J University Nursing Department, and 115 copies were used for the final analysis. Independent t-test, one way ANOVA, Pearson's correlation coefficient, and multiple regression were performed on the collected data using the SPSS 23.0 program. As a result of the study, the factors influencing the adaptation of clinical practice were teamwork, temporary housing type in clinical practice, and satisfaction with clinical practice. These variables showed 67% of the total variance and the most Influencing factors in adaptation to clinical practice was teamwork. appear. Therefore, it is necessary to recognize the importance of teamwork for nursing students to adapt to clinical practice, and to develop and apply a program that can strengthen teamwork.

• The Journal of the Convergence on Culture Technology
• /
• v.7 no.2
• /
• pp.77-83
• /
• 2021

This study was conducted to explore the effects of self-sufficiency and conflict resolution strategies on clinical practice adaptation for 4th graders in nursing college and provide basic data when preparing education and training measures for positive clinical practice adaptation. The data of 243 4th graders in nursing students were analyzed using the SPSS/WIN 22.0 program. As a result of exploring factors that affect clinical practice adaptation, the higher clinical practice satisfaction, the more self-isolated, the less over-identical, and the use of compromise as a conflict resolution strategy and the use of avoidance and domination. These variables were 43.3% influential in explaining the adaptability of nursing students to clinical practice.

• 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.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.1
• /
• pp.105-113
• /
• 2022

This study was attempted to provide basic data for preparing a learning strategy for effective clinical practice education by examining the effects of empathy, communication ability, and resilience on adaptation to clinical practice for nursing students. Participants in this study were 244 nursing students from 3 universities in B city. Data analysis was performed using SPSS 21.0 program with real number, percentage, mean, standard deviation, t-test, ANOVA, Pearson correlation coefficient, and multiple regression analysis. The subjects' empathy ability was 3.49±.44 points, communication ability 3.86±.85 points, resilience 3.63±.56 points, and clinical practice adaptation 3.63±.52 points. Factors affecting adaptation to clinical practice were empathy, communication ability, and resilience, and the explanation power was 39.9%. Through the results of this study, it is necessary to prepare an educational program to improve empathy, communication ability and resilience that affect the adaptation to clinical practice of nursing students.