• Journal of Korean Academy of Fundamentals of Nursing
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• v.17 no.1
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• pp.90-98
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• 2010

Purpose: This study was done to compare the relationships between motivation to achieve, clinical competency, and satisfaction on clinical practice in diploma and baccalaureate nursing students. Method: A descriptive research design was used in this study. The participants were 181 nursing students in B city who were surveyed between June 2 and June 30, 2008 using self-report questionnaires. The collected data were analyzed using the SPSS WIN 14.0. Results: There were significant difference in clinical competency according to satisfaction with college life, and motivation for choice of nursing for baccalaureate students. There was a positive correlation between motivation to achieve and clinical competency. Motivation to achieve and satisfaction in clinical practice, and clinical competency and satisfaction were correlated with clinical practice for students in both diploma and baccalaureate programs. The predictors influencing clinical competency for the nursing students were motivation to achieve, and satisfaction in clinical practice, and education level. Three factors explained 26.8% of clinical competency for nursing students. Conclusion: It is necessary to enhance individual motivation to achieve to improve clinical competency of nursing students. Motivation to achieve needs to be considered in planning programs to enhance clinical competency in nursing students.

• Journal of Korean Public Health Nursing
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• v.16 no.1
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• pp.64-76
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• 2002

This study was performed to identify the level of stress of clinical practice and clinical competency and the relationships between stress of clinical practice and clinical competency in nursing students. The subjects of this study were 379 senior nursing students in 2 nursing colleges in M city. The data were collected from November 5th to 24th, 2000, using questionnaire. The instruments used were the Stress of Clinical Practice Scale and the Clinical Competency Measurement Tool. The data were analyzed using frequency, percentage, t-test, ANOVA, and Pearson's Correlation Coefficient, using the SPSS program. The results of the study were as follows : 1. The mean score for the level of stress of clinical practice was 3.83 points. The stress of clinical practice were classified into six dimensions and their order of getting score was nurse(3.99), relationship between nursing theory and practice(3.94), human relationship (3.92), clinical education and evaluation by professors(3.87), environment(3.70), and patient(3.59). 2. The mean score for the level of clinical competency was 3.91 points. The clinical competency were classified into five dimensions and their order of getting score was professional development (4.08), skills (4.06) , interpersonal relationship/communication(3.95), teaching/coordinating(3.81), and nursing process(3.70), 3. The stress of clinical practice showed significant difference in the score of grade(t=-2.82, p=.005), interpersonal relationship(t=1.97, p=.049) and satisfaction of major(F=3.38, p=.035) of nursing students. 4. The clinical competency showed significant difference in the score of grade(t=-5.97, p=.000). interpersonal relationship(t=3.64, p=.000) and satisfaction of major(F=8.73, p=.000) of nursing students. 5. The data showed the positive correlations between stress of clinical practice and clinical competency(r=.209, p=.000). In conclusion. this study found that the stress of clinical practice was significantly related to clinical competency in nursing students. Therefore further study is needed to examine the efficient coping strategies about stress of clinical practice in nursing students.

• Korean Journal of Adult Nursing
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• v.19 no.2
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• pp.274-282
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• 2007

Purpose: This study was designed to identify the self concept and clinical competency of nurses in hospitals and to examine the relationship between two concepts. Methods: A questionnaire was used for data collection which was done from July 1 to July 30 in 2005. The respondents were 267 staff nurses in a university hospital and general hospitals in two cities. The instruments were Son's(2002) self concept scale and Lee's(2002) clinical competency scale. The data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and multiple regression using SPSS-WIN. Results: The results of this study were summarized as follows: First, the total mean score of self concept was 2.56, and clinical competency was 2.59 on a 4 point scale. Second, the self concept and clinical competency were significantly correlated. Third, the results of multiple regression showed that self concept explained 45.2% of clinical competency. Conclusion: Self concept has a strong influence on clinical competency. Therefore, individualized nursing management strategies and education programs must be developed in order to increase a nurses self concept.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.2
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• pp.157-166
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• 2020

Purpose: This study was conducted to explore how clinical practice stress and moral sensitivity affect the clinical competency of nursing students. Methods: Participants had completed at least a one year (2 semesters) clinical nursing practicum through K University in D Metropolitan City. A total of 188 nursing students were recruited: third grade (n=104) and fourth grade (n=84). The questionnaires were adopted with clinical practice stress, Korean version of moral sensitivity questionnaire (K-MSQ), and the clinical competency. Results: Clinical competency was positively correlated with patient-oriented care (r=.27, p<.001) and the professional responsibility (r=.32, p<.001) of the moral sensitivity (r=.27, p<.001). The attitude of medical personnel experiencing clinical practice stress shows a significant positive relationship with clinical competency (r=.15, p=.038). The attitude of medical personnel (β=.09, p=.194) experiencing clinical practice stress, patient-oriented care (β=.16, p=.041) and professional responsibility (β=.23, p=.003) of the moral sensitivity explained 12% of the variance in clinical competency (F=9.17, p<.001). Therefore, the influential factors on clinical competency were two sub-factors of moral sensitivity. Conclusion: Moral educational programs should be considered to develop a nursing students' clinical competency.

• Journal of Korean Academy of Nursing Administration
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• v.17 no.1
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• pp.96-105
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• 2011

Purpose: This study was performed to investigate the perceived relationship among professional self-concept, head nurse's leadership, and nursing clinical competency by clinical nurses. Methods: This study was a cross-sectional survey. Participants were 601 nurses working at the five general hospitals in four provincial cities, Gyeungbuk, Korea. Data were collected from July 14, 2010 to August 31 and analyzed by SPSS/PC ver 18.0 programs. Results: Professional self-concept and head nurse's leadership were slightly above the middle average, but nursing clinical competency was good. According to participants' age, marital status, job satisfaction, and length of service, there were perceptional differences in professional self-concept, head nurse's leadership, and nursing clinical competency. Nursing clinical competency could be explained by head nurse's leadership, professional self-concept, job satisfaction and length of service. Head nurse's leadership was independent variable affecting nursing clinical competency, professional self-concept was partial mediating variable, and job satisfaction and length of service were extraneous variables. Conclusion: It is concluded that head nurse's leadership is more important than professional self-concept to improve nursing clinical competency. Nursing managers should plan various strategies to improve head nurse's leadership and professional self-concept, to increase clinical nurses' job satisfaction and length of service.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.18 no.3
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• pp.365-372
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• 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.

• The Journal of Korean Academic Society of Nursing Education
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• v.15 no.1
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• pp.15-21
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• 2009

Purpose: This study was performed to identify the level of career identity and clinical competency and the relationships between them in nursing students. Method: Subjects were junior students of 2 colleges in Daegu(N=217). A self-rating questionnaire included demographic data, career identity of nursing students and the clinical competency Korean scale. We received consents from teachers and students. The data was analyzed by frequency, percentage, t-test, ANOVA and Pearson's correlation coefficient using the SPSS 12.0 Program. Result: The mean score of career identity was 31.90 points and clinical competency was 145.13. Career identity showed a significant difference in the age, satisfaction of college entrance and satisfaction of clinical practice. Clinical competency showed a significant difference in the sex, marriage, satisfaction of college entrance and satisfaction of clinical practice. The data showed a negative correlation between career identity and clinical competency. Conclusion: It is necessary to find affecting factors on career identity of nursing students and to develop objective tools for clinical competency and to improve clinical competency programs.

• Journal of Korean Academy of Nursing Administration
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• v.19 no.4
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• pp.501-512
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• 2013

Purpose: This study was done to develop a nursing competency scale according to a clinical ladder system for intensive care nurses. Methods: Index of content validation was done by 20 clinical experts and 80 nurses in Intensive Care Units (ICU). Results: The process and results of study are as follows. First, 12 nursing competencies were used in the establishment of the clinical ladder system (Jang, 2000). Second, the first draft of the competency lists was developed. It was based on the clinical nurses' behavioral indicators of nursing competency by Jang (2000), and was modified and supplemented through various literature reviews including competency standards for specialist intensive care nurses in Australia and consultation with 2 clinical nurses with over 10 years experience in the ICU. Third, the draft was examined by 20 clinical experts for content validity. Finally, the final draft was analysed using clinical validity where 20 nurses in each ladder participated. The final number of items was fixed at 309. Conclusion: The tool represents expected nursing competency of nurses working in ICU. Intensive care nurses can recognize their strengths and weaknesses, and identify directions for their professional growth by analysing results of their competency evaluation using this tool.

• Research in Community and Public Health Nursing
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• v.29 no.2
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• pp.220-230
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• 2018

Purpose: This study was conducted to evaluate clinical competency of nursing students and to examine the validity and reliability of the scale. Methods: The Clinical Competency Scale was formed through modification of Lee's Clinical Competency Scale that was originally developed in 1990. The Clinical Competency Scale was applied to 203 nursing students. Construct validity, item convergent and discriminant validity, concurrent validity, and internal consistency reliability of the scale were evaluated. Results: Exploratory factor analysis supported the construct validity with a five factor solution; that explained 63.6% of the total variance. Concurrent validity was demonstrated with the Nursing Competence Scale (r=.78, p<.001). Cronbach's ${\alpha}$ coefficient for the scale was .96. Conclusion: The results of this study suggest that the Clinical Competency Scale has relatively acceptable reliability and validity and can be used in clinical research to assess clinical competency for nursing students.

• Journal of Korean Clinical Nursing Research
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• v.23 no.2
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• pp.248-257
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• 2017

Purpose: This study was aimed to compare nursing competency, self-esteem, and job stress between floating nurses and clinical nurses. Methods: The data were collected between October $1^{st}$ and December $31^{st}$, 2015, from 43 floating nurses and 57 clinical nurses working at a tertiary care hospital in Seoul. The collected data were analyzed with SPSS/WIN 23.0, using descriptive statistics and the t-test, $x^2$ test, ANCOVA, ANOVA, $Scheffe{\acute{e}}$ test, Pearson correlation coefficients, and Stepwise multiple regression. Results: The nursing competency of clinical nurses was significantly higher than that of floating nurses (F=4.370, p=.039). For both floating and clinical nurses, nursing competency was positively correlated with self-esteem (floating nurses, r=.47, p=.002; clinical nurses, r=.62, p<.001). Also, For both floating and clinical nurses, the most significant predictor of nursi ng competency was self-esteem(floating nurses, ${\beta}=0.45$, p=.001; clinical nurses, ${\beta}=0.60$, p<.001). Conclusi on: Efforts are needed to increase the nursing competency of the floating nurse through the improvement of the floating system, the nursing work environment, and continuous education. Also, as self- esteem is the most effective predictor of nursing competence, nursing intervention is needed to improve self-esteem of the floating nurse.