• 대한간호
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• 제33권2호
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• pp.59-72
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• 1994

This study was conducted to identify an initial clinical experience of nursing students, so to better understanding to students' experience in clinical setting. The study subjects were 39 nursing students working in C department of nursing in C city. This study was approached by phenomenological method, collected data were analyzed by Colaizzi's method. The results were followed. From the protocol, 236 significant statements were organized into 56 formulated meanings. From formulated meanig, 27 themes were identified, organized into 13 theme clusters, and then into 6 categories. Theose nursing students experienced $\mathbb{\ulcorner}$tension$\mathbb{\lrcorner}$ in adjusting themselves to new clinical settings, $\mathbb{\ulcorner}$fear and anxiety$\mathbb{\lrcorner}$ in using unskillful nursing skills. They also went through $\mathbb{\ulcorner}$stress> by difficulties in applying their knowledge and skill to nursing practice, in lack of nursing knowledge and skill, in dealing with making interpersonal relationship with clinical staffs, in insufficiency of clinical instructions and in role ambiguity among nursing students. Physical $\mathbb{\ulcorner}$fatigue$\mathbb{\lrcorner}$ and $\mathbb{\ulcorner}$disappointment and doubt$\mathbb{\lrcorner}$ by the difference between reality and expectation caused by clinical experience. However, clinical experience enabled nursing students to enhance their understanding of human beings, learning, their satisfaction. to nursing practice, to identify the confirmation of nursing identity, so to gain $\mathbb{\ulcorner}$sense of accomplishment$\mathbb{\lrcorner}$. The results of this study are to use as basic data for students attending clinical experience for the first time.

• 문화기술의 융합
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• 제4권1호
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• pp.17-25
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• 2018

본 연구는 일개 대학의 간호학생을 대상으로 모성간호학 실습시 대상자에게 제공한 교육경험의 만족도, 실습만족도 및 자기효능감과의 관계를 분석하여, 실습의 질 향상을 위한 개선방안을 제시하고자 하였다. 연구결과, 간호학생들은 대상자 교육시 문제점으로는 대상자와의 접근, 교육시간 확보의 어려움 및 자신감 부족 등 이었다. 교육실시후 교육경험만족도는 3.84점, 임상실습만족도 4.00점, 자아효능감 2.68점으로 나왔다. 일반적 특성에 따른 대상자 교육경험의 만족도는 교육방법과 실습시기, 이론교육의 만족도에 따라, 임상실습만족도는 실습자의 태도, 실습만족도, 실습장소에 따라, 자아효능감은 성적, 이론교육의 만족도, 교육장소에 따라 차이가 있는 것으로 나왔다. 따라서 모성간호학 실습의 어려움과 한계를 극복하기 위해 병원관계자와 긴밀한 협력관계 유지하고, 간호학생의 요구를 반영한 교육방법과 실습지도 방안을 다각적으로 모색할 필요가 있다.

• International Journal of Advanced Culture Technology
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• 제9권3호
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• pp.16-22
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• 2021

This study was phenomenological analysis of maternal nursing of online practice experience. The study participants were students in between the ages of 20 to 25 who participated in the online practice of maternal nursing and conducted to a total of three interviews until the meaning were no longer derived. The data collection period was from May 26 to June 5, 2021, and analysis was conducted simultaneously with the datas have collected. The collected data were analyzed using the Giorgi's Phenomenological Analysis Method, and the study resulted in five categories (Opportunity to repeat, Systematic Scenarios, Immediate nursing intervention feedback, Beneficial hands-on experience, Different case experiences), 11 subcomponents, and 21 Semantic units. Based on the results of this study, the following conclusions were obtained. In maternal nursing, nursing students could experience more systematic and diverse case online than experiences throughout clinical practice, and achievement was also increased in theory learning for online practice. In other words, the online practice of maternal nursing was suitable for various content compositions that could not be experienced in clinical practice, but it is deemed urgent to have a program in Korean suitable for Korean culture. In future studies, this researcher hope to produce a maternal nursing practice program in Korean.

• 치위생과학회지
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• 제9권1호
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• pp.43-52
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• 2009

본 연구는 치위생과 임상실습과정 동안의 수행경험정도를 파악하고 학습과정과 실습현장의 특성을 반영한 실습 프로그램의 개발과 프리셉터(Preceptor)제도의 도입방안을 위한 기초자료를 마련하고자 하였다. 8개 종합병원에서 실습하는 치위생과 학생 150명과 종합병원에 근무하는 치과위생사 58명을 대상으로 다음과 같은 결과가 나왔다. 1. 관찰 경험과 수행경험에서 기본진료 영역이 가장 높았고, 예방치과 업무에서 가장 낮은 관찰경험도가 나타났고 수행경험에서는 환자관리 업무, 예방치과, 치주과 업무 영역에서 낮은 수행 경험을 나타냈다. 2. 병원별로는 기본진료 업무영역에서 가장 높은 관찰 실습경험과 수행실습경험을 나타내었고, 위와 마찬가지 전문성을 요하는 업무영역에서는 낮은 실습 경험도를 나타냈다. 3. 치과위생사의 임상실습활동 내용의 중요도에 대한 인식에서는 3년차 이상의 치과위생사의 인식도가 전체적으로 높은 것으로 나타났다.

• 대한임상검사과학회지
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• 제36권2호
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• pp.233-238
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• 2004

This study was conducted to investigate an attitude related to clinical laboratory science students' clinical practice. Data for this analysis was gathered from March to May, 2004 by the questionnaires of 348 students who are in their third year in 5 colleges and have experienced clinical practice. The students were satisfied with the term of clinical practice (70.4%) and the first factor influencing them in clinical practice was sincerity (45.1%), and the second was basic knowledge (19.8%). In the contents of clinical practice, 53.2% were satisfied but 43.3% of them showed negative responses because their practice was limited and they were simply assistants. 74.1% were satisfied after experiencing clinical practice and the first factor was improvement of understanding and interest in their major (65.9%) and the second was the gain of confidence (20.1%). Among anxieties in the clinical practice, a shortage of self-confidence (47.7%) was the highest. 81.3% of them wanted to maintain medical technologist's life continuously. It appeared that the more satisfied with their major, the more satisfied with the clinical practice (p<0.05). As a result, the students were satisfied with the clinical practice and fresh experience generally. But they were relatively unsatisfied with the practicality, and connection with the lecture. As a part of efforts to formulate an effective system for clinical practice, it is necessary to establish concrete goals and detail check lists to guide these students among professors, trainers and students.

• 한국간호교육학회지
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• 제25권4호
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• pp.471-483
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• 2019

Purpose: The purpose of this study was to explore the experiences of perception of nursing students' rights participating in clinical practice. Methods: This descriptive study carried out purposeful sampling. The participants were 17 nursing students, who had experience of participating in clinical practice for more than 12 weeks. Data were collected through focus group interviews. Twelve subjects were in their third year and five in their fourth year. All were practicing in secondary general and tertiary university hospitals. The data were analyzed using classical content analysis method. Results: The researchers extracted 23 codes representing the nursing students' rights of clinical practice, which were grouped into 4 categories and 11 subcategories. The 4 categories were 'deep disappointment as an alienated person in a clinical field', 'clinical practice experience that cannot be given up despite difficulties', 'need for a practice environment that takes care of nursing students', and 'hope for support, advocacy and respect'. Conclusion: Nursing students cannot claim rights at this time, but expressed the desire to build a support system so that these parts can be improved in the future. Therefore, nursing education institutions and clinical fields should maintain diverse efforts through reciprocal relationships.

• 한국간호교육학회지
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• 제9권2호
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• pp.310-319
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• 2003

The purpose of this study was to determine what effect reflection on clinical practice experience had students as learners and care providers. Qualitative research method was used to study a group of four-year undergraduate nursing course. Content analysis was done using the classification method of Carper's four patterns of knowing. Results of the study indicated that the use of the reflective process of clinical debriefing and journaling was impact on the aspect of nursing science, moral component of knowledge in nursing, personal knowing in nursing and the art of nursing. Especially, students moved from a passive to a more active mode of learning. The most significant finding was that over time, reflective processes resulted in the emergence of the client as the central focus of care. It was suggested that reflection was an important learning tool in professional education and that the skills required for reflection need to be developed in professional courses.

• Child Health Nursing Research
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• 제5권1호
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• pp.5-17
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• 1999

This study was designed to determine the schemata and their characteristics of stress experience the subjectivity of stress experience(structure of subjectivity) would be a basic step for the effective clinical education through the stress management for characteristics of these types. Q-methodological method was used for that purpose. The research method statements were collected prior to the study through indepth interviews. For the study, 31 Q-statements were selected. There were 34 nursing students as subjects for the research. The 34 nursing students sorted the 31 statements using the principal of forced normal distribution. The principle of forced normal distribution, which has 9 scales to measure the individual opinions, was called. Q-factor analysis by using PC QUANL program supply the material. According to the outcomes of this study, there were 3 types of special opinion about the stress experience of clinical practice. The first type is called 'Influence of practical atmosphere type'. Members of this type experienced stress by an inadequate orientation and undesirable role model of nursing. The second type is called 'conflict of nursing role type'. Members of this type experienced stress by an inadequate orientation and undesirable role model of nursing. The third type is called 'Lack of confidence type'. Members of this type experienced stress because of a lack of confidence for their own nursing knowledge and skill. As a result, we now need further study to identify individual psychological aspects of stress for clinical practice. The findings will guide the development in effective approaches for clinical education. Finally, the result of the study will provide us the need for developing systematic and integrated practice education program for students and active involvement of clinical instructor.

• 의학교육논단
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• 제17권3호
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• pp.122-130
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• 2015

This study evaluated the meaning of the clinical clerkship through in-depth interviews with students who had experienced a clinical clerkship. The clinical clerkship is one of the most important steps in the curriculum for becoming a doctor. While students perform actual clinical practice, the experience also reinforces a great deal of medical knowledge and competence as a reserve doctor. However, departments that operate inefficiently have caused some problems. Therefore, this study analyzed the data from interviews of 25 students who finished the clinical clerkship in terms of the meaning of the clinical clerkship, the attitude of the students toward work in clinical practice, the attitude of professors toward the clinical clerkship, benefits, and drawbacks. Comments are feedback from a student's experience in the clinical clerkship, and they may be an important resource illuminating the current status of clinical practice. This study also discusses how to run an effective clinical clerkship by checking in with students on the problems they face in clinical practice.

• 한국치위생학회지
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• 제18권6호
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• pp.1003-1012
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• 2018

Objectives: The purpose of this study was to contribute to the provision of a safe practice environment and practical sexual harassment prevention education for dental hygiene students who practice clinically. Methods: A total of 260 students with experience in clinical practice at dental hygiene colleges and universities in Gwangju and Jeonnam was included in this study. From May 1, 2018 to June 30, 2018, subjects were surveyed about sexual harassment experience, sexual harassment related information, self-esteem, and self-assertiveness. Statistical analysis was performed by frequency analysis, independent t-test, Mann-Whitney test, one way ANOVA, Pearson's correlation analysis, and multiple regression analysis. Results: In the sexual harassment survey revealed that 64.3% of offenders were patients and 50.0% of the offenders were in their 40s. A total of 78.6% of the offenders reported harassment in hospital type "dental clinics." Most respondents disclosed that "I did not do anything" (60.7%). Psychologically, 75.0% felt "shame and insult." Self-esteem was high in the fourth grade (3.68). Self-esteem and self-assertiveness were higher among those with no sexual harassment experiences (131.77 and 132.81, respectively; p<0.05). Correlation analysis indicated that self-esteem and self-assertiveness were correlated (r=0.509, p<0.01). Factors influencing the perception of sexual harassment include: three to four months of clinical practice (${\beta}=0.361$), experience of sexual harassment (${\beta}=-0.551$), and self-esteem (${\beta}=0.503$). Conclusions: It is necessary to provide systematic and diverse information to address sexual harassment. A proper perception of what constitute sexual harassment in clinical practice is also relevant. Furthermore, practical sexual harassment prevention education program should be developed and implemented.