• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.283-291
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• 2016

This study examined the casual relationship among emotional intelligence, self-efficacy and clinical competence in nursing students, as well as the effects of emotional intelligence on the clinical competence with the mediation of self-efficacy. The participants were 182 nursing students, and the data were collected during from October 14, to November 10, 2014. The data were analyzed using descriptive statistics, Pearson's correlation coefficient, and mediation pathway with the SPSS 21.0 and AMOS 18.0 programs. The results are as follows: First, there were correlations among emotional intelligence, self-efficacy, and clinical competence. Second, The emotional intelligence, and clinical competence showed direct and indirect associations. Emotional intelligence was found to influence the self-efficacy and clinical competence directly, and self-efficacy influenced the clinical competence directly. Mediation analyses indicated that emotional intelligence influences the self-efficacy.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.2
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• pp.218-225
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• 2011

Purpose: This study was to compare the influencing factors of clinical competence between associate and bachelor nursing students completing nursing courses. Method: The subjects were 429 students completing the nursing courses (172 bachelor course students, and 257 associate course students). The study design was cross sectional. Results: Bachelor students showed a significant higher score in clinical competence than associate students. There were significant influencing factors on clinical competence including critical thinking disposition, professional conduct, communication skill, theoretical education satisfaction, and practice education satisfaction. The strongest factor influencing clinical competence was critical thinking disposition. All the factors mentioned above explained 49% of clinical competence in associate courses, and 40.0% in bachelor courses excluding the factor of practice education satisfaction. The level of theoretical and practice education satisfaction of bachelor courses was significantly lower than associate. Conclusion: It is recommended that associate course nursing students should be encouraged in critical thinking disposition, professional conduct, and communication skill. Bachelor course nursing students should be encouraged in practical education including practical environments, instruction methods, and content for improving clinical competence.

• Journal of the Korean Applied Science and Technology
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• v.35 no.4
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• pp.1359-1368
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• 2018

The purpose of this study was to identify factors related to clinical competence of nursing students and to contribute to the education plan of the undergraduate course for the enhancement of clinical competence. The subjects of the study were 227 students in the 4th grade in the college of nursing. Clinical competence based on the general characteristics of the subject, critical thinking disposition, and core basic nursing skills achievement was conducted by an independent t-test, pearson's corelation coefficient, and linear regression model was used for statistical analysis to investigate factors influencing clinical competence. The results showed that intellectual fairness of critical thinking, achievement in middle and low level of core basic nursing skills had an effect on nursing students' clinical competence, and the higher score had the better clinical competence. Based on the results of this study, it is necessary to improve intellectual fairness and core basic nursing achievement of nursing students and to prepare an educational program to develop the achievement of high level.

• Korean Journal of Adult Nursing
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• v.23 no.1
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• pp.1-9
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• 2011

Purpose: To evaluate undergraduate nursing students' ability in clinical competence, critical thinking, and problem solving following enrollment in a clinical reasoning course. Methods: A clinical reasoning course utilizing a human patient simulator and scenarios was offered to 22 senior students at a College of Nursing in Seoul. Students' clinical competence was measured with a checklist of 15 items by analyzing students' performance recorded on video tapes for eight scenarios. Critical thinking disposition and problem solving were measured by a self-administered questionnaire before and after the course. Data were analyzed using descriptive statistics and Wilcoxon signed-rank test. Results: The high scored items of clinical competence were: 'obtain relevant subjective/objective data', 'interpret vital signs', 'communicate with healthcare providers', and 'utilize standard precautions including handwashing.' Students' critical thinking and problem solving scores following the course were increased with statistical significance. Conclusion: A clinical reasoning course utilizing a human patient simulator creates a realistic clinical environment for nursing students and provides the opportunity to obtain clinical competence, critical thinking, and problem solving skills.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.3
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• pp.299-310
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• 2020

Purpose: This study is a content analysis to understand the nursing informatics competence of clinical nurses. Methods: Focus group interviews were used to collect data. Two focus group interviews were held with a total of nine clinical nurses. All interviews were recorded and transcribed. Content analysis was used to analyze data. Results: The five main categories of nursing informatics competence that emerged are 1) software program use, 2) use of nursing information, 3) use of information communication technology in nursing, 4) professional responsibilities and ethics, and 5) active attitudes and recognition. Next, there are three strategies to improve nursing informatics competence: 1) organizational approach, 2) opportunity of continuous education, 3) presentation of standards in nursing informatics competence. Conclusion: Further studies such as educational program development and evaluation tool development are necessary. Moreover, there is a need to enhance clinical nurses' nursing informatics competence by using the proposed strategies.

• Journal of Korean Academy of Nursing Administration
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• v.15 no.1
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• pp.26-36
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• 2009

Purpose: This study was undertaken in order to investigate the relationships between critical thinking disposition, professional nursing competence and job satisfaction in clinical nurses. Method: A convenience sample of 221 registered nurses were obtained from one hospital in Seoul. The data were analyzed by descriptive statistics, t-test, ANOVA, Scheffe' test, Pearson correlation coefficient using SPSS WIN 14.0 program. Results: There were a statistically significant difference in the critical thinking disposition according to age, marital status, career length, and department. There were a statistically significant difference in professional nursing competence according to role, age, career length, current position, and department. There were a statistically significant difference in job satisfaction according to age, marital status, career length, and department. A significant positive correlation between critical thinking disposition and professional nursing competence, and job satisfaction was found. Conclusion: Critical thinking disposition, professional nursing competence and job satisfaction of clinical nurses are significantly related. To improve professional nursing competence and job satisfaction of clinical nurses, it need to use actively the critical thinking disposition with resonable salary. And it need to prepare the nursing education and strategy to increase the job satisfaction of clinical nurses.

• Journal of Korean Critical Care Nursing
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• v.17 no.1
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• pp.57-67
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• 2024

Purpose : The purpose of this study was to identify factors influencing the clinical competence of nursing students. Methods : The participants of this study were 209 nursing students who were in 3rd and 4th grade. The collected data were analyzed using one-way ANOVA, Kruskal-Wallis test, Mann-Whitney test, Pearson's correlation coefficients, and stepwise multiple regression. Results : Clinical competence had positive relationships with self-leadership (r=.59, p <.001) and resilience (r=.64, p <.001). Clinical competence was influenced by resilience (𝛽=.45), self-leadership (𝛽=.20), and grade (𝛽=.20), with an explanatory power of 44.9%. Conclusions : Based on these results, it is suggested that future nursing education should develop a curriculum that enhances students' personal abilities such as self-leadership and resilience, rather than only teaching knowledge and skills.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.23 no.1
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• pp.42-50
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• 2016

Purpose: The purpose of this study was to examine clinical competence and organizational socialization according to communication style of preceptors as perceived by new nurses. Methods: From May 1 to July 31, 2014, data were collected from 180 new graduated nurses who had been working for 3~12 months in hospitals in Busan and one in Gyungnam. Data were analyzed using descriptive statistics, t-test, ANOVA, and Pearson correlation coefficients. Results: Preceptors's communication style perceived by the new nurses included supportive type, reflective type, emotive type, and directive type in order of precedence. The average score for clinical competence was $2.82{\pm}0.31$, and the average score for organizational socialization was $3.05{\pm}0.40$. There were significant differences in nurses' clinical competence(F=9.087, p<.001) and organizational socialization (F=30.129, p<.001) according to preceptor's communication style. Conclusion: Results indicate that supportive and emotive communication styles of preceptors were important factors in the success of the preceptees' clinical competence and organizational socialization.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.1
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• pp.76-85
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• 2017

Purpose: The aim of this study was to explore the effects of imagery training on outcomes of clinical competence, voluntary practice time and basic nursing skills performance during a core basic nursing skills course. Methods: The design was a pre-post test design with two groups consisting of 88 nursing 3rd-year students. Clinical competence was assessed with a pre-post test, and basic nursing skills' performance and voluntary practice time were assessed at the post-test point. Data were collected from March, 2016 to June, 2016. Results: The pre-post differences of all subcategories of clinical competence were significantly improved in the experimental group (p<.05). but the control group did not show significant differences in the teaching/coordinating and professional development areas (p>.05). The experimental group practiced 1.33 hours more than the control group in voluntary practice. The two groups showed no significant difference in basic nursing skills' performance (p>.05). Conclusion: Imagery training during a core basic nursing skills course showed positive effects on nursing students' clinical competence improvement and increase of voluntary practice time.

• Journal of muscle and joint health
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• v.27 no.3
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• pp.307-315
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• 2020

Purpose: This study sought to identify the effects of emotional intelligence, self-leadership, and critical thinking disposition on clinical reasoning competence among nursing students. Methods: Data were collected from 149 nursing college students using structured self-reported questionnaires, and analyzed using descriptive statistics, independent t-tests, one-way analysis of variance, Pearson correlation coefficients, and multiple regression analysis via the software SPSS version 25.0. Results: Clinical reasoning competence was positively correlated with emotional intelligence (r=.61, p<.001), self-leadership (r=.50, p<.001), and critical thinking disposition (r=.48, p<.001). Emotional intelligence (β=.46, p<.001), self-leadership (β=.24, p=.002), and age (β=-.15 p=.017) were identified as factors that influence clinical reasoning competence(Adjusted R2=.42). Conclusion: To enhance clinical reasoning competence among nursing students, their emotional intelligence and self-leadership need to be improved, and the age of students should be considered, as the level of clinical reasoning competence tends to decrease in students over 31 years old.