• International Journal of Advanced Culture Technology
• /
• v.10 no.2
• /
• pp.43-52
• /
• 2022

This study used a descriptive survey design to examine the impact of the clinical learning environments and learning transition nursing students experienced the gerontological nursing clinical on the satisfaction with clinical practice. A convenient sample of 211 4^th year nursing students who had the gerontological nursing clinical practicum from one College of Nursing at Private University in South Korea was recruited and completed the surveys from October to December 2019. This study showed that the satisfaction with a gerontological nursing clinical practicum was significantly correlated with clinical learning environments and learning transition. The results of this study highlights the need to create a safe and positive clinical learning environment for quality gerontological nursing clinical practicum, so hospitals and nursing schools need to make efforts to promote clinical sites as an educational learning environment in collaborative relationships.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.25 no.1
• /
• pp.5-16
• /
• 2019

Purpose: This exploratory study aims to identify various factors influencing the level of nursing professionalism among nursing students. Methods: This study surveyed 246 senior nursing students in U city with a structured self-report questionnaire analyzed with SPSS 22.0. Results: The average scores for clinical practice learning environment, self-leadership, clinical practice belonging, and nursing professionalism were 3.16, 3.77, 3.53, and 3.60, respectively. There were significant differences in nursing professionalism according to the subjects' satisfaction with the nursing major and satisfaction with the amount of nursing. The most significant factors affecting nursing professionalism included clinical practice learning environment (${\beta}=.40$, p<.001), self-leadership (${\beta}=.21$, p=.001), and clinical practice belonging (${\beta}=.16$, p=.011). These variables explained 39% of the total variance in nursing professionalism. Conclusion: Clinical practice learning environment, self-leadership, and clinical practice belonging are factors in the nursing professionalism of senior nursing students. Collaborative efforts by universities and clinics are needed to improve the clinical training environment and to produce good nurses. Particularly since few studies have been conducted in Korea on clinical practice belonging, it is meaningful to explore how clinical practice belonging affects nursing professionalism.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.19 no.4
• /
• pp.542-548
• /
• 2013

Purpose: This study was conducted to explore clinical practice performance according to type of practice in students in pediatric nursing and the relationship with satisfaction of clinical practice. Methods: The subjects consisted of 531 nursing students (307 at a pediatric ward and 224 at a nursery) from 5 colleges of nursing. Data collected from March to June 2012 were analyzed using descriptive statistics, t-test, AVONA and Pearson correlation coefficients. Results: Clinical practice performance on direct nursing activity was significantly different according to the course on pediatric nursing, grade point average, and satisfaction of nursing major. Observation practice was different according to type of college, the course on pediatric nursing, grade point average, duration of practice and clinical educator in the pediatric ward. In the nursery, direct nursing activity was significantly different according to the type of college, the course on pediatric nursing, hospital type, and duration of practice. Observation practice was different according to type of college, satisfaction of a nursing major, and the clinical educator. In addition, significant correlations were found between clinical practice performance and satisfaction of clinical practice. Conclusion: Our research can assist effective pediatric nursing practice planning for nursing students.

• The Korean Journal of Health Service Management
• /
• v.8 no.4
• /
• pp.149-161
• /
• 2014

The purpose of this study was to identify the association of factors related to clinical practice training for clinical competence among nursing students, and to analyze those factors influencing clinical competence, providing recommendations for improving their clinical competence and clinical learning environment. This descriptive correlative study completed organized questionnaires from 557 nursing students. The data was analyzed by SPSS 19.0. The most important factor affecting the clinical competence among nursing students was teaching effectiveness (${\beta}=.22$). followed by critical thinking (${\beta}=.19$). and the professional self-concept (${\beta}=.19$). The explained variable for clinical competence was 45.2% in nursing students. Thus, the development of an effective clinical internship program is important for strengthening nursing students' clinical competence. We suggest that the capability of nursing students should be strengthened and effective clinical internship programs should be developed to improve the clinical competence of nursing students.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.15 no.2
• /
• pp.159-165
• /
• 2009

Purpose: The purpose of this study was to identify clinical competence and to analyze influencing factors on clinical competence for second year college nursing students. Methods: The data were collected from 183 students by means of self reported questionnaires with clinical competence, satisfaction of clinical practice experience, critical thinking disposition, and self-directed learning, on June 18th 2007 and June 25th 2008. Results: The influencing factors on clinical competence of nursing students were satisfaction of clinical practice experience and critical thinking disposition. The more adaptable a student's major was, the higher the clinical competence and satisfaction of clinical practice experience. The score of self-directed learning was the highest in the well adapted group of a major. For clinical competence categories, the level of basic nursing was the highest followed by psychosocial nursing, patient education, nursing process, monitoring and patient physical assessment. The level of direct nursing care was the lowest among nursing students. Conclusion: In conclusion, results of this study suggest that constructing a cooperative system between colleges and educational hospitals, intensifying preceptors' and professors' clinical instruction, and developing a multimedia learning module and practice using simulators or standardized patient care is necessary to promote clinical competence of nursing students.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.27 no.1
• /
• pp.49-58
• /
• 2021

Purpose: The purpose of this study was to determine relationships between academic achievement, clinical competence, and confidence in the clinical performance of nursing students, and to identify factors that influence them. Methods: This was a descriptive correlation study. Data were collected from 118 nursing students at a nursing college in Seoul. One-way variance analysis, Pearson's correlation coefficient, and multiple linear regression analysis were used to examine relationships between academic achievement, clinical competence, and confidence in clinical performance. Results: Clinical competence was related to academic achievement in students' previous semester and to students' academic scores in a fundamental of nursing course. Clinical competence showed a weak positive correlation with academic achievement in students' previous semester and academic scores in a fundamental of nursing course in both evaluations by the professor and students' self-evaluations. However, confidence in clinical performance had no significant correlation with academic achievement. The factor affecting the clinical competence was academic scores in a fundamental of nursing course, and factors affecting confidence in clinical performance were health status, personality, major suitability, and class satisfaction in a fundamental of nursing skills course. Conclusion: These findings indicate that students with high academic achievement have better clinical performance, but confidence in clinical performance is not related to academic achievement.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.19 no.3
• /
• pp.396-404
• /
• 2013

Purpose: The purpose of this study was to compare professional self-concept, clinical nursing competence, and practicum satisfaction between nursing students with and without pediatric nursing clinical preceptorship. Methods: This study used a comparative research design. A total of 85 junior nursing students participated in the study, and data from 76 students were analyzed using SPSS WIN 20.0. Among them, 44 students experienced pediatric nursing clinical preceptorship. Results: The students with clinical preceptorship showed a significantly higher score in nursing skill related items of professional self-concept and the confidence in knowledge of injection preparation and administration compared to the counterpart students. Practicum satisfaction was also significantly higher in the students with clinical preceptorship than in the other students. There were significant positive correlations among professional self-concept, performance confidence, and practicum satisfaction. Conclusion: The study findings suggest that clinical preceptorship is an effective educational method to teach clinical practicum of pediatric nursing. The use of clinical preceptorship needs to be considered to motivate nursing students actively involved into the clinical practicum. The roles of clinical preceptors should be clearly identified in clinical education.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.30 no.2
• /
• pp.140-148
• /
• 2024

Purpose: This study aimed to examine the impacts of alternative clinical practice on nursing professionalism in nursing students during the coronavirus disease 2019 (COVID-19) pandemic. Methods: A cross-sectional study was used for this study. Data were collected from 178 junior and senior nursing students from December 28, 2022 to January 6, 2023. The nursing students' characteristics, nursing professionalism, clinical competence, extent of alternative clinical practice, and satisfaction with alternative clinical practice were self-reported through an on-line survey. Multiple linear regressions were conducted to examine the impacts of alternative clinical practice on nursing professionalism along with the confounding variables. Results: The nursing students reported that they performed alternative clinical practice for more than half of their clinical practice throughout 2022. The extent of alternative clinical practice (β=-.11, p=.028), satisfaction with content (β=.14, p=.045), and evaluation of the alternative clinical practice (β=.17, p=.007) were found to have impacted nursing professionalism. These variables explained 55.6% of the variance in nursing professionalism. Conclusion: The study results suggest that the alternative nursing practice could impact nursing students' professionalism. However, it would be possible to develop nursing professionalism if the students' satisfaction with the alternative clinical practice were increased. Nurse educators need to improve the content and evaluation methods of alternative clinical practice to promote nursing professionalism during the implementation of such alternative clinical practice.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.4 no.2
• /
• pp.317-330
• /
• 1998

A descriptive-explanatory design was employed in this study. The purpose of this study was identify the level of assertiveness and clinical stress and the relationships between assertiveness and clinical stress in nursing students. A convenient sample of 143 nursing students was used for the study. The results of this study are as follows : 1) The level of assertiveness of nursing students was 3.65 in domain of contents, 3.68 in domain of voice, and 4.13 in domain of body language. Thus the level of asertiveness of nursing students was higher in body language. 2) The level of clinical stress of nursing students was 3.73 in domain of clinical education and evaluation by professors, 3.59 in domain of nurses, 3.32 in domain of human relationships, and 3.30 in domain of environment. Thus the level of clinical stress of nursing students was higher in clinical education and evaluation by professors. 3) The assertiveness of nursing students was found significantly related to human relationships. 4) The clinical stress of nursing students was found significantly related to satisfaction of nursing, satisfaction of clinical practice and priority of candidate for nursing. 5) The assertiveness of nursing students was not found significantly related to clinical stress in nursing students.

• Journal of Korean Clinical Health Science
• /
• v.9 no.2
• /
• pp.1526-1534
• /
• 2021

Purpose. This study is a descriptive research study to confirm the nursing professionalism, self-leadership, and clinical competence of nursing students and to identify factors affecting clinical competence. Methods. This study conducted a structured-questionnaire survey with 179 nursing students to look into their nursing professionalism, self-leadership, and clinical competence. Results. According to the study result, nursing professionalism scored 3.79 on average out of 5points, self-leadership 3.79 on average, and clinical competence 3.75 on average. It was found that clinical competence had significantly positive correlations with nursing professionalism (r=.62, p<.001) and self-leadership (r=.57, p<.001). According to regression analysis, the factors affecting clinical competence were nursing professionalism(β=.437, p<.001), self-leadership(β=.350, p<.001) and explanatory power was 46.4%. Conclusions. Given the above results, in order to improve clinical competence of nursing students, nursing educational institutes need to find an educational plan which can contribute to increasing nursing professionalism and self-leadership.