• International Journal of Internet, Broadcasting and Communication
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• v.13 no.1
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• pp.219-228
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• 2021

The aim of this study was to investigate the learning styles with personalities of medical students which may affect the efficiency of teaching-learning system of clinical education to determine the association with the clinical performance examination achievement of the students. The learning styles and personality traits of 147 students of medical college were investigated. The obtained data were analyzed by statistical analysis including independent t-test and correlation analysis. The results of the analyses are as follows: there was significant difference in the participation model in the different genders; of the personality traits, there was significant difference in self-transcendence in the different genders, whereas there was significant difference in the persistence for past failure experiences; and there was significant association between the 6 sub-learning models(Independent vs. Dependent, Collaborative vs. Competitive, and Participant vs. Avoidant learning styles) and the personality traits(Novelty Seeking, Harm Avoidance, Reward Dependence, Persistence, Self-directedness, Cooperativeness and Self-transcendence). In addition, the participant type of students had higher scholastic achievements in clinical performance, and the students who scored high in self-transcendence and persistence also had higher clinical performance. In conclusion, the student's learning style and personalities affected the clinical scholastic performance. We believe that considering this current study, it would be possible to improve the quality of clinical education of medical teaching as well as helping medical students to choose career paths that are suitable for their personalities.

• Journal of Korean Academic Society of Home Health Care Nursing
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• v.28 no.2
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• pp.124-134
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• 2021

Purpose: The study examined the effects of personality factors and the perceived nursing organizational culture on workplace bullying of nurses. Methods: The participants were 110 allied general hospital with more than 300 beds. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients, and stepwise regression analysis with the SPSS program. Results: Workplace bullying differed significantly by marital status (t=-2.43, p=.017) and clinical career (F=3.82, p=.012). Statistically significant positive relationships was observed between workplace bullying and hierarch-oriented culture (r=.24, p=.031), and task-oriented culture (r=.26, p=.006), negative relationships was observed between workplace bullying and relationship-oriented culture (r=-.37, p<.001), and Innovation-oriented culture (r=-.24, p=012). A total of 23.7% of workplace bullying was explained by clinical career and relation-oriented culture. Conclusion: These results could be used in the development of workplace bullying preventive programs and caring programs for nurses considering clinical career by focusing the organizational efforts on relationship-oriented culture creation.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.4
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• pp.577-587
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• 2016

Purpose: This study was conducted to provide Simulation Problem-Based Learning (S-PBL) for community visit nursing students according to their Myers Briggs Type Indicator (MBTI) personality types for learner-focused education and to verify its effectiveness. Methods: This study was conducted with subjects having the ST (Sensing-Thinking) and NF (iNtuition-Feeling) personality types, which are conflicting personality types, and forty-one subjects were allocated to the experimental group and nineteen subjects to the control group. The training, provided to subjects once a week, for a total of six times and 100 minutes each time, was with respect to the improvement of problem-solving ability, communication ability, and clinical practice competency. Data were analyzed through t-test and independent t-test. Results: After training, the self-rated problem-solving competency (t=3.07, p=.003), communication ability (t=2.86, p=.006), and academic self-efficacy (t=2.44, p=.018) were significantly higher in the experimental group than in the control group. However, there was not a significant difference in the clinical practice ability rated by subjects themselves (t=1.50, p=.140) and by professors (t=1.08, p=.285), and in the communication ability rated by professors (t=0.72, p=.474). Conclusion: The community visit nursing S-PBL, according to MBTI personality types, is a helpful learning method for nursing students participating in self-directed learning of nursing theory and practice.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.3
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• pp.321-332
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• 2021

Purpose: The purpose of this study is to determine the influence of the learning environment on nursing students' clinical practice education and the violence experienced during clinical practice on vocational identity. Methods: The design of the study was a descriptive survey, and data were collected from November 15 to November 27, 2019. The data of the study were obtained from 515 nursing students attending three universities using self-administered questionnaires. Data were analyzed using the SPSS 25.0 program. Results: For the experience of violence, verbal violence (98.3%) was the type most commonly experienced, and patients (97.7%) were the most frequent perpetrators. The clinical learning environment was perceived differently according to gender, personality, interpersonal relationship, satisfaction with nursing, clinical practice satisfaction, violence prevention education, the need for violence prevention education, sexual violence experiences, and violent perpetrators. The most influential factor on vocational identity was satisfaction with the nursing major (β=0.24, p<.001), followed by extroverted personality (β=0.18, p<.001), clinical learning environment (β=0.15, p=.001), satisfaction with clinical practice (β=0.15, p=.002), and the experience of violence by patients (β=-0.10, p=.016), which together explained 24.1% of the variance in the model. Conclusion: It is necessary to make efforts to ensure that students do not experience violence during clinical practice, to maintain a close cooperative relationship between university and clinical institutions to improve the learning environment for clinical practice, and to make the clinical field an educational learning environment.

• Journal of Korean Clinical Health Science
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• v.7 no.2
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• pp.1257-1265
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• 2019

Purpose: This study was conducted to examine the correlations among nursing professionalism, clinical practice satisfaction of nursing students. Method: The subjects were 184 nursing students recruited from one college located in D city. Data were collected using structured questionnaire, and analyzed with the PASW 21.0 program. Results: The results indicate that nursing students have levels of nursing professionalism, and clinical practice satisfaction that are higher than the median. Nursing professionalism showed differences according to plans for academic performance, major satisfaction, personality, and personal relations. Nursing professionalism was significantly correlated with clinical practice satisfaction, major satisfaction. Conclusion: Clinical practice satisfaction, and academic performance were the most influential factor predicting greater nursing professionalism. Thus, these factors should be considered when developing a program for enhancing nursing professionalism.

• Journal of Korean Academy of Nursing
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• v.38 no.4
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• pp.550-560
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• 2008

Purpose: The purpose of the study was to investigate the psychological factors that affect marital satisfaction or divorce likelihood in clinical couples. Methods: Clinical couples (n=57) who visited "M" couple clinic participated in the study. Data was collected from September 2005 to June 2006 using a Marital Satisfaction Scale, a Marital Status Inventory, Beck Depression Inventory, Maudsley Obsessional-Compulsive Inventory, and Minnesota Multiphasic Personality Inventory. Results: The couples showed high scores on depression, obsessive-compulsion, personality factors and divorce probability and a low score on marital satisfaction. The wife's obsessive-compulsion was a predictor of her marital satisfaction, and the wife's social introversion and depression, and husband's obsessive-compulsion were predictors of the wife's prospect of divorce. The husband's hypomania and depression were predictors of his marital satisfaction, and there were no predictors of the husband's prospect of divorce. Conclusion: Obsessive-compulsion is a significant factor in a couple's relationship, although previous studies have not been interested in obsessive-compulsion. Divorce likelihood should be evaluated for clinical couples as well as marital satisfaction, because it is more important for divorce prevention. Each spouse who has a psycho logical problem such as depression, obsessive-compulsion, and deviated personality needs individual therapy as well as couple therapy.

• Journal of Korean Academy of Nursing Administration
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• v.11 no.3
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• pp.265-273
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• 2005

Purpose: This study was to investigate the degree and pattern of learning organization and MBTI personality type in clinical nurses. Methods: The participants were 685 nurses working in the 8 general hospitals located in Seoul and Incheon. The data were collected by self-reporting questionnaires from April 1 to August 30, 2004. The data were analyzed using SAS program for descriptive statistics and Pearson's correlation coefficient. Results: The most frequent identified personality type was ISTJ and the least identified personal types was ENFJ. In 4 preference patterns, Extroversion, Sensing, Thinking and Judgement were identified a dominant index in each categories. The mean score of learning organization was 3.47 and the mental model was got the highest score. The EI index had a significant positive correlation with personal mastery. However the TF index had a negative correlation with personal mastery, systems thinking, and mental models, and also the JP index had a negative correlation with 5 learning organization sub categories. Conclusion: With these results, it was identified that the preference patterns on MBTI had the significant correlation with learning organization. So these results will be used to develop the more effective strategies to increase learning organization based on nurse's personality types.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.373-382
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• 2024

This study attempted to identify the relationship between nursing competency, clinical reasoning competence, and empathy ability according to the center of enneagram power for nursing students. The subjects of the study were 218 students enrolled in the department of nursing at two universities located in one region, data collection was conducted from 16 October to 27 October 2023. Data analysis was performed using SPSS/WIN version 26.0 program, descriptive statistics, and difference verification were analyzed by t-test, ANOVA, pearson's correlation coefficient, Results, The enneagram personality type of the subjects of this study was the most common type 9. And in the enneagram center of power, the instinct-centered type had the highest nursing competence, the thought-centered type had the highest clinical reasoning competence, and the emotion-centered type had the highest empathy ability. In addition, nursing competence and clinical reasoning competence showed a significant positive correlation, and clinical reasoning competence and empathy ability were also found to be positively correlated. Therefore, it is important to continue to develop and apply individualized competency building programs that reflect personality type tests to nursing students. In addition, the higher the empathy ability, the higher the clinical reasoning competence, so it is thought that it is necessary to develop a standardized curriculum that can improve nursing competence and clinical reasoning competence and verify its effectiveness.

• Journal of the Korea Convergence Society
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• v.12 no.1
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• pp.353-360
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• 2021

This study provides basic data on the development of a program to improve the quality of nursing services and job satisfaction in the clinical field by identifying the relationship between nurses' feelings of happiness, clinical nursing personality and job satisfaction, and identifying factors influencing job satisfaction. The subjects of the study were nurses working in two hospitals located in M City, and the data collection period was from April 27 to May 11, 2020. The collected data were analyzed using SPSS WIN 23.0 program. As a result of analyzing the factors affecting the job satisfaction of the subjects, happiness showed an influence, and the explanatory power was 20.4%. In conclusion, it is necessary to develop concrete and systematic programs that can improve the happiness and job satisfaction of nurses.

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