Purpose: The purpose of this study is to analyze the factors influencing students' active practice in clinical nursing education and to find ways to improve them. Methods: In this study, the factors affecting students' practice in nursing clinical practice were reviewed and their opinions were discussed. Results: A limited clinical practice environment, lack of a role model of leading and independent nurse interferes with the active practice of nursing students and negatively affects the image of nurses. On the other hand, semantics that links practice to students'life supports active practice. Conclusion: Clinical practicum educators should actively carry out the role of introducing students to rational of their practice, and arrange meetings with nurses and students who carry out nursing care independently with leadership. In addition, the clinical nursing education should include courses that allow students to discuss the various issues they have in the nursing practice.
Journal of Korean Academy of Fundamentals of Nursing
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v.23
no.4
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pp.419-429
/
2016
Purpose: The purpose of this study was to examine the effects of a intensive clinical training program for nursing practice on the clinical competence, state anxiety, clinical practice stress in nursing students who were beginning their first clinical practice. Methods: This practice has been processed as a 'Pre-Post design with a non-equivalent control group'. The participants were 177 students in a college of nursing. The students were divided into two groups: 89 students in the experimental group and 88 students in the control group. Results: The experimental group showed significant improvement in their clinical competence scores compared to the control group. The difference between the two groups was also significant. State anxiety in the experimental group significantly decreased compared to the control group. However, scores for stress during practice were not significantly different. Conclusion: The findings in this research reveal that the program, 'Close clinical practice training for nursing students' practice entry, contributes to improving students' overall ability and performance, and reduces anxiety of nursing students as they start their first clinical practice. These findings can be utilized in helping nursing students improve the quality of their performance.
The Journal of Korean Academic Society of Nursing Education
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v.25
no.1
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pp.5-16
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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.
Objectives : In this study, 233 dental hygiene students in Seoul and Gyeonggi areas were surveyed in order to provide the basic data for more effective clinical practice by investigating the stress they experience during the clinical practice and how they cope with stress; Methods : 5 areas in stress factors as environmental factor, interpersonal factor, role and activity, ideal and value, and the amount of BEPSI and 4 areas in their coping methods as problem-oriented, social support, emotion-oriented, and wishful thinking were measured by Liker 5-point scale. Results : 1. The satisfaction level of subjects on their major was the highest as 'generally satisfied (50.6%),' and their satisfaction level of clinical practice was also the highest as 'generally satisfied (32.6%).' 2. The clinical practice stress was 2.76 points on average, and their stress factors were ideal and value (3.18), environmental factor (2.98), role and activity (2,70), the amount of BEPSI (2.55), and interpersonal factor (2.37). And the way how they cope with stress were 3.29 points on average, wishful thinking (3.71), social support (3.36), problem-oriented (3.13), and emotion-oriented (2.95). 3. The clinical practice stress according to clinical training institutions showed significant differences: university dental hospitals and general hospitals (2.83), dental clinics (2.65), and dental hospitals (2.63). 4. The clinical practice stress showed a negative correlation between the satisfaction level of major and the satisfaction level of clinical practice (p<0.01), and the more satisfaction they had in their major and clinical practice, the less stress during the clinical practice. 5. In the correlation between each subordinate factor of the stress in clinical practice and how to cope with it, interpersonal factor and emotion-oriented factor, the amount of BEPSI and wishful thinking showed a positive correlation (p<0.05). Conclusions : In this study, it is necessary to develop clinical practice program that is to increase satisfaction and provide motivation in order to reduce the stress during clinical training.
Journal of the Korea Academia-Industrial cooperation Society
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v.15
no.6
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pp.3635-3647
/
2014
This study was conducted to describe the relationship of Self-Directedness, Clinical Practice Experience and Clinical Practice Satisfaction of Nursing students. The participants were 223 nursing Students in K City who were surveyed using self report questionnaires from December 5 to December 20 and the data was analyzed using SPSS 20.0. There was a significant positive correlation among Self-Directedness, Clinical Practice Experiences and Clinical Practice Satisfaction. The predictors influencing Clinical Practice Satisfaction for Nursing students were Self-Directedness, Clinical Practice Experience and the factors explained 27.8% of Clinical Practice Satisfaction. The results of this study provided a foundation to develop efficient Clinical Practice program to improve Clinical Practice Satisfaction of Nursing students.
The Journal of Korean Academic Society of Nursing Education
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v.14
no.1
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pp.30-37
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2008
Purpose: This study proposed to examine the effects of a blended-learning orientation program executed for nursing students' clinical practice. Method: The participants were 61 nursing students in the experimental group and 57 in the control group. For the experimental group, a blended-learning orientation program was executed by e-learning (on-line) and lecture-led training (off-line) from two-week before the start of clinical practice in medical-surgical nursing. For the control group, orientation was given in the traditional lecture-led training by distributing printed materials before clinical practice. A pre-test was conducted on the experimental and control group before clinical practice, and a post-test was conducted after two-week of clinical practice in order to examine the effects of the orientation program. Results: After two-week of clinical practice, differences were observed between the experimental group and the control group in adaptation to clinical practice (F=10.242, p=.002), communication skills (F=4.305, p=.040) and clinical competence (F=6.823, p=.010). Conclusions: The blended-learning orientation program enhanced nursing students' adaptation to clinical practice, improved their communication skill and increased their clinical competence. Accordingly, it is recommended to develop and apply practical education using blended-learning in the area of nursing science.
The purpose of this study was to examine the professional self-concept of dental hygiene students, their satisfaction level with clinical practice and the correlation of the two factors. The subjects in this study were 129 dental hygiene seniors at a college located in the city of J. The selected students had been engaged in a 16-week clinical practice. The findings of the study were as follows: 1. The dental hygiene students investigated got a mean of 3.34 out of possible five points on professional self-concept. As for the subfactors of professional self-concept, they got 3.75, 3.38 and 2.87 respectively on communication, professional work handling and satisfaction level. 2. They got a mean of 3.29 out of possible five points on satisfaction level with clinical practice. As to the subfactors of the satisfaction level, they gave 3.60, 3.50, 3.46, 3.04 and 2.83 to environments for practice, the content of practice, supervision, the length of practice and evaluation respectively. 3. In regard to the relationship of general characteristics to professional self-concept, satisfaction level with the major and social perception of dental hygienist made significant differences to professional self-concept. 4. As for connections between the general characteristics and satisfaction level with clinical practice, satisfaction with clinical practice was significantly different according to satisfaction with the major, satisfaction with the amount of practice and satisfaction with social perception of dental hygienist. 5. There was a significantly positive correlation between professional self-concept and satisfaction level with clinical practice(r=.383, p=.001). In conclusion, how much dental hygienists who are trained to be a dental hygienist are gratified with clinical practice is one of integral factors to affect their development of professional self-concept. Therefore prolonged research efforts should be directed into determining in which way clinical practice should be implemented to develop the professional self-concept of would-be dental hygienists and how to raise their satisfaction with clinical practice.
The purpose of this study was to assess the correlation between attitude of Patient Safety Management(PSM) and practice of PSM and clinical practice satisfaction of nursing students, also identified how these factors attitude and practice of PSM influence on clinical practice satisfaction, eventually aimed to develop education programs to strengthen practice of PSM in nursing students. A descriptive design was used in the study. The multiple regression was used for the study to prove the factors how the attitude and practice of PSM were affected to the clinical practice satisfaction. The study subjects were 226 nursing students. The results show that attitude of PSM mean was 3.71, practice of PSM mean 3.97, the clinical practice satisfaction mean 3.31. Among the general characteristics, clinical practice satisfaction showed significant differences in satisfaction of major(F=5.10, p=.001), the existence of role model(t=2.64, p=.009). Significant positive correlation was found between attitude of PSM, practice of PSM and the clinical practice satisfaction. Practice of PSM(${\beta}=.39$) was shown as the most important factor to affect on the Satisfaction on clinical practice, also the explanation power of value for this study was found 41.1%. Consequently, this study indicates to develop the education program to strengthen practice of PSM. Also process the additional study for the nursing students in other areas.
The Journal of Korean Academic Society of Nursing Education
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v.6
no.2
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pp.276-286
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2000
The purpose of this study was designed to analyze the influencing factors on nursing perspectives and satisfaction of clinical practice in nursing students. The data was collected through structured questionnaire. The subjects in this study were 192 nursing students who had been educated in three colleges and one university in Kwangju. Data collection was done from January to February, 1999. The data was analyzed by using SAS program. The results from this study were as follows; 1. The mean score of total nursing perspectives was $4.24{\pm}0.40$ and that of total clinical practice satisfaction was $2.63{\pm}0.38$. 2. Self experience of admission was significant in satisfaction of clinical practice(t=2.09, p=.03). 3. Nursing perspectives by religion was significant(t=2.26, p=.02). 4. The nursing perspectives was significant according to the classifications of clinical instructor(F=4.50, p=.01) and the most difficult interpersonal relationships of the clinical practice(F=4.14, p=.02). 5. The satisfaction of clinical practice was significant according to the most difficult interpersonal relationships of the clinical practice(F=3.61, p=.03). 6. The correlation between the scores of nursing perspectives and satisfaction of clinical practice was not significant(r=.191, p=.060). In conclusion, it was found that the more positive interpersonal relationships of clinical practice, the more higher degree of perceived satisfaction of clinical practice and nursing perspectives. And the clinical instructors should play a good role model to gain positive satisfaction of clinical practice perceived by nursing students.
This study was to examine the structural model of nursing student 's Professional self-concept, Critical thinking, Clinical Practice Satisfaction, Clinical competency and Clinical Practice Stress. The subjects consisted of 227 nursing students and data was collected through Structured questionnaires. Results, Critical thinking, Clinical Practice Satisfaction, Clinical competency and Clinical Practice Stress showed a direct effect on Professional self-concept for nursing students. Clinical competency and Clinical Practice Stress showed an indirect effect on nursing Professional self-concept. Clinical competency and Clinical Practice Stress showed a direct effect on Critical thinking and Clinical Practice Satisfaction. In this paper, we propose a new approach to nursing students 'self-concept in nursing. In this paper, we propose a new approach to nursing students' self-concept. And to develop and apply an intervention program that can reduce the stress of clinical practice.
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