• 대한치과기공학회지
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• 제44권2호
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• pp.38-46
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• 2022

Purpose: This study aims to confirm the effect of clinical practice on dental technology students by comparing preclinical expectations and post-training satisfaction of dental technology students in Suwon-si, Gyeonggi-do during the coronavirus disease pandemic. Methods: This study included students enrolled in the Department of Dental Technology of D University in Suwon-si, Gyeonggi-do. The purpose of the study was explained in advance and 70 students agreed to participate in the survey. IBM SPSS Statistics version 18.0 was used for data analysis and the significance level was tested at p=0.05. Results: There were significant differences in clinical practice content, operation, institutional expectations, and satisfaction. Conclusion: Based on the differences in expectations and satisfaction in this study, schools, industries, and associations can study ways to increase satisfaction in terms of clinical practice content, operation, and institution to present directions for dental technology and clinical practice.

• 한국치위생학회지
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• 제13권5호
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• pp.855-861
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• 2013

Objectives : This study aims to investigate the relationship between the self-leadership and stress of students majoring in dental hygiene in clinical practice. This study will be helpful to cope with clinical practice effectively. Methods : Subjects were 221 dental hygiene students from 4 universities in Daegu and Gyeongbuk. Data were abalyzed by independent t-test and multiple regression analysis. Results : Stress-response was 60.36 points in high self-leadership group and 57.20 points in kow self-leadership group. It was statistically significant. Clinical practice-induced stress was made by self-expectation, rehearsal, and self-criticism. Stress was able to be overcome by self-reward and positive mind. Conclusions : It is necessary to take the curriculum into consideration which can improve the self-leadership before the clinical practice or at the early phase of clinical practice in order to ensure that the students majoring in dental hygiene are exposed to less stress arising from clinical practice and better cope with such stress.

• The Journal of Korean Physical Therapy
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• 제5권1호
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• pp.25-37
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• 1993

물리치료과 학생들의 임상실습에 대한 태도를 조사하기 위해 1993년 1월 11일부터 3월 22일까지 10주 동안 대구보건전문대학 물리치료과 3학년 66명과 안동전문대학 3학년 35명의 총 101명을 대상으로 분석하였으며 그 내용은 다음과 같다. A. 각 영역별 빈도수 1. 임상실습에 대한 선입견 및 불안감 중 '지식부족'이 $83.2\%$로 가장 높았다. 2. 임상실습에 대한 기대감 중 '환자를 직접 대할 수 있는 기회'가 $94.1\%$로 가장 높았다. 3. 임상실습 경험 후 불안감 중 '지식부족'이 $82.2\%$로 가장 높았다. 4. 임상실습 경험 후 만족감 중 '졸업후 물리치료사 생활유지'가 $71.3\%$로 가장 높았다. 8. 각 영역별 변수와 일반적 특성과의 관련성이 유의하게 나온 변수 1. 성별과 임상실습 경험 후 실습에 대한 불안감 중 '지식부족'은 여학생의 $86.7\%$가 남학생의 $61.1\%$보다 높았다(P<0.01). 2. 종교유무와 임상실습에 대한 기대감 중 '인류에의 실천기회'는 종교를 가진 학생의 $65.1\%$가 종교를 가지지 않은 학생의 $44.8\%$보다 높았다(P<0.05). 3. 종교유무와 임상실습 경험 후 실습에 대한 불안감중 '환자와 대화미숙'은 종교를 가진 학생의 $65.1\%$가 그렇지 않다고 응답하여 종교를 가지지 않은 학생의 $56.9\%$보다 높게 나와 종교를 가지지 않은 학생의 불안감이 놓았다(P<0.05). 4. 종교유무와 임상실습 경험 후 실습에 대한 만족감 중 '전공선택의 궁지'는 종교인 학생의 $81.4\%$가 비종교인 학생의 $68.3\%$보다 높았다(P<0.01). 5. 가족중 입원치료 경험유무와 임상실습에 대한 기대감 중 '이론지식의 활용기회'는 유경험 학생의 $79.7\%$는 무경험 학생의 $62.2\%$ 보다 높았다(P<0.05). 6. 본인의 입원치료 경험유무와 임상실습 경험 후 실습에 대한 만족감 증 '불안감의 해소'는 유경험 학생의 $68.4\%$가 무경험 학생의 $45.1\%$보다 높았다(P<0.05). 7. 물리치료과 선택등기와 임상실습에 대한 기대감 중 '치료참여의 기쁨'은 자의로 선택한 학생의 성적 $80.5\%$는 타의로 선택한 학생의 $66.7\%$ 보다 높았다(P<0.01). 8. 물리치료과 선택동기별 임상실습 경험 후 실습에 대한 불안감 중 '졸업 후 물리치료사로 직장생활을 하고 싶지 않다'에서 그렇지 않다고 응답한 자의의 학생이 $74.0\%$ 타의의 학생 $58.3\%$보다 높았다(P<0.05). 9. 물리치료과 선택동기별 임상실습 경험 후 실습에 대한 만족감 중 '물리치료학을 전공하는데에 대한 후회가 된다'에서 그렇지 않다고 응답한 경우 자의로 선택한 학생의 $75.3\%$가 타의로 선택한 학생의 $58.3\%$보다 높았다(P<0.05). 이상의 본 조사성적 결과에 의하면 실습 후 불안감은 여학생이 남학생보다 높고, 물리치료과를 타의로 선택한 학생이 자의로 선택한 학생보다 만족감이 낮고 불안감이 높아 이를 고려한 실습교육계획과 실시가 뒤따라야 할 것으로 생각된다.

• 지역사회간호학회지
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• 제13권1호
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• pp.161-170
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• 2002

Purpose: To evaluate community health nursing practice by nursing students for basic data to improve nursing practice education, and to determine the clinical practice experiences of nursing students at public health centers. Method: According to methodological triangulation, all data was collected from March 2001 to June 2001 through prepared questionnaires with 62 Participants, and in depth interviews with 2 Participants, and content analysis with 8 Participants. Results: 1. Clinical practice content was needed to make up professionally. 2. Clinical practice instructor was satisfied with teaching by community health nursing professor, but not by public health center nurse. 3. Clinical environment was perceived as good. 4. Clinical practice time was perceived suitable, but practice evaluation was given a low grade. 5. Experience of nursing students was grouped into 9 categories and 20 themes. 9 Categories are as follows: change of public health center image, difficulty in the personal relationship, positive personal relationships, doubt about the attitude, doubt about the task, tension, worth, ambivalance of the conference, feeling about the end stage of the clinical practice. Twenty themes are stereotypic of the public health care center: recognition, difficulty between tasks and interrelationships with the clients, decrease of self esteem due to deficiency of trust with the students, exchange of feelings in the relationships, the situation of clients was not considered, feelings were disregarded, not systematic, regarding students as supplementory manpower, independent work but not enough contents, anxiety & fear, self-trust, be skilled in the practice, pragmatic knowledge formation, understanding of the old person, self-study of oneself. live up to the expectation, consider as the job, dissolve the stress and impose burden, feeling the lack regarding active approach in the practice. Conclusion: The students have perceived the need of community health nursing through the clinical practice. Clinical practice of community health nursing requires content supplement, correction of instruction by public center nurses, environmental alteration, evaluation criteria set up. Experience of clinical practice in the public health center was as follows: Getting rid of the stereotype about public health center, nursing students comprehended variety and were worth while to do clinical practice in spite of tension& anxiety and fear. And they thought to be a community nurse someday.

• 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.

• 한국치위생학회지
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• 제15권5호
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• pp.849-856
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• 2015

Objectives: The purpose of the study is to investigate the influence of social characteristics and self leadership on stress coping method in the dental hygiene students. Methods: A self-reported questionnaire was completed by 436 dental hygiene students in J area from November 10 to December 10, 2013. The questionnaire consisted ofsocial characteristics of the subjects, self leadership, and stress coping method. The reliability was evaluated by Cronbach alpha. Data were analyzed by frequency, one-way ANOVA, multiple regression analysis using the SPSS 12.0 statistical package program. The self leadership was developed by Mans and adapted and modified by Kim and Park. The leadership included 18 questions of self expectation, rehearsal, goal setting, self reward, self criticism, and constructive area. The stress coping method was developed by Folkman and Lazarus, and adapted and modified by Park. The stress coping method included 24 questions of problem focused coping, seeking social support, emotion focused coping, and wishful thinking. Results: The best stress coping method was wishful thinking and the score was 2.81. The priority order of stress coping method included social support, problem focused coping, and emotion focused coping. The self-expectation, goal setting, self-criticism proved to be highly relevant factors. The explanation power of stress coping method was 29.1 percent. The self expectation, rehearsal, self reward, and self criticism were passive coping methods and the explanation power was 15.4 percent. Conclusions: The self leadership is the most important factor to fulfill the interpersonal relationship abilities, major satisfaction, and satisfaction with clinical practice. The self leadership leads to stress coping ability.

• 지역사회간호학회지
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• 제6권2호
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• pp.161-172
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• 1995

This study was conducted to have better understanding of the students' experience in field practice by school health practice experience. The study subjects were 40 nursing students working in department of nursing K Univ. in C city. This study was approached by phenomenological method. Collected data were analyzed by Colaizzi's method. The results were from the protocol 980 significant statements and organized into 240 formulated meanings. From formulated meaning 89 themes were identified, organized into 18 them clusters, and then into 16 categories. The nursing students took part in the practice with (expectation and readiness) different from those of the clinical practice, expressed wonder at the school which had progressed much more than their primary schools used to be. They said that they began to feel (Fatigue and stress), and that experienced tension for the lack of nursing knowledge and skill during the health education and clinical treatment activity. In addition, they experienced 'ambivalence of satisfaction and something wanted', that is to say, they could have done better by means of video education and health education. The 10-day-school health practice brought about the change in( the image of teacher) and (cognition about the nursing teacher's role), made the students have(love to the client) and (desire to be nursing teacher), and then turned out experience benefical enough to be expressed 'satisfaction' However, they pointed out many problems in (School Eniviroment), (Clinic), (Physical assessment), (Recording and reporting), so they had a chance to apply the school nursing process to the school. The professor should play the role of promoting the learning through the field practice and providing the stimulant of learning to help the learner get as much from the field situation as they could. Therefore, I suggest that the students always have a chance to exchange actual affairs and educational study, and that the concrete discussion and continuous cooperation be done. The professors should keep doing their best to find the way to professors should keep doing their best to find the way to promote the ability of thinking through the process the learners experienced themselves.

• 수산해양교육연구
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• 제29권2호
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• pp.343-353
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• 2017

Nursing students who are in clinical practices under the complicated medical environment to become competent practitioners can be exposed to a variety of dangerous situations. In particular, nursing students can experience stress and compromised safety because they have difficulty in prioritizing their tasks and lack confidence in clinical and interpersonal skills. The purpose of this study is to investigate the types and characteristics of nursing students' attitudes toward the safety of clinical practices, and improve their safety related to clinical practices. A total of 40 statements about the safety of clinical practices were applied to 37 nursing students. Collected data were analyzed with the PC QUANL program. The Perception of nursing students to the safety of clinical practices was categorized into three types: 'Pursuit of perfection in overwhelming state type', 'Perseverance Patience type' and 'Cover up-meeting expectation type'. The subjects related to the safety of clinical practices need to be developed within the curriculum of nursing departments by examining the Perception of nursing students to the safety of clinical practices. In addition, a sense of responsibility shared by nursing students, educators and practitioners needs to be enhanced to improve the safety of clinical practices.

• 대한간호학회지
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• 제29권2호
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• pp.293-303
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• 1999

The purpose of this study was to understand and to explain how were nursing students experienced and accepted the fundemental nursing practice. In addition to, the results of this study are attempted to contribute for offer of basic data in projecting and accomplishing to promote quality practice education. The participants were 79 freshmen of S College of Nursing in kyungi-do. They presented record of feeling and thinking on their the fundemental nursing practice experience. The data were collected from 29, J une to 10, July in 1998. Collected data was analyzed by means of Van Kaam's phenomenological method. The results of this study was founded 423 descriptive expression and they were grouped under 42 common factors and they were grouped under 9 categories. By means of the frequency on the categories. the higher category is Anxiety. next Solemn. Flutter. Pride. Usefulness, Recognition of reality in nursing-system. Lack of practice environment. Self-accusation. Comprehension of nursing spirit were founded. 5 common factors. Tension. Difficulty, Dread. Apprehension, Burden were grouped under Anxiety. 7 common factors, Pledge, Memory, Importance of practice, Sincerity, Restriction of dress, Acceptance, Active attitude were grouped under solemn. 5 common factors, Interest, Strange, Beanimated, Waiting, Curiosity were grouped under Flutter. 5 common factors, Conceit, Self-confidence, Skilled, Worth, Accomplishment were grouped under Pride. 6 common factors, Acknowledge of nursing affairs, Expectation of furture, Fascination of nursing. Acquirement of disposition of nurse, Association of injection, Actual feeling of dept. of nursing were grouped under Recognition of reality in nursing-system. 4 common factors, Lack of practice time, Many persons of practice, Lack of practice instrument, Lack of reality were grouped under Lack of practice envirnment. 5 common factors, Inconvenient, Reflection, Loss of pride, Shyness, Feeling sorry were grouped under Self-accusation. 3 common factors, Utility, Connection of practice and theory, Various experience were grouped under Usefulness. 2 common factors, Comprehension on the dignity of human, Comprehension on a point of view of patient were grouped under Comprehension of nursing spirit. In conclusion, the following recommendation should be necessary a supplementary study to approach on the type of students that has a firm view and care about client prior to clinical nursing practice.

• 여성건강간호학회지
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• 제12권2호
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• pp.87-96
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• 2006

Purpose: This study was conducted to provide fundamental information for a system establishment of advanced practice nursing for gynecological cancer patients (APN-GCP). Method: Data was collected by focus group and individual interviews and analyzed in the framework of the Grounded theory method mapped by Strauss and Corbin (1990). There were 13 subjects in this study (nurses, doctors, patient and her family). Result: We identified 87 concepts, 22 sub-categories, and 10 categories. Categories for role expectation were arrangement of diagnosis and treatment process, giving information of treatment course, support of treatment process, patients' right toward making a decision of treatment, counseling and teaching after discharge from hospital, medical insurance and financial problems, counseling about sexual problems and use of family and community resources. All subjects perceived the necessity of an APN-GCP. An APN-GCP requires over 2$\sim$7 years clinical experience and a master's degree. Services would be performed from initial registration to termination of treatment or death, and accomplished on an outpatient clinic basis. Conclusion: The nursing delivery system and curriculum should be developed for a women's health nurse practitioner including APN-GCP. As a further step, cost-effectiveness and projected estimation of manpower of APN-GCP should be studied in the future.