• Journal of Korean Academy of Nursing Administration
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• v.22 no.1
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• pp.80-90
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• 2016

Purpose: The purpose of this study was to analyze students experiences during clinical practice in nursing management. Methods: Assessing through computerized databases, self-reflection reports of 57 students were analyzed. Text network analysis was applied to examine the research. The keywords from each student's reports were extracted by using the programs, KrKwic and NetMiner. Results: The results of the keyword network analysis of what students learned in the nursing process included 27 words. The keyword network analysis of what students learned from the problem solving process included 23 words and the keyword network analysis of improvements in Clinical Practice of Nursing included 31 words. Conclusion: Studies related to clinical practice have been increasing, and themes of the studies have also become broader. Further research is required to investigate factors affecting clinical practice specifically in nursing management. Further comparative studies are necessary to define differences in clinical practice systems related to improving nursing students competency.

• The Korean Journal of Health Service Management
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• v.6 no.3
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• pp.85-94
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• 2012

The purpose of this study was to evaluate the effects of introductory clinical practice education program for nursing students. The nursing students of 94 participated the introductory education program of 80 hours. The questionnaire survey on self efficacy and clinical competency were conducted 3 times(before education, after education, 2 months after education) to the nursing students. The data were analyzed by the SPSS 17.0 program. The results were as follows; The self efficacy and the clinical competency score showed a significant change in the posttest. Self efficacy and clinical competency have significant relationships with college life satisfaction, interpersonal relationship and academic aptitude satisfaction. Also, self efficacy has significant relationship with clinical competency and clinical practice satisfaction. As a result, the introductory clinical practice education program can be helpful to adjustment for nursing students before clinical practice.

• The Korean Journal of Health Service Management
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• v.5 no.4
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• pp.41-51
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• 2011

The purpose of this study was to identify self-efficacy and self-concept of professional nursing which might influence clinical practice satisfaction in nursing students. The participants were 278 nursing students in U city. Date were collected from November 29 to December 17, 2010. The collected data was analyzed with the PASW 18.0 statistics program. Self-efficacy had significant positive correlation with self-concept of professional nursing(r=.595, p<.001) and self-concept of professional nursing had significant positive correlation with clinical practice satisfaction(r=.396, p<.001). In multiple regression analysis, self-concept of professional nursing is most influential factor explained 21% of variance of clinical practice satisfaction. The results indicate that to develop a more reasonable and effective curriculum and teaching program for enhancement of students' self-concept of professional nursing.

• Journal of the Korea Safety Management & Science
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• v.19 no.4
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• pp.125-132
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• 2017

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 Korean Journal of Health Service Management
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• v.10 no.2
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• pp.193-204
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• 2016

Objectives : The purpose of this study was to identify the mediation effect of a positive stress coping strategy between clinical practice stress and clinical practice satisfaction in nursing students. Methods : In this study, data was collected from 248 nursing students at K University in South Korea from October of 2015 to November of 2015. The collected data was analyzed using the SPSS 22.0 Statistics Program. Results : Clinical practice stress and a positive stress coping strategy were significant predictors of clinical practice satisfaction (${\beta}$=.442, p<.001). The explanatory power of the measure of clinical practice satisfaction was increased to 29.3% (p<.001) with solely clinical practice stress, and it reached 44.2% (p<.001) when a positive stress coping strategy was reflected. The results of this study confirmed that a positive stress coping strategy has a mediation effect on clinical practice stress and clinical practice satisfaction levels. Conclusions : It is necessary to develop a program to take advantage of positive stress coping skills so that nursing college students can smoothly overcome stress during their clinical training and thus improve their clinical practice experience.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.4
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• pp.452-461
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• 2016

Purpose: This study was conducted to investigate the relationships among communication competence, professional self-concept, and stress in clinical practice of nursing students. Methods: The study participants were 308 senior year nursing students in D city and K province. Collected data were analyzed using t-tests, analysis of variance, Pearson's correlation coefficient, and stepwise multiple regression with the SPSS Version 20.0. Results: There were significant differences in participants' stress of clinical practice based on their level of satisfaction on clinical practice, self-confidence of nursing and difficulty with relationships in clinical practice. A negative correlation was detected between stress in clinical practice and the professional self-concept of nursing students. Significant predictors of the perceived stress of clinical practice were satisfaction in clinical practice and pride in nursing. These accounted for 18% of the perceived stress of clinical practice in a regression model. Conclusion: The results may serve as basic data in support of the need to the develop effective systematic stress management programs and clinical training courses in order to attenuate the stress experienced during clinical practice of nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.337-345
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• 2011

Purpose: This study was done to identify the relationship among Critical Thinking Disposition (CTD), stress of clinical practice and clinical competence in Korean nursing students. Methods: Participants were 407 baccalaureate nursing students (3rd and 4th grades) in Korea. Variables included CTD, stress of clinical practice, clinical competence, and demographic variables. Data was analyzed by frequencies, t-test, ANOVA, Pearson's correlation and multiple regression. Results: Clinical competence positively correlated with CTD, but negatively correlated with stress of clinical practice. The regression model explained 25.6% of clinical competence. The significant predictors of clinical competence were intellectual eagerness, intellectual fairness in CTD, conflict with patients, and clinical environment in stress of clinical practice. Conclusions: CTD and stress of clinical practice contribute to nursing student's clinical competence. Therefore, efforts to encourage nursing student's CTD, increase stress management skills, especially in conflict with patients, and build a supportive clinical environment should be made to strengthen clinical competence.

• Journal of Industrial Convergence
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• v.22 no.3
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• pp.121-135
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• 2024

This study is a structural equation modeling study that describes patient safety incident management activities for nursing students with clinical practice experience and uses Ajzen's theory of planned behavior and safety culture climate-safety behavior model as conceptual bases, proposes a hypothetical model of nursing students' patient safety incident management activities based on the literature review, and verifies the appropriateness of the model and hypotheses through the collected data. Data were collected from 251 nursing students with clinical practice experience using a structured questionnaire. The results of this study confirmed that the model is appropriate and that patient safety management attitude, patient safety culture, and safety motivation are predictors of nursing students' patient safety management activities. Therefore, in order to improve patient safety management activities, it is necessary to provide effective patient safety incident management education programs for nursing students so that nursing students can perform correct patient safety management behaviors from the clinical practice site to the clinical practice site after graduation, and it is necessary to explore how to continuously lead such education programs to the practice site.

• Korean Medical Education Review
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• v.19 no.2
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• pp.76-82
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• 2017

The quantitative expansion of nursing schools has necessitated the qualitative improvement of nursing education, which requires the development of nursing education for clinical practice. To identify strategies for strengthening the educational capacity of clinical fields and nursing schools, this study first examined the current status of nursing education for clinical practice, and then proposed several prospective directions for education. Nursing clinical practice-related studies from several Korean and international electronic databases were reviewed. Insufficient training hospitals and lack of qualified clinical training instructors were the main problems found within nursing educational resources for clinical practice, while the simple practice contents based on observation and inadequate evaluations were the main problems found in nursing educational management for clinical practice. This study suggests better standards and educational accountability for training hospitals and programs to nurture human resources for clinical practice, as well as a variety of training methods to integrate practical training courses and the expansion of formation evaluation. Based on these results, it is necessary to establish governance for nursing education for clinical practice and clarify the role and standards of each practitioner, strengthen the educational role of the hospital, and improve the system. In addition, introducing various types of education methods and strengthening evaluation standards are needed in order to enhance nursing education for clinical practice.

• Women's Health Nursing
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• v.18 no.3
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• pp.180-189
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• 2012

Purpose: The purpose of this study was to evaluate the effects of clinical practice and simulation-based practice for obstetrical nursing in terms of self-efficacy, practice satisfaction, and practice stress. Methods: A non-equivalent control group post test design was used. The participants were 171 junior nursing students, 103 in the experimental group, and 68 in the control group. Simulation-based practice consisted of nursing assessment during labor, nursing assessment and intervention for normal and high risk mother, nursing education for mother and family during labor, and open lab. The experimental group participated in simulation-based practice for two days and the control group participated in clinical practice at delivery room for two weeks. Results: The experimental group showed higher level of self-efficacy (p= .043), practice satisfaction (p<.001) and practice stress (p=.003) compared to the control group. Conclusion: Simulation-based practice is an effective learning method for obstetrical nursing and can be used as the alternative for clinical practice. However, stress management strategies are needed for simulation-based practice.