• Journal of The Korean Society of Integrative Medicine
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• v.10 no.3
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• pp.1-11
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• 2022

Purpose : In order to respond to the needs of society, it is necessary for nursing students to develop into their professional roles and form a higher degree of positive nursing professionalism. This study investigated clinical practice stress, clinical practice satisfaction, academic major satisfaction, and self-esteem among nursing students, and identified factors influencing their nursing professionalism. Methods : The participants of this study were 200 nursing students who used the internet and e-mail, and who understood the purpose and methods of this study. Data were collected from June 21 to July 27, 2021. Data analysis, including the independent t-test, one-way analysis of variance, Pearson correlation coefficients, and multiple regression, was performed using SPSS version 26.0. Results : The mean score was 3.52±.47 for nursing professionalism, 2.99±.56 for clinical practice stress, 3.35±.44 for clinical practice satisfaction, 3.75±.55 for academic major satisfaction, and 3.49±.78 for self-esteem. There were no significant differences in nursing professionalism according to general characteristics. Nursing professionalism was positively correlated with clinical practice satisfaction (r=.36, p<.001), academic major satisfaction (r=.57, p<.001), and self-esteem (r=.41, p<.001), but negatively correlated with clinical practice stress (r=-.41, p<.001). Factors influencing nursing professionalism included academic major satisfaction (𝛽=.39, p<.001) and clinical practice stress (𝛽=-.16, p=.021). These variables explained 36 % of variance in nursing professionalism (F=29.43, p<.001). Conclusion : These findings indicate that academic major satisfaction and clinical practice stress could be considered in effective nursing educational interventions to improve nursing professionalism in nursing students. Therefore, multidimensional efforts are needed to establish educational programs for nursing students aiming to enhance their nursing professionalism. In addition, these findings will be helpful for establishing various emotional control programs for the management of clinical practice stress among nursing students.

• Journal of Korean society of Dental Hygiene
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• v.13 no.5
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• pp.827-833
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• 2013

Objectives : The purpose of the study is to investigate the relationship between self-leadership in clinical practice and stress in dental hygiene majoring students. Methods : Subjects were 250 dental hygiene majoring students in J area from March 20 to April 20, 2012. Data were analyzed using the statistical package SPSS WIN 12.0 for frequency, mean and standard deviation analysis, one-way ANOVA and multiple regression. Results : There were significant differences between Satisfaction and clinical practice, practice and major stress factors(p<0.01). There were significant differences between practices, satisfaction, and self-expectations(p<0.001). The explanatory power of the model was 9%(p<0.05). The combination of self-leadership, activity, interpersonal factors were very important factors and the explanatory power of the model was 8%(p<0.001). Conclusions : Self-leadership is able to decrease stress. Self-leadership is very important in clinical practice in dental hygiene majoring students.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.23 no.4
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• pp.419-429
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• 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.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.25 no.1
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• pp.58-67
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• 2018

Purpose: Fatigue and clinical practice stress can negatively influence nursing students. This study was done to examine of communication skill as mediating effect variable in the relationship between fatigue and stress during clinical practice. Methods: A cross-sectional study design was employed. Research participants were 124 nursing students from G city and J province. Data were collected from December 1, 2016 to January 30, 2017 using self-report questionnaires. Data were analyzed using Baron and Kenny method. Results: Fatigue had a significant negative correlation with communication skill (r=-.28, p=.001). Fatigue had a significant positive correlation with clinical practice stress (r=.39, p<.001). In addition, communication skill had a mediating effect in the relationship between fatigue and clinical practice stress. Conclusion: The findings of this study indicate that communication skill plays an important role in reducing clinical practice stress in nursing students. Therefore, in the field of nursing education, a program to improve the communication ability of nursing students should be developed and applied.

• Journal of the Korea Society of Computer and Information
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• v.22 no.7
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• pp.117-123
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• 2017

This is a descriptive study to investigate the relationship between MBTI personality type, clinical practice stress, and resilience in nursing college students. The participants of this study were 75 college students of Gangwon-do nursing college. The data were analyzed by t-test, ANOVA, $Scheff{\acute{e}}$ test and Pearson correlation coefficient using SPSS win18.0. Thirteen personality types were observed in this study participants. The NT types was the highest with a mean of 4.15 in clinical practice stress according to 4 functions of MBTI and the ST types was the highest with a mean of 3.32 in resilience according to 4 fuctions of MBTI. The NT type was the highest with a mean of 4.15 in clinical practice stress according to 4 temperaments of MBTI and the SJ type was the highest with a mean of 3.27 in resilience according to 4 temperaments of MBTI. Significant differences in clinical practice stress were observed according to 4 functions(F=27.117, p<.001) and 4 temperaments(F=27.310, p<.001) of MBTI. Significant differences in resilience were observed according to 4 temperament(F=2.825, p=.045) of MBTI. Further study is necessary to provide the basic data to construct the curriculum of nursing health education which is suitable for the characteristic of MBTI personality type.

• Journal of Digital Convergence
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• v.17 no.5
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• pp.279-286
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• 2019

The purpose of this study is to provide basic material that can strengthen the clinical competence of nursing students by understanding the impact interpersonal competence and clinical stress have on clinical competence. Research was conducted on 242 students in the junior and senior years of college through structured surveys. Results showed that interpersonal competence accounted for 3.36 points, clinical stress accounted for 2.80 points, and clinical competence accounted for 3.48 points. Interpersonal competence and clinical competence showed a positive correlation whereas clinical stress and clinical competence did not show any correlation. As factors that affect the nursing students' clinical competence, interpersonal competence and satisfaction in relation to one's major were identified, and these factors had an overall explanatory power of 26.4%. Therefore, on the result of this study, when we develop the clinical education program to increase the major-related satisfaction and interpersonal competence for nursing students.

• Journal of Technologic Dentistry
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• v.30 no.1
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• pp.121-130
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• 2008

The purpose of this research project is to assess students' stress during clinical rotations and to suggest strategies for enhancing professional skills as well as the quality of clinical rotations among the students of dental technology. The participants included 200 sophomores and juniors from dental laboratory college located in Daegu and Jeju. Data was collected December 7, 2007, and March 7, 2008, by survey samplings. A total of 185 completed surveys were obtained and analyzed for this study. Findings from the study are summarized below. When age and stress were compared, it was found that younger students had higher levels of stress related to their environment, role, and activities. Regarding grade level and stress, students in lower levels were slightly (p<.01) more likely to have stress (Sophomore =2.91, junior =2.49). When the stress level was compared with students' satisfaction with their major, the less students were satisfied, the higher their level of stress was. The study found a slight (p<.05) difference between groups [satisfaction group (M=2.44), group in between satisfaction and dissatisfaction (M=2.58), and dissatisfaction (M=2.82)) in the relationship between satisfaction with the major and overall stress. Again, it appears that stress levels increase as satisfaction with the chosen major decreases. Third, the intensity of stress was affected by the environment in which students practiced, classmate relationships, roles, goals and values, and activities, and areas of performance. It showed that the groups unsatisfied and in-between with the quality of practice have more intensified stress than the group with satisfaction. The study showed a slight (p<.01) difference amongst groups [(satisfaction group (M=2.17), group in between satisfaction and dissatisfaction (M=2.68), and dissatisfaction (M=2.96)) in the relationship between satisfaction with the quality of the clinical rotation and overall stress. It appeared that higher levels of stress were seen with lower satisfaction with the major. Overall, students' level of stress was correlated with age and grade level, level of satisfaction in the major and the quality of the clinical rotation. Furthermore, schools need to focus on improving the environment where students practice, classmate relationships, roles, goals and values, and activities, and areas of performance. Dental laboratory colleges should concentrate on the basic case with the quality of clinical rotation and the chosen major. More skillful teaching and properly assigned clinical rotations and classes, along with a strong practical knowledge base applicable to clinical rotations will be needed in order to address these sources of dissatisfaction.

• Journal of Industrial Convergence
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• v.18 no.4
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• pp.77-86
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• 2020

This study is a descriptive research study to grasp the critical thinking tendency, clinical practice stress, core basic nursing confidence, and degree of adaptation to clinical practice in nursing students. From June to July 2019, 207 students in the fourth year of nursing college were surveyed through their own questionnaire. Collected data were analyzed by t-test, ANOVA and multiple regression analysis using SPSS/WIN v24.0. The negative correlation between clinical practice stress and critical thinking tendency(r=-.18, p=.010). The core self-confidence practice self-confidence showed a positive correlation with critical thinking tendency(r=.25, p<.001), and a negative correlation with clinical practice stress(r=-.17, p=.017). Adaptation to clinical practice showed a positive correlation with clinical practice stress(r=.44, p<.001), and the factor influencing clinical practice adaptation was stress(β=.40) (F=18.34, p<.001), and the explanatory power was about 23.1%. As mentioned above, stress brings a positive change to clinical practice, so it is necessary to identify stress factors received from clinical practice of nursing college students and reflect them in curriculum development.

• Journal of the Korea Convergence Society
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• v.7 no.4
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• pp.75-83
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• 2016

The purpose of this study was to examine the relationship between stress and satisfaction with clinical practice of 113 nursing students. The subjects scored 3.17 points of full 5 on stress with clinical practice and 3.24 of full 5 on satisfaction with clinical practice. There were no significant correlations between their stress with clinical practice and satisfaction with clinical practice(r=-.048, p=.615). The findings of this study provide the basis for expanding nursing practice and education for nursing students, and nursing administrators and professors should make efforts to increase nursing students' satisfaction with clinical practice and decrease stress with clinical practice.

• Korean Journal of Occupational Health Nursing
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• v.24 no.3
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• pp.153-161
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• 2015

Purpose: The purpose of this study was to identify the effects of violence experience, emotional labor and job stress on clinical nurses' depression and to provide suggestions for improving the quality of patient care. Methods: This research involved 257 clinical nurses who were working at an acute care hospital with at least 200 beds in S city and K province. Data were collected from May 23 to June 7 in 2014 and were analyzed using IBM SPSS version 21.0. Results: The results show that 98.1% of subjects had violence experience in the past year and the violence experience included 44.4% physical threat, 37.5% verbal violence and 18.1% physical violence. The average scores were emotional labor 3.57, job stress 3.54 and depression 21.16. There were positive correlations among violence experience, emotional labor, job stress and depression (p<.01). There were also significant co-relationships between depression and violence experience (r=.21, p=.001), between depression and emotional labor (r=.48, p<.001) and between depression and job stress (r=.31, p<.001). Conclusion: The results suggest that it is necessary to set up guidelines for clinical nurses to manage violence, emotional labor and job stress in order to create better working environment and to improve quality of patient care.