• 임상간호연구
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• 제23권2호
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• pp.248-257
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• 2017

Purpose: This study was aimed to compare nursing competency, self-esteem, and job stress between floating nurses and clinical nurses. Methods: The data were collected between October $1^{st}$ and December $31^{st}$, 2015, from 43 floating nurses and 57 clinical nurses working at a tertiary care hospital in Seoul. The collected data were analyzed with SPSS/WIN 23.0, using descriptive statistics and the t-test, $x^2$ test, ANCOVA, ANOVA, $Scheffe{\acute{e}}$ test, Pearson correlation coefficients, and Stepwise multiple regression. Results: The nursing competency of clinical nurses was significantly higher than that of floating nurses (F=4.370, p=.039). For both floating and clinical nurses, nursing competency was positively correlated with self-esteem (floating nurses, r=.47, p=.002; clinical nurses, r=.62, p<.001). Also, For both floating and clinical nurses, the most significant predictor of nursi ng competency was self-esteem(floating nurses, ${\beta}=0.45$, p=.001; clinical nurses, ${\beta}=0.60$, p<.001). Conclusi on: Efforts are needed to increase the nursing competency of the floating nurse through the improvement of the floating system, the nursing work environment, and continuous education. Also, as self- esteem is the most effective predictor of nursing competence, nursing intervention is needed to improve self-esteem of the floating nurse.

• 가정∙방문간호학회지
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• 제29권1호
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• pp.50-59
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• 2022

Purpose: Establishing a professional identity is important for nurses in providing quality nursing care and adapting to changing roles in various clinical settings. The aim of this study was to investigate the effects of nursing students' academic self-efficacy and clinical practice satisfaction on their professional identity. Methods: A total of 180 nursing students were recruited using convenience sampling from a university in G city in July, 2021. Results: The professional identity scores were higher than the average, and differed significantly according to nurses' academic grade, department satisfaction, interpersonal relations, and subjective health status. Professional identity showed a significant positive correlation with academic self-efficacy (r=.69, p<.001), major satisfaction (r=.72, p<.001), and clinical practice satisfaction (r=.71, p<.001). The factors affecting professional identity were clinical practice satisfaction (ß=.42, p<.001) and academic self-efficacy (ß=.38, p<.001). Conclusion: Our finding suggest that nursing students should be encouraged to develop their professional identity by improving clinical practice satisfaction and academic self-efficacy. Therefore, it is necessary to provide nursing education programs that increase their pride as nurses and establish their professionalism in nursing.

• International Journal of Advanced Culture Technology
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• 제9권4호
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• pp.204-212
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• 2021

Ethical sensitivity is a basic competency required for nursing students to work as professionals who will care patients in the clinical field after graduation. Therefore, efforts are needed to improve the knowledge on ethical sensitivity in undergraduate education. This study aimed to identify the demographic characteristics that influence ethical sensitivity among nursing students. This study was a secondary analysis that referred to a previous work measuring ethical sensitivity in nursing students. The participants were 128 nursing students, who had experienced clinical practicums. Among the participants, those who were third-year (t=2.345, 95% CI=[1.24, 14.64], p=0.021), female (t=2.635, 95% CI=[3.65, 25.69], p=0.009) and were satisfaction with major (t=-2.389, 95% CI=[-16.54, -1.50], p=0.019) consistently reported significantly higher mean scores on ethical sensitivity. The explanatory power of the model was 13.3%. Gender (Exp (B)=0.875, 95% CI=[0.804, 0.952], p=0.002) and year at universtiy were the strongest predictors of ethical sensitivity (Exp (B)=0.921, 95% CI=[0.873, 0.971], p=0.002). Based on the results, an appropriate ethics education that considers the following issues should be provided for undergraduate nursing students: both genders' perspectives, seniors' further development, and students experiencing low satisfaction with their major. Future nursing education should consider these individual demographic characteristics to develop nursing students' ethical sensitivity that will further affect their ethical behavior and ultimately improve the quality of nursing.

• 한국간호교육학회지
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• 제28권3호
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• pp.259-267
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• 2022

Purpose: The purpose of this study is to identify nursing students' level of critical thinking disposition, communication skills, and self-leadership and to identify factors that affect the patient safety competency of nursing students. Methods: This study employs a descriptive research, method and was conducted from April 20 to May 19, 2022, with students from three nursing colleges in Korea. The collected data were analyzed by frequency and percentage, independent t-test, Pearson's correlation coefficients, and multiple regression. All analyzes were conducted using IBM SPSS 22.0. Results: The results of the multiple regression analysis showed that the regression model was significant (F=17.30, p<.001) and that communication skills (β=.22, p=.001), self-leadership (β=.31, p<.001), patient safety education experience (β=.15, p=.009), and subjects for credit (β=.15, p=.006) explained 28.0% of nursing students' patient safety competency. Conclusion: It is necessary to develop a self-leadership and communication skills improvement program and to organize rgular courses safety education subjects to improve the patient safety competency of nursing students.

• International Journal of Advanced Culture Technology
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• 제10권4호
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• pp.8-18
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• 2022

Objectives: The objective of this study was to explore the effects of the simulation-based learning program on stress, problem-solving ability, self-efficacy, and resilience of final-year nursing students in a college in South Korea. Methods: The design of the study was a one-group pretest-posttest. The participants of this study were final-year nursing students in 2018. A total of 105 students completed it. The intervention was an 8-week simulation-based practice course. The primary and secondary outcome measures were baseline and follow-up questionnaires regarding demographic factors, stress, problem-solving ability, self-efficacy, and resilience. Results: Problem-solving ability (t=6.567, p<.001), self-efficacy in four situations (p<.001) and resilience (t=2.352, p=.021) increased after simulation-based learning than before learning. Stress also increased after simulation-based learning compared to before learning (t=5.960, p<.001). The level of stress, self-efficacy, and resilience were mainly related to participants' satisfaction with their clinical placement, and interpersonal relationships (p<.05). Conclusions: Simulation-based learning is expected to improve nursing students' problem-solving ability, self-efficacy, and resilience. This can lead to induce learning motivation of nursing students, improve their coping strategies for solving problems, and ultimately provide high-quality care.

• 근관절건강학회지
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• 제26권3호
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• pp.195-204
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• 2019

Purpose: This study was conducted to identify the relationships between role conflict, nursing organizational culture, resilience and nursing performance and the factors influencing nursing performance in clinical nurses. Methods: The participants were 191 nurses working for more than 6 months in a National University Hospital. Data were collected through self-report questionnaires from October to November in 2016. Collected data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and hierarchical multiple linear regression with SPSS/WIN 24.0. Results: Factors affecting nursing performance in clinical nurses were resilience (β=.41, p<.001), relation-oriented nursing organizational culture (β=.12, p=.007) and hierarchical-oriented nursing organizational culture (β=.13, p=.047). These factors explained about 37.7% of the variability in nursing performance (F=10.57, p<.001). Conclusion: It is necessary to estabilish a relation-oriented nursing organizational culture in nursing organization. Also, education and intervention programs to improve nurses' resilience should be developed in order to increase nursing performance in clinical nurses.

• 한국임상보건과학회지
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• 제9권2호
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• pp.1526-1534
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• 2021

Purpose. This study is a descriptive research study to confirm the nursing professionalism, self-leadership, and clinical competence of nursing students and to identify factors affecting clinical competence. Methods. This study conducted a structured-questionnaire survey with 179 nursing students to look into their nursing professionalism, self-leadership, and clinical competence. Results. According to the study result, nursing professionalism scored 3.79 on average out of 5points, self-leadership 3.79 on average, and clinical competence 3.75 on average. It was found that clinical competence had significantly positive correlations with nursing professionalism (r=.62, p<.001) and self-leadership (r=.57, p<.001). According to regression analysis, the factors affecting clinical competence were nursing professionalism(β=.437, p<.001), self-leadership(β=.350, p<.001) and explanatory power was 46.4%. Conclusions. Given the above results, in order to improve clinical competence of nursing students, nursing educational institutes need to find an educational plan which can contribute to increasing nursing professionalism and self-leadership.

• 한국학교보건학회지
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• 제35권3호
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• pp.104-112
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• 2022

Purpose: The study aimed to examine the effects of disaster nursing simulation training on attitudes toward disaster management, disaster preparedness, learning self-efficacy and nursing practice satisfaction in nursing college students. Methods: The study is based on a one-group pretest-posttest design. A total of 95 nursing students were recruited from a nursing college. Disaster nursing simulation training for fire and earthquake situations were provided for 8 hours in one day. Results: There were significant differences in nursing students' attitudes toward disaster management (t=2.20, p=.030), disaster preparedness (t=7.88, p<.001), learning self-efficacy (t=3.69, p<.001), and nursing practice satisfaction (t=5.28, p<.001). Conclusion: Based on our findings, it is necessary to implement disaster nursing simulation training to improve disaster nursing competency of college students.

• 한국산업융합학회 논문집
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• 제27권1호
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• pp.213-228
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• 2024

Purpose: The purpose of this study was to investigate the relationship between emotional intelligence, nursing professionalism, and resilience of nursing students and to identify the factors affecting resilience of nursing students. Methods: Data were collected from 205 nursing students in the 1st, 2nd, and 3rd grades of nursing colleges located in J province, and a survey was conducted from November 20th to November 30th, 2023. The collected data were analyzed through descriptive statistics, t-test, one-way ANOVA, Scheffe test, Pearson's correlation coefficient, and stepwise multiple regression analysis using SPSS/WIN 29.0 program. Result: The emotional intelligence of the subjects showed a significant positive correlation with nursing professionalism(r=.56 p<.001) and resilience(r=.75, p<.001), and nursing professionalism showed a significant positive correlation with resilience(r=.55, p<.001). The major factors influencing the resilience of nursing students were emotional intelligence, nursing professionalism, academic performance, and personality in order, and their explanatory power was 62% (F=83.05 p<.001). Conclusion: Based on the results of this study, it is necessary to develop an educational program that improves emotional intelligence and nursing professionalism in order to strengthen the resilience of nursing students.

• 한국보건간호학회지
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• 제16권1호
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• pp.64-76
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• 2002

This study was performed to identify the level of stress of clinical practice and clinical competency and the relationships between stress of clinical practice and clinical competency in nursing students. The subjects of this study were 379 senior nursing students in 2 nursing colleges in M city. The data were collected from November 5th to 24th, 2000, using questionnaire. The instruments used were the Stress of Clinical Practice Scale and the Clinical Competency Measurement Tool. The data were analyzed using frequency, percentage, t-test, ANOVA, and Pearson's Correlation Coefficient, using the SPSS program. The results of the study were as follows : 1. The mean score for the level of stress of clinical practice was 3.83 points. The stress of clinical practice were classified into six dimensions and their order of getting score was nurse(3.99), relationship between nursing theory and practice(3.94), human relationship (3.92), clinical education and evaluation by professors(3.87), environment(3.70), and patient(3.59). 2. The mean score for the level of clinical competency was 3.91 points. The clinical competency were classified into five dimensions and their order of getting score was professional development (4.08), skills (4.06) , interpersonal relationship/communication(3.95), teaching/coordinating(3.81), and nursing process(3.70), 3. The stress of clinical practice showed significant difference in the score of grade(t=-2.82, p=.005), interpersonal relationship(t=1.97, p=.049) and satisfaction of major(F=3.38, p=.035) of nursing students. 4. The clinical competency showed significant difference in the score of grade(t=-5.97, p=.000). interpersonal relationship(t=3.64, p=.000) and satisfaction of major(F=8.73, p=.000) of nursing students. 5. The data showed the positive correlations between stress of clinical practice and clinical competency(r=.209, p=.000). In conclusion. this study found that the stress of clinical practice was significantly related to clinical competency in nursing students. Therefore further study is needed to examine the efficient coping strategies about stress of clinical practice in nursing students.