• Research in Community and Public Health Nursing
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• v.28 no.3
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• pp.347-356
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• 2017

Purpose: The purpose of this study was to provide basic evidence to improve community health nursing practice education by analyzing the current status of actual operation, program outcomes and evaluation methods, and the level of achieving learning goals. Methods: Data were collected through an e-mail survey from 155 professors teaching community health nursing in April 2016. Out of 45 responses in total, 42 cases were used for analysis (response rate 29.0%). Results: Community health nursing practice was a 3-credit course in most of the schools (66.7%) and included a practice at public health centers without exception. The most common diagnosis classification system was OMAHA (81.0%). The core fundamental nursing skills evaluated during the practice were subcutaneous injection, vital signs, oral administration, and intradermal injection. Among the subjects of community health nursing practice, the area with the highest potential for achieving learning goals was primary health care provision (4.4/5) and the area with the lowest potential was disaster management (2.4/5). Conclusion: The results of this study show that there would be active efforts to complement and improve several problems of the community health nursing practice among the community health nursing practice instructors for more effective and qualitative community health nursing practice.

• Journal of Korean Academic Society of Home Health Care Nursing
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• v.27 no.2
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• pp.169-178
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• 2020

Purpose: This study examined the mediating effects of nursing professionalism on the relationship between the stress of clinical practice and compassion competence in nursing students. Methods: A correlational research design was used in this study. The participants were 120 nursing students recruited from three universities in South Korea. Data were collected using the self-reporting scales of stress of clinical practice, nursing professionalism, and compassion competence. Baron and Kenny's regression method and the Sobel test were used to analyze the mediating effects of nursing professionalism on the association between the stress of clinical practice and compassion competence. Results: The mean score for compassion competence was above average. Of the compassion competence domains, sensitivity and insights had the highest and lowest scores, respectively; there were significant mean differences in compassion competence scores according to their grade and level of satisfaction with nursing major. Compassion competence correlated negatively with the stress of clinical practice, whereas it correlated positively with nursing professionalism. In addition, nursing professionalism exerted full mediating effects on the relationship between the stress of clinical practice and compassion competence. Conclusion: The results suggested that enhancing nursing professionalism could help promote compassion competence among nursing students who experience stress in clinical practice.

• Journal of Korean Academy of Nursing
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• v.19 no.2
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• pp.203-211
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• 1989

The purpose of this study is the extent of the stress of the nursing students during the period of delivery room practice, according to whether they have their practical experience and in which situations they received. The subject of this study is 62 nursing students (who experienced delivery room pracice at an early stage) in Kang Weon C. Junior College of nursing and 62 nursing students(who experienced delivery room practice at a latter stage) in J.Junior college of Nursing (total 124 students) from March 1988 to December 1988. The results of this study are summerized as follows. 1. According to the general characteristics, it revealed that they have not any relations between the religion, the numbers of family, health status and the extent of stress during the nursing students have experienced in the delivery room practice(p＞.05). 2. It revealed that there were much differences to the extent of stress they have experienced during the delivery room practice between the nursing students(who experienced delivery room practice at an early stage) in C.Junior College of Nursing and nursing students(who experienced delivery room practice at a latter stage) in J. Junior College of Nursing(p＜.000). 3. In ten items of the stress that was confronted by nursing practice, they had much differences to the extent of stress perception for the students during the period of delivery room practice between each college(p＜.05). 4. In the four parts of the clinical practice except for adult nursing practice, they had much differences to the extent of stress according to whether they have their practical experience. However the stress which they experienced in the adult ward during the period of delivery of delivery room nursing practice is too low to be significant(p＜.05).

• Child Health Nursing Research
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• v.21 no.3
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• pp.261-271
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• 2015

Purpose: This study was done to identify the meaning and substantial nature of NICU practice among nursing students by applying a research method based on hermeneutic phenomenology in an attempt to lay a foundation for enhancing theoretical and practical child nursing education. Methods: The participants were eight nursing student who had experience in clinical practicing in NICU. In-depth interviews were performed from April to December, 2014 until data were fully saturated. Collected data were analyzed using Colaizzi's method. Results: Seven theme clusters were extracted from fourteen themes. The seven theme clusters of the nursing students' clinical practice experience in NICU were: 1) Excitement about the clinical practice setting 2) Afraid of practice environment 3) Babies have priority over clinical practice 4) Comparing with adult nursing clinical practice 5) Feeling pity for babies and their parents 6) New awareness about the role of nurses 7) Demands of enhancing clinical practice. Conclusion: The results of the study provide useful information in understanding nursing students' practice experience in NICU and establishing effective strategies to support these nursing students.

• Journal of Korean Clinical Health Science
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• v.7 no.2
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• pp.1257-1265
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• 2019

Purpose: This study was conducted to examine the correlations among nursing professionalism, clinical practice satisfaction of nursing students. Method: The subjects were 184 nursing students recruited from one college located in D city. Data were collected using structured questionnaire, and analyzed with the PASW 21.0 program. Results: The results indicate that nursing students have levels of nursing professionalism, and clinical practice satisfaction that are higher than the median. Nursing professionalism showed differences according to plans for academic performance, major satisfaction, personality, and personal relations. Nursing professionalism was significantly correlated with clinical practice satisfaction, major satisfaction. Conclusion: Clinical practice satisfaction, and academic performance were the most influential factor predicting greater nursing professionalism. Thus, these factors should be considered when developing a program for enhancing nursing professionalism.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.3
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• pp.274-282
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• 2016

Purpose: This study is aimed at identifying factors influencing attitudes of Evidence-Based Practice among nursing students. Methods: 202 nursing students were recruited from B city and G district. The questionnaires included critical thinking dispositions, information retrieval skills, knowledge and attitudes of Evidence-Based Practice, and characteristics. Data were analyzed by SPSS/Win 21.0 using descriptive statistics, t-test, ANOVA, Pearson correlation, and stepwise multiple regressions. Results: The average score of undergraduate nursing students for Evidence-Based Practice attitudes was $32.92{\pm}4.57$. Evidence-Based Practice attitudes had positive correlation with critical thinking disposition (r=.53, p<.001), information retrieval skills (r=.45, p<.001) and Evidence-Based Practice knowledge (r=.42, p<.001). Factors influencing Evidence-Based Practice attitudes were critical thinking dispositions (${\beta}=.45$) and Evidence-Based Practice knowledge (${\beta}=.30$). Total variance was explained about 35.3% (F=55.80, p<.001). Conclusion: These results show that teaching strategies that enhance critical thinking dispositions are recommended to improve Evidence-Based Practice attitudes among nursing students. Also, nursing education should include a regular Evidence-Based Practice curriculum to improve Evidence-Based Practice knowledge as is necessary for students to improve information retrieval skill. Reading nursing articles can help nursing students comprehend the up-to-data evidence of clinical practice.

• The Korean Journal of Rehabilitation Nursing
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• v.16 no.1
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• pp.47-54
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• 2013

Purpose: The purpose of this study was to investigate the relationship among stress, depression, and satisfaction to clinical practice in nursing students. Methods: Three hundred forty-five nursing college students were selected by convenient sampling and data were collected from October to November, 2011. Results: The nursing students experienced moderate stress level. The most severe stressors were adjustment to school and clinical practice. Also, they experienced more than moderate level of satisfaction on clinical practice. The most satisfiable factors were clinical practice circumstance and practice hours. The sophomore had more severe stress and depression and had lower clinical practice satisfaction than the junior. Satisfying with major in nursing as well as clinical practice had a significantly negative correlation with stress and depression. Conclusion: Based on this results, we need to develop programs for increasing satisfaction to clinical practice and major in nursing. The program will enhance adaptation ability to clinical practice.

• 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 Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1221-1228
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• 2015

The purpose of this study was to describe and understand experiences of surgical ward practice in nursing students. The interview data were collected from 9 nursing students and analyzed by using descriptive phenomenology of Colazzi. The procedural steps was that described the phenomenon of interest, collected participants' descriptions of the phenomenon, extracted the meaning of significant statement, organized the meaning into them clusters, wrote exhaustive descriptions and then incorporated data into categories. The essential meanings of surgical ward practice experiences of nursing students were as following; 'Permission of direct nursing practice', 'Professionality of nursing domain', 'Serving as a stepping stone of patients' nursing', and 'Sense of achievement to participating nursing'. The results of this study would provide for basic data of surgical ward practice program and have important implication for understanding field practice in nursing. So would contribute to develop nursing practice curriculum.

• 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.