• Journal of Korean Clinical Nursing Research
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• v.29 no.2
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• pp.186-197
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• 2023

Purpose: The purpose of this study was to develop a scale to measure professionalism of clinical nurses and evaluate the reliability and validity of the scale. Methods: DeVellis's scale-development eight steps were applied. The initial items were developed through a literature review and discussion with investigators, and the content validity was verified by seven experts. The data were collected from 250 hospital nurses for exploratory factor analysis and 217 hospital nurses for confirmatory factor analysis. Exploratory and confirmatory factor analyses were utilized to assess the construct validity. Cronbach's ⍺ was used to test the internal consistency reliability. Results: The results of the exploratory and confirmatory factor analyses showed that the scale comprised four factors: professional skill(eight items), sense of ethics (five items), knowledge-seeking activities (four items), and autonomy(three items). The four-factor structure was validated (x 2 =600.85 p<.001, GFI=.88, CFI=.84, RMSEA=.07), and Cronbach's ⍺ for the total scale was .84. Conclusion: The study results showed satisfactory reliability and validity of the professionalism measurement scale for clinical nurses. This scale has potential as an appropriate instrument for measuring clinical nurse professionalism.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.12
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• pp.5901-5908
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• 2012

The purpose of this study was to identify construct validity and reliability of instrument for professionalism in physical therapy using developed by American Physical Therapy Association for 470 physical therapists. The corrected data was analysed using confirmatory factor analysis and internal consistency. Model of professionalism was adequate (p<.05) and consisted of 7 factors. Standardized coefficients of construct factor were followed by the integrity (${\beta}$=.93), professional duty (${\beta}$=.92), and compassion/caring (${\beta}$=.86). There were significant difference in professionalism by career(p<.05) but not significant difference by sex(p>.05). Also, the internal consistency for sub-factor of professionalism demonstrated adequate reliability of the measure (Cronbach ${\alpha}$=.80~.96). Because instrument for professionalism in physical therapy have a validity and reliability, it is useful for measuring professionalism in physical therapists.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.19 no.3
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• pp.363-373
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• 2012

Purpose: The purpose of this study was to compare nursing professionalism between diploma students and bachelor students and to identify differences in factors affecting nursing professionalism according to nursing educational system. Methods: The participants were 462 nursing students who had completed all clinical practicum courses. Of these students, 255 were from one of 2 diploma degree colleges and 207 were from one of 3 bachelor degree universities. Collected data included general characteristics, professionalism, nursing image, self-efficacy, satisfaction with nursing as a major, and satisfaction with clinical practice. Results: Age, religion, grade point average, motivation for admission, nursing professionalism and satisfaction with clinical practice were significantly different between diploma and bachelor students. Image of nurse, satisfaction with nursing as a major and satisfaction with clinical practice were common factors influencing nursing professionalism in both groups. Self-efficacy was a significant factor only for diploma degree students and religion was a significant factor only for bachelor degree students. Conclusion: For more positive nursing professionalism by students, more attention should be paid to enhancing positive nurse images, satisfaction with nursing as a major and satisfaction with clinical practice during the students' period of study.

• Journal of Korean Public Health Nursing
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• v.31 no.1
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• pp.97-108
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• 2017

Purpose: This study was conducted to examine the correlations among nursing professionalism, major satisfaction, self leadership and ego-resilience of nursing students. Methods: The subjects were 110 nursing students recruited from one university. Data were collected using structured questionnaire, and analyzed with the SPSS/SIN 23.0 program. Results: The results indicate that nursing students have levels of nursing professionalism, major satisfaction, self leadership and ego-resilience that are higher than the median. Nursing professionalism showed differences according to plans for after graduation and subjective health status. Nursing professionalism was significantly correlated with major satisfaction, self leadership and ego-resilience. Conclusion: Major satisfaction was the most influential factor predicting greater nursing professionalism. Thus, these factors should be considered when developing a program for enhancing nursing professionalism.

• 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.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.75-93
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• 2013

The present study was to investigate if quality of childcare curriculum implementation could be predicted by educational climate, teachers' professionalism, and teacher/classroom characteristics. According to the results, strong positive associations existed between eudcational climate, professionalism, and implementation of childcare curriculum. The most powerful predictor of curriculum implementation quality was 'respect and acceptance' which was a sub-factor of educational climate. Also, 'public service', a sub-factor of professionalism, explained a significant amount of variances in quality of curriculum implementation. Among teacher/childcare characteristics, the type of centers was one of the strong predictors. These study results provide meaningful implications regarding the importance of socio-cultural contexts in childcare centers as well as teachers'professionalism.

• Journal of East-West Nursing Research
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• v.23 no.2
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• pp.124-133
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• 2017

Purpose: The purpose of this study was to identify factors that affect nursing students' clinical practice ability. Methods: The data were collected from 303 nursing students who had more than 500 hours of experience in clinical practicum at 4 universities in Seoul and the metropolitan area. The instruments consisted of 27 items of critical thinking, 19 items of professionalism, 40 items of self reported leadership, 20 items of communication evaluation tool, and 61 items of nursing practice performance evaluation. Results: For the clinical practicum, most difficult for nursing students were cardiopulmonary resuscitation, fecal enema, stoma care, and blood transfusion. Clinical practice abilities were positively correlated with nursing professionalism(r=.26, p<.001), leadership (r=.16, p=.007) and critical thinking(r=.12, p=.031). Professionalism(${\beta}=.32$, p=.001) was the most significant factor influencing the clinical practice ability of nursing students. Critical thinking was the second largest factor but not significant(${\beta}=.16$, p=.058). Conclusion: The findings suggest that the nursing curriculum should include nursing knowledge and nursing skills as well as various case-based or field-based decision making training programs to cultivate professionalism, critical thinking and other abilities for clinical practice.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.536-544
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• 2011

Purpose: The purpose of this descriptive study was to investigate the level of nursing professionalism and influencing factors of professionalism in nursing students. Method: A convenience sample of 207 subjects were recruited from two universities in I city and one university in S city. The subject for this survey were senior students who finished all clinical practicum to be done before graduation. Results: The mean scores of the nursing professionalism and the satisfaction with clinical practice were 3.43 and 3.28 individually. The mean of self-efficacy and image of nurses were 3.60 and 3.71 individually. Mean of major satisfaction score was 3.88. There were significant correlations among nursing professionalism, satisfaction with clinical practice, self-efficacy, image of nurses and major satisfaction. The most strong factor affecting nursing professionalism was the image of nurses and accounted 52.0 percentage of the variance. Sixty point one percentage of the variance was explained by image of nurses, major satisfaction, religion and satisfaction with clinical practice. Conclusion: To make students have more positive nursing professionalism, strategies enhancing the positive nurse image, clinical satisfaction, and major satisfaction need to be developed during school years.

• Journal of Veterinary Clinics
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• v.29 no.1
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• pp.43-48
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• 2012

This survey on professionalism and job satisfaction was aimed to analyze the veterinarians' attitude toward their profession and educational needs in Korea. Two hundred and ninety nine completed questionnaires were analyzed for this study. The participants considered nontechnical competences, such as communication skills and ethical decision making skills, important as medical knowledge and skills for veterinarians. There were significant differences in veterinarians' job satisfaction among the subgroups of gender, region, specialty, employment status, and work hours. The factor analysis of adjusted Hall's professionalism scale showed 4 dimensions of Veterinarians' professionalism; belief in self-regulation, belief in public service, using the professional organization as a major referent, and autonomy. Veterinarians' professionalism was significantly related to the job satisfaction. The survey results suggest that the educational program of professionalism should be needed for the professional development of veterinary students and veterinarians.

• Journal of Gifted/Talented Education
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• v.17 no.1
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• pp.77-98
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• 2007

It has been said that the level of teacher professionalism determines the quality of education. The same notion allies for gifted education. Therefore, exploration of teacher professionalism in gifted education may provide fundamental bases for raising the quality of gifted education. In this study, first, literature review was conducted to extract elements of teacher professionalism in gifted education and a survey instrument was developed to find out categories of those elements and differences of teacher perception to professionalism at school levels and subject areas of gifted education. Research subjects included 212 teachers who participated in 2005 KEDI teacher training program of gifted education, 60 hour-clock introductory program and 232 teachers who participated in 2005 KEDI teacher training program of gifted education, 120 hour-clock enrichment program. It was found that elements of teacher professionalism in gifted education were categorized into knowledge-based, abilitybased and context-based. It was also found that secondary school teachers' perception to knowledge-based professionalism was significantly higher than those at elementary and science teachers' perception to ability-based and context-based professionalism was significantly higher than mathematics teachers. The research findings may provide insights for better teacher training program in gifted education as well as gifted education policies.