• The Journal of Korean Academic Society of Nursing Education
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• v.4 no.2
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• pp.317-330
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• 1998

A descriptive-explanatory design was employed in this study. The purpose of this study was identify the level of assertiveness and clinical stress and the relationships between assertiveness and clinical stress in nursing students. A convenient sample of 143 nursing students was used for the study. The results of this study are as follows : 1) The level of assertiveness of nursing students was 3.65 in domain of contents, 3.68 in domain of voice, and 4.13 in domain of body language. Thus the level of asertiveness of nursing students was higher in body language. 2) The level of clinical stress of nursing students was 3.73 in domain of clinical education and evaluation by professors, 3.59 in domain of nurses, 3.32 in domain of human relationships, and 3.30 in domain of environment. Thus the level of clinical stress of nursing students was higher in clinical education and evaluation by professors. 3) The assertiveness of nursing students was found significantly related to human relationships. 4) The clinical stress of nursing students was found significantly related to satisfaction of nursing, satisfaction of clinical practice and priority of candidate for nursing. 5) The assertiveness of nursing students was not found significantly related to clinical stress in nursing students.

• Journal of dental hygiene science
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• v.16 no.5
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• pp.323-330
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• 2016

The purpose of this study was to understand the comprehensive relationship among sense of coherence, clinical practice stress, and major satisfaction of students in the department of dental hygiene. From four local universities, departments of dental hygiene were selected: two departments represented a three-year curriculum system and two represented a four-year curriculum system. Data from the final questionnaires of 319 students were analyzed. Differences between variables were analyzed using t-tests and ANOVAs, and correlations were checked using Pearson's correlation coefficients. Path analysis was conducted to analyze the relationship among clinical practice stress, sense of coherence, and major satisfaction. The results indicated that clinical practice stress had a negative influential relationship with both sense of coherence, and major satisfaction. In addition, sense of coherence had a positive influential relationship with major satisfaction. The direct and indirect effects among factors displayed significant differences, indicating that clinical practice stress has a partial mediation effect on sense of coherence and major satisfaction. Therefore, major satisfaction can be increased by developing and implementing programs to improve sense of coherence.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.43-49
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• 2024

This study is tried to confirm the effect of practical education environment and practical stress perceived by nursing college students who have experienced clinical practice on department adaptation. The subjects of the study were 154 nursing students who experienced clinical practice at nursing universities in Area C. As a result of the study, there was a positive correlation between the practical education environment perceived by nursing students and department adaptation (r=.43, p=.001), a negative correlation between practical stress and department adaptation (r=-.15, p=.012). The practical education environment and practical stress were identified as factors influencing nursing students' adaptation to the department. Therefore, in order to positively improve the practical education environment, it is necessary to continuously train related factors that can help adapt to field practice and prepare measures to improve the practical education environment through close cooperation with practice institutions.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.7 no.2
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• pp.192-207
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• 2000

The purpose of this study was to identify the effects of foot massage on the stress of student nurses in clinical practice. The research design was a nonequivalent control group pretest-posttest design. The subjects of this study were 52 student nurses from three junior colleges and one university. The subjects were assigned to one of two groups : the experimental group(26 students), and the control group(26 students). The study was conducted from October to November 1999. For the experimental group the foot massage was performed once a day for 3 days, starting from the first day of clinical practice. Subjects' mood, fatigue, blood pressure and pulse rate were measured as dependent variables. The Instrument for mood and fatigue state was a 100mm visual analogue scale. For the experimental group pre and post tests were done just before and after every 3 foot massages and on the 7th clinical practice day. For the control group pretest was done on 1st clinical day and posttest was done on clinical practice 7th day. The data was analyzed by the t-test and paired t-test and the results are summarized as follows: 1. The mood state scores were significantly higher for the experimental group as compared to the control group after the foot massage(t=13.73, p<.001). 2. The fatigue state scores were significantly lower for the experimental group as compared to the control group after the foot massage(t=8.69, p<.001). 3. The systolic blood pressure was significantly different between the experimental group and the control group after the foot massage(t=3.0073, p<.01). 4. The diastolic blood pressure was not significantly different between the experiment group and the control group after the foot massage. 5. The pulse rate was not significantly different between the experiment group and the control group after foot massage. 6. The mood state scores on the 1st, 2nd, 3rd massage day was significantly improved right after the foot massage. 7. The fatigue state scores on the 1st, 2nd, 3rd massage day were significantly lower right after the foot massage. 8. Systolic blood pressure on the 1st and 2nd massage day was significantly decreased right after the foot massage. Diastolic blood pressure and pulse rate were decreased right after massage but the change was not statistically significant. On the basis of the above findings, this study suggests that foot massage can be an effective stress relieving method for student nurses in clinical practice.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.6 no.2
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• pp.169-184
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• 1999

The purpose of this study was to identify the effects of breathing biofeedback training on the stress of nursing students in clinical practice. The research design was a nonequivalent control group pretest-posttest design. The subjects of this study were 39 nursing students from the College of Nursing of K University. The study was conducted from July 20 to September 3, 1998. The subjects were assigned to one of two groups : the experimental group (19 students), and the control group (20 students). The breathing biofeedback training was performed 12 times with the experimental group. The level of psychological stress was measured using the State Anxiety Inventory, Profile of Mood State, and Visual Analogue Stress Scale. The level of physiological stress was measured using pulse rate and blood pressure. The data were analyzed using descriptive statistics, $x^2-test$, t-test, and repeated measures of ANOVA. The results of study are as follows : 1) State anxiety scores were not significantly different between the experimental group and the control group after the biofeedback training. 2) Profile of mood state scores were not significantly different between the experimental group and the control group after the biofeedback training. 3) Visual Analogue Stress Scale scores were significantly different between the experimental group and the control group after the biofeedback training(F=11.68, p=0.002). 4) Pulse rates were not significantly different between the experimental group and the control group after the biofeedback training. 5) Systolic blood pressures were significantly different between the experimental group and the control group after the biofeedback training(F=5.44, p=0.025). 6) Diastolic blood pressures were not significantly different between the experimental group and the control group after the biofeedback training. On the basis of the above findings, the following recommendations for further study are made ; 1) Identification of the effects of breathing biofeedback training at times of high stress during clinical practice. 2) Identification fo the effects of stress reduction according to the frequency of the breathing biofeedback training.

• Journal of Digital Convergence
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• v.20 no.2
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• pp.543-551
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• 2022

The purpose of this study was to understand the integration and clinical practice stress of nursing students and to understand the relationship with department satisfaction. Data collection was from June to July 2021. Data were collected through questionnaires consisting of scales of integration, clinical practice stress, and departmental satisfaction, targeting 3rd and 4th grade nursing students who have had more than one clinical practice experience. A total of 394 copies were analyzed using the SPSS program to analyze the data. As a result of the study, integration showed a positive correlation with department satisfaction (r=.412, p<.01) and a negative correlation with clinical practice stress (r=-.193, p<.01). The predictive factors affecting the department satisfaction of nursing students were integration (β=.406, p<.001) and admission motivation (β=.166, p=.006), which accounted for 20% of the total variance. Integration Performance It was confirmed that the motivation for entering the nursing department affects department satisfaction. In order to increase the department satisfaction of nursing students, it is thought that it is necessary to operate an integration promotion program and department adaptation program from the early stage of admission.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.4
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• pp.502-512
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• 2014

Purpose: The purpose of this study is to identify differences in stress levels and stress coping strategies according to the degree of emotional intelligence in nursing students. Method: Study participants included 367 nursing students from three universities in Gyeonggi and Chungnam provinces. Data were collected through a self-administered questionnaire in December 2012 and subsequently analyzed via the IBM SPSS 20.0 program with descriptive statistics, independent t-tests, one-way ANOVA and Scheffe tests. Results: The emotional intelligence of nursing students was slightly higher than average. Perceived stress and clinical practice stress among nursing students were high and nursing students used more problem-focused compared to emotion-focused coping strategies. Nursing students who had a higher level of emotional intelligence exhibited lower levels of perceived stress (t=2.26, p=.025) and clinical practice stress (t=9.37, p<.001) and more used problem-focused coping strategies (t=-7.56, p<.001) than those who had a lower level of emotional intelligence. Conclusion: These results suggest that nursing interventions to improve the emotional intelligence of nursing students are necessary to manage stress more effectively.

• Journal of Digital Convergence
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• v.12 no.2
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• pp.409-415
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• 2014

This study was done to identify the relationships between nursing practice stress and stress coping for the nursing students in Korea. Data were collected at 2 universities located in C city in Korea. Participants were 160 nursing students. Data were analyzed by SPSS 18.0 using descriptive statistics and Pearson's correlation coefficient. Nursing practice stress was $2.72{\pm}6.2$. Stress coping was $2.60{\pm}0.37$. Stress was correlated with wishful thinking coping strategy when doing orientation (r=0.32, p<0.01), conference(r=0.52, p<0.01), homework(r=0.29, p<0.01). Stress for practice exam was correlated with problem focused coping strategy(r=0.31, p<0.05). Stress was correlated with positive view coping strategy when face nurse(r=0.31, p<0.01) or interpersonal relations(r=0.35, p<0.01). Stress related to practice environment and class was correlated with indifference (r=0.26, p<0.01) and tension relieve strategy (r=0.28, p<0.01). There's no stress when they meet or serve direct care to patients. Students managed the stress by showing active coping pattern. It is considered that the experience gave students an excellent capacity to cope with stress. Since the degree of stress and coping pattern can differ from adaptability of situation, a research of change in clinical training stress by seasonal clinical training and coping patter is proposed.

• Research in Community and Public Health Nursing
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• v.13 no.1
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• pp.161-170
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• 2002

Purpose: To evaluate community health nursing practice by nursing students for basic data to improve nursing practice education, and to determine the clinical practice experiences of nursing students at public health centers. Method: According to methodological triangulation, all data was collected from March 2001 to June 2001 through prepared questionnaires with 62 Participants, and in depth interviews with 2 Participants, and content analysis with 8 Participants. Results: 1. Clinical practice content was needed to make up professionally. 2. Clinical practice instructor was satisfied with teaching by community health nursing professor, but not by public health center nurse. 3. Clinical environment was perceived as good. 4. Clinical practice time was perceived suitable, but practice evaluation was given a low grade. 5. Experience of nursing students was grouped into 9 categories and 20 themes. 9 Categories are as follows: change of public health center image, difficulty in the personal relationship, positive personal relationships, doubt about the attitude, doubt about the task, tension, worth, ambivalance of the conference, feeling about the end stage of the clinical practice. Twenty themes are stereotypic of the public health care center: recognition, difficulty between tasks and interrelationships with the clients, decrease of self esteem due to deficiency of trust with the students, exchange of feelings in the relationships, the situation of clients was not considered, feelings were disregarded, not systematic, regarding students as supplementory manpower, independent work but not enough contents, anxiety & fear, self-trust, be skilled in the practice, pragmatic knowledge formation, understanding of the old person, self-study of oneself. live up to the expectation, consider as the job, dissolve the stress and impose burden, feeling the lack regarding active approach in the practice. Conclusion: The students have perceived the need of community health nursing through the clinical practice. Clinical practice of community health nursing requires content supplement, correction of instruction by public center nurses, environmental alteration, evaluation criteria set up. Experience of clinical practice in the public health center was as follows: Getting rid of the stereotype about public health center, nursing students comprehended variety and were worth while to do clinical practice in spite of tension& anxiety and fear. And they thought to be a community nurse someday.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.618-628
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• 2016

This study was conducted to identify the influence of clinical practice stress and communication skills on the ego-resilience of nursing students. The subjects were 122 nursing college seniors in B city who have experience in clinical practice. Data were collected from March 23 to 30, 2015, and analyzed by the t-test, ANOVA, Scheffe's test, Pearson's correlation coefficients and multiple regression. It was found that there were significant differences in the ego-resilience depending on the gender, satisfaction with nursing major and relationships among fellow students during clinical practice. There was a significant positive correlation between ego-resilience and communication skills. The meaningful variables which influence the ego-resilience were communication skills, satisfaction with nursing major, relationships among fellow students during clinical practice and gender. These factors were responsible for 38.9% of the total variance in the ego-resilience of the nursing students, and communication skills were the most influential factor. In conclusion, to increase the ego-resilience of nursing students, it is necessary to develop effective communication training programs and strategies to improve their satisfaction with the nursing major and relationships among fellow students during clinical practice.