• Journal of the Korea Society of Computer and Information
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• v.24 no.4
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• pp.145-151
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• 2019

The purpose of this study was to find out whether there was a meaningful change in the learning perception and interpersonal relations of nursing students after completing clinical practice. Participants were 32 nursing students in the third grade. The research data were collected by questionnaire consisting of interpersonal relations and learning perception. The analysis of data was analyzed by SPSS 21 Version. General characteristics were analyzed by descriptive statistics, correlation between variables was analyzed by Pearson's relation, and differences of variables before and after clinical practice were analyzed by paired t-test. The results of the study are as follows. In clinical practice, interpersonal abilities showed a significant correlation with learning outcomes (R =.351, p =.049). The interpersonal abilities of nursing students improved significantly(t =2.264, p =.13) after completion of clinical practice. Nursing college students recognized that their interpersonal abilities had improved after completion of clinical practice, and the improvement of interpersonal abilities was statistically supported. Considering that the interpersonal relationship was an important factor in the clinical practice related stress of the nursing college students, it was meaningful that the interpersonal ability improved after the clinical practice. The positive correlation between interpersonal abilities and learning perceptions in clinical practice of nursing college students suggests future directions for future research. The results of this study will provide basic data on education that will enhance the satisfaction of students' clinical practice and improve their learning outcomes.

• International Journal of Advanced Culture Technology
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• v.10 no.2
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• pp.140-147
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• 2022

This study analyzes research trends by systematically examining research about domestic emergency medical services' clinical practice, and it is aimed to present the basic data needs in development plan in clinical practice education in the future. The thesis was searched through the electronic data research (Science Direct, PubMed, Medline, and 55 academic DB interworking) from the library of Konyang University from 2010 to 2021. The main keywords were "Emergency Medical Technician(EMT) Student" and "Clinical Practice," and 6 pieces of researches were selected, finally. As the result of analyzing the qualitative level of selected research, all the 6 pieces of research subjects(100.0%) were pertinent to level IV(survey research) which is low-qualitative level. As the principal subjects, "Clinical practice experience" got the highest frequency as 6(100%), "Satisfaction of clinical practice" was 3(50%), "Self-efficient, Major satisfaction" and "Stress, Depression, Coping" showed 2 (33.3%), and "Change after clinical practice", "Clinical practice improvement plan" was 1(16.7%) each. From this time on, it is confirmed that the quantitative and qualitative growth in domestic emergency medical clinical practice is necessary. This is expected to contribute to establishing a practical and systematic development plan of clinical practice education.

• Journal of East-West Nursing Research
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• v.13 no.2
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• pp.92-106
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• 2007

Purpose: The purpose of this study was to examine nursing students' satisfaction level with PBL-based clinical practice, their autonomy, achievement motivation and what affected them in those regards in an attempt to lay the groundwork for providing more systematic and efficient clinical practice, Method: The subjects III this study were 138 nursing sophomores at J college who participated in PBL-based clinical practice, Results: They got a mean of 3.34, 3.83 and 3.83 in satisfaction level with the clinical practice, autonomy and achievement motivation respectively. In regard to the relationship of the satisfaction level to general characteristics including motivation of choosing the major and time for undergoing the clinical practice, the students who decided to major in nursing at their own option(3.61) were most contented with practice teaching(F=6.356, p<.01), and those who underwent the clinical practice after taking lessons(3.82) were most pleased with the content of the clinical practice (t=2.129, p<.05). Concerning connections between autonomy and general characteristics involving age, satisfaction with the major and time for the clinical practice, the students who were at the age of 22(3.92) valued themselves the most(F=3.003, P<.05). And those who found their major satisfactory (4.28) and undergo the clinical practice after taking lessons(4.37) respected others the most(F=3.133, p<.01). As to relations between achievement motivation and general characteristics, the students who were contented with their major(4.00) excelled the others who weren't in that aspect(F=6.038, p<.01). The satisfaction level with the clinical practice was positively correlated to autonomy (r=.328, p<.01) and achievement motivation(r=.476, p<.01). Conclusions: The findings illustrated that the nursing students expressed the satisfaction with the PBL-based clinical practice education. The older students who were 22 years old were more autonomous, and those who took part in the clinical practice after receiving theoretical instruction were more autonomous and more pleased with the practice. The students who found their major more satisfactory surpassed the others in autonomy and achievement motivation. There was positive correlation among the clinical-practice satisfaction level, autonomy and achievement motivation. There are some suggestions: Intensive research efforts should be directed into getting a profound grasp of PBL-based clinical practice education geared toward nursing students. The development of modules for PBL-based nursing clinical practice education was required. How to provide PBL-based theoretical education to nursing students should be studied.

• International Journal of Advanced Culture Technology
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• v.10 no.3
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• pp.39-46
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• 2022

This study is an attempted content analysis study to analyze recent studies on clinical practice of nursing college students to identify problems with clinical practice and provide evidence for desirable clinical practice. For data collection, a total of 14 papers published in academic journals between 2017 and 2021 were selected. The analysis method was performed according to the systematic review reporting guidelines presented by Cochrane Collaboration and the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) group. As a result of the analysis, two themes, Four sub-themes, and seventeen concepts were derived, and the clinical practice study of nursing college students showed the necessity of standardized clinical practice protocol regulations for nursing college students and respect for patient human rights. Based on the above research results, it is proposed to prepare a nursing and clinical practice protocol that can clearly present the role of nursing college students during clinical practice.

• Journal of Technologic Dentistry
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• v.39 no.4
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• pp.275-284
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• 2017

Purpose: This study aimed to identify the effects of clinical practice stress on clinical practice satisfaction and to provide basic data for clinical practice improvement strategies. Methods: 150 students who had clinical experiences in Daegu Health College from June 12 to August 11, 2017 were selected by convenience sampling method and analyzed 130 questionnaires excluding 20 incomplete questionnaires. Statistical analysis was conducted using SPSS (Statistical Package for Social Science) 22.0 for windows Results: The satisfaction on major and the type of residentice showed statistically significant effect on the clinical practice satisfaction. The training environment in practice and the interpersonal relationship conflicts mostly effect on clinical practice satisfaction. Conclusion : In order to increase the clinical practice satisfaction, it is necessary to consider ways to improve the practical training environment and reduce interpersonal conflicts.

• Journal of Korean Dental Hygiene Science
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• v.1 no.2
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• pp.73-81
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• 2018

The purpose of this study was to examine the relationship between the autonomy of dental hygiene students after clinical practice and their satisfaction with the clinical practice in an effort to determine how to manage courses in need of practice and how to provide education and guidance on clinical practice. A survey was conducted on the students in a three-year college in Gyeonggi Province, and the data from 295 respondents were analyzed. The findings of the study were as follows: 1. As for autonomy, the subjects got a mean of 3.60 in respect for others, and 3.40 in respect for themselves. 2. In regard to satisfaction with clinical practice, they gave the highest score of 3.58 to the content of the clinical practice, and they gave the lowest score of 3.09 to practice hours. 3. They gave higher scores to autonomy of clinical practice when their awareness of dental hygienist at the time of college admission and after experiencing the clinical practice was better and when they were more satisfied with their major. 4. They gave the highest scores to satisfaction with the clinical practice when they voluntarily chose the department of dental hygiene in terms of motivation for major selection, when their awareness of dental hygiene at the time of college admission and after experiencing the clinical practice was better and when they were more satisfied with their major. 5. The students who gave higher scores to autonomy of the clinical practice were more satisfied with the practice.

• Journal of The Korean Society of Integrative Medicine
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• v.1 no.1
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• pp.45-59
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• 2013

Purpose : This study was designed to investigate the satisfaction of clinical practice for in the occupational therapy department and to provide the basic materials for improvement the curriculum of clinical practice. Method : This research period was from May 10. 2012 to May 31. 2012. And the subject of was were belonging to occupational therapy department who finished clinical practice. Results : The research result is as following. As for the satisfaction of the clinical practice, the average point was 3.16 for 5, which was regular satisfaction. The satisfaction of clinical practice content point was 3.47 for 5. In detail, the item of 'clinical practice made us a new experience in relation to curriculum at college' scored 4.01, the highest. By contrast, the internal conflict during the clinical practice scored 2.63. In detail, the answer "I didn't feel sorry for failing this training" scored 2.4, which scored lowest. Conclusions : As the result of this research, students have feel the clinical training is the significant process for being a occupational therapist, and they also have satisfy what they experienced. And we can also tell that some of them have trouble because of the gap between the theory and clinical practice. To improve these problems, students should have confidences by preparing their clinical practice and external voluntary. Furthermore, for better clinical practice, we hope that the study on preparations for clinical practice will continue.

• 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 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.

• Perspectives in Nursing Science
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• v.14 no.1
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• pp.32-36
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• 2017

Purpose: The purpose of this study is to analyze the factors influencing students' active practice in clinical nursing education and to find ways to improve them. Methods: In this study, the factors affecting students' practice in nursing clinical practice were reviewed and their opinions were discussed. Results: A limited clinical practice environment, lack of a role model of leading and independent nurse interferes with the active practice of nursing students and negatively affects the image of nurses. On the other hand, semantics that links practice to students'life supports active practice. Conclusion: Clinical practicum educators should actively carry out the role of introducing students to rational of their practice, and arrange meetings with nurses and students who carry out nursing care independently with leadership. In addition, the clinical nursing education should include courses that allow students to discuss the various issues they have in the nursing practice.