• The Journal of Korean Academic Society of Nursing Education
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• v.11 no.1
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• pp.64-72
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• 2005

Purpose: To exam image of nurses and factors on professional socialization of nursing students. Method: A descriptive study was performed and data was analysed with SPSS-PC Win(version 11.0). Image of nurses was measured by traditional-personal image and professional-social image(20 items, 5-Likert). Professional socialization was measured by revised Professional Socialization Scale(52 items, 5-Likert). A total of 135 students were participated. Result: Professional-social image showed stronger effect rather than traditional-personal image on Professional socialization. Commitment and Decision making were potent factors on traditional-personal image, and Commitment, Maturity, Independence and Decision making were statistically significant to explain professional-social image. Factors influenced positively professional socialization were job satisfaction and professional-social image. Conclusion: The results of this study suggest that focus of nursing education have to shift in values and personality traits to professional-oriented value system. Results indicate the importance of encouraging professional socialization and cultivation of positive, personal self-esteem for nursing students through establishing nursing identity. Also, clinical role model was trained effectively.

• The Journal of the Korea Contents Association
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• v.20 no.7
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• pp.665-673
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• 2020

The purpose of this study is to examine that major satisfaction and college adjustment effect the professional self-concept in nursing students. The data were collected from 154 nursing students at U city and analyzed using descriptive statistics, t-test, ANOVA, Scheffe test, Pearson's correlation analysis, and multiple regression. As a result of this study, major satisfaction and college adjustment of nursing students showed a positive relation with professional self-concept, and major satisfaction and college adjustment were the factors that affected the professional self-concept in nursing students. Therefore, it is necessary to make and apply the programs to enhance the professional self-concept for the nursing students. and supports are required to increase major satisfaction and college adjustment.

• Journal of Korean Clinical Health Science
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• v.2 no.2
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• pp.98-106
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• 2014

Purpose. The purpose of this study is to investigate how professional self-concept and ego-resilience of nursing students affect their clinical competence. Methods. This study conducted a structured-questionnaire survey with 143 nursing students to look into their professional self-concept, ego-resilience and clinical competence. Results. According to the study result, professional self-concept scored 2.85 on average out of 4 points, ego-resilience 3.61 on average, and clinical competence 3.48 on average. It was found that clinical competence had significantly positive correlations with professional self-concept (r=.58, p<.01) and ego-resilience (r=.44, p<.01). According to regression analysis, the factors affecting clinical competence were professional self-concept, ego-resilience, and academic grades in order, and explanatory power was 39.5%. 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 professional self-concept, ego-resilience, and academic grades.

• Journal of Preventive Medicine and Public Health
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• v.29 no.2 s.53
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• pp.265-278
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• 1996

This paper concerns professional socialization of medical students. Professional socialization, in the context of this paper, means the process through which a layperson becomes a doctor equipped with professional identity and values. While medical education does not include such process in the curriculum, medical students obtain certain values and identity informally. The dependent variables were professional values and professionalism. The former means the desirable attributes required to conducting professional works such as humane attitudes, science-oriented mind, capability for organizational management. The latter means socio-political reasoning with which doctors can rationalize their privileges such as autonomy. A specially designed questionnaire was developed. The data were collected from five medical schools for 1,318 students in 1994. A total of 1,070 cases were finally included in the statistical analysis. The students emphasized the human factor in the professional values. Their attitude did not change with the grade. Other independent variables such as motives for entering a medical school, socioeconomic status, satisfaction with medical education, etc. also did not influence professinal values. It implies that professional values were not consolidated among the students. However, the factors of professionalism change significantly with the grade. It implies that the students paid more attention to socio-political issues related to doctor's interests as the grade went up. And the factor scores for professionalism were higher for those students who had more positive attitude towards doing medical practice for profit, expected higher income, and were more conservative about social reform. Other independent variables did not influence professionalism. It seems that the students also give emphasis on professionalism, like current medical doctors, mainly because of their concern with recent unfavorable changes in economic conditions of medical care providers.

• The Korean Journal of Health Service Management
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• v.7 no.4
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• pp.119-129
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• 2013

The purpose of this study was to identify factors influencing professional self-concept among nursing students. A descriptive survey design was used with convenience sample of 250 nursing students studying in 1 nursing college. The data were obtained from November 17 to 30, 2012 by self-reported questionnaire. The collected date were analyzed using SPSS WIN 18.0 program. The mean score for professional self-concept, self-esteem and, self-efficacy were at the intermediate level, with the value of 3.27, 3.14 and 3.78. There were moderate positive correlation between the professional self-concept and self-esteem(r=0.580, p<.001), the professional self-concept and self-efficacy (r=0.645, p<.001) and there were moderate positive correlation between self-esteem and self-efficacy(r=0.611, p<.001). The influencing factors in professional self-concept of nursing students were self esteem, self efficacy, and motivation of nursing(Adj $R^2=.479$). In order to encourage nursing college students professional self-concept, the nursing college should make efforts to develop a curriculum and program for improving self-esteem and self-efficacy.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.1
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• pp.62-71
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• 2011

Purpose: The purpose of this study was to examine the relationship between professional nursing values and career preparation behaviors in senior nursing students. Method: The sample consisted of 199 nursing students before getting jobs who attended a nursing vocational college in Daegu and a nursing department of a university in J city of Chungcheongbuk-do. The data were collected from the first of May to the first of June in 2010. Results: The mean score was 106.76 for professional nursing values. The highest reported score of the nursing professional values domains was professionalism of nursing and was followed by nursing practical role and professional self-concept. The mean score was 42.66 for career preparation behavior. There was alow correlation between professional nursing values and career preparation behaviors. Conclusion: This finding suggests nursing students have differences from career preparation behaviors according to viewpoints about nursing as a professional job. Therefore, it is necessary to develop new curriculum and reinforce existing education for developing of professional nursing values. Moreover, nursing education institutes should set up educational objectives related to their general characteristics for improving career preparation behavior.

• Journal of Korean Public Health Nursing
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• v.21 no.1
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• pp.57-66
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• 2007

Purpose: This study investigated the factors affecting the attitudes of health care professional students toward physically disabled students. Method: The data was collected from 415 health care professional students in one university using a structured questionnaire. The data was analyzed using descriptive analysis, t-test, one-way ANOVA, and stepwise multiple regression by SPSS 12.0. Results: The mean score for attitude was 3.49(SD=.27). There were significant differences in the mean score for attitude according to gender, major, family with disability, having social interactions and meeting as a clinical case. The attitudes of health care professional students correlated to the gender and having social interactions $(R^2=38%)$. Conclusion: This study revealed that intimate contact is the most effective factor for health care professional students to have a positive attitude toward students with physical disabilities.

• The Korean Journal of Health Service Management
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• v.7 no.4
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• pp.105-117
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• 2013

The purpose of this study was to identify the relationships among critical thinking disposition, professional self-concept and clinical competence in nursing students. The participants were 291 nursing students in Gwangju Province. A questionnaire survey was conducted from March 02 to 16, 2013. Data were analyzed using descriptive statistics, t-test, ANOVA, Scheffe test, pearson's correlation coefficients, and stepwise multiple regression analysis with SPSS/WIN 20.0 version. There was a significant positive correlations among critical thinking disposition, professional self-concept, and clinical competence. The variable predicting clinical competency were professional self-concept and critical thinking disposition. These factors accounted for 44.1% of the variance. The findings of this study suggest that the most influential factor for clinical competence was professional self-concept. Therefore it is necessary to improve professional self-concept through effective education program.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.19 no.1
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• pp.46-56
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• 2012

Purpose: The purpose of this study was to identify the relationships among professional self-concept, critical thinking disposition and clinical competence in nursing students. Method: The participants in the study were 505 nursing students, 262 associate degree nursing students and 243 baccalaureate nursing students, all in schools in Gwangju or South Jeonla Province. A questionnaire survey was conducted from April 25 to May 27, 2011. Statistical processing was performed with SPSS 18.0 Version and the data were analyzed using t-test, ANOVA, Scheff$\acute{e}$ test, Pearson correlation coefficients, and multiple stepwise regression. Results: There was a positive correlation among clinical competence and professional self-concept, critical thinking disposition. The most effective factor for clinical competence was professional practice in professional self-concept, followed by prudence and objectivity in critical thinking disposition. The total explanation of clinical competence was 46.2%. Conclusion: The results of this study indicate confirm that professional self-concept and critical thinking disposition have an effect on clinical competence in nursing students. Accordingly in order to improve clinical competence, it is necessary to provide practice environment and educational curriculum that enhance the professional self-concept and critical thinking disposition of nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.4
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• pp.527-536
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• 2016

Purpose: This study was conducted to explore the factors affecting emotional labor, self-esteem and clinical practice satisfaction on professional identity in nursing students. Methods: A total of 262 nursing students participated in the study. Data were analyzed using SPSSWIN 18.0. Results: The mean scores for emotional labor, self-esteem, clinical practice satisfaction and professional identity were above-average. There were significant mean differences in professional identity according to ages, academic score, motivation for selecting nursing, satisfaction with college life and satisfaction with nursing majors. Professional identity correlated positively with self-esteem and clinical practice satisfaction, negatively with emotional labor. The significant predictors of professional identity included satisfaction with nursing majors, self-esteem, emotional labor and motivation for selecting nursing. The regression model explained 38.9% of professional identity. Conclusion: To enhance professional identity in nursing students, it is necessary to build effective strategic to focus on promoting their satisfaction with the nursing major, self-esteem and management of emotional labor.