• Journal of Fisheries and Marine Sciences Education
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• v.28 no.3
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• pp.619-629
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• 2016

This study was a descriptive study to investigate emotional labor, clinical practice stress and satisfaction of clinical practice in nursing college students. The data were collected using an self-reporting questionnaire from June 1 to July 12, 2015. Collected data were analysed on SPSS Win 20.0. The study results were summarized as follows : The students' emotional labor was $3.13{\pm}0.54$ in average on a scale of 5. The clinical practice stress was $3.65{\pm}0.47$ in average, and students' satisfaction of clinical practice was $3.41{\pm}0.43$. The emotional labor has positive correlation significantly with clinical practice stress(r=0.353, p<.001), and negative correlation with satisfaction of clinical practice (r=-0.170, p<.007). In stepwise multiple regression to put control variables, emotional labor and clinical practice stress were no significant influence toward satisfaction of clinical practice. According the result, to improve the satisfaction of clinical practices emotional labor should be released. Moreover it is necessary to attention to the health care of nursing students and it is needed to boost up the students satisfaction with major, more friendly relations should be built with co-trainees.

• The Journal of Korean Academic Society of Nursing Education
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• v.29 no.2
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• pp.190-198
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• 2023

Purpose: This study was conducted to identify the effect of verbal violence, clinical practice stress, and coping with stress on the major satisfaction in nursing students during clinical practice. Methods: A cross-sectional study was used. A survey was conducted from May 3 to May 10, 2022, on 200 nursing students who were in their junior and seneior years at two universities in Gyeongsangbuk-do. Descriptive statistics, frequency analysis, independent t-test, one-way ANOVA, Scheffé's test, Pearson correlation coefficient, and hierarchical regression analysis were employed to analyze the data. Results: Major satisfaction was found to be significantly negatively correlated with verbal violence (r=-.30, p<.001) and clinical practice stress (r=-.15, p=.032) and to be positively correlated with coping with stress (r=.24, p<.001). Their satisfaction with clinical practice (β=.29, p=.037), verbal violence (β=-.23, p<.001), coping with stress (β=.16, p=.015), religion (β=.14, p=.041), and clinical practice stress (β =-.13, p=.048) explained 19.3% of the variance in nursing students' major satisfaction during clinical practice. Conclusion: A verbal violence and coping with stress program for nursing students should be developed to increase nursing students' major satisfaction during clinical practice.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.337-345
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• 2011

Purpose: This study was done to identify the relationship among Critical Thinking Disposition (CTD), stress of clinical practice and clinical competence in Korean nursing students. Methods: Participants were 407 baccalaureate nursing students (3rd and 4th grades) in Korea. Variables included CTD, stress of clinical practice, clinical competence, and demographic variables. Data was analyzed by frequencies, t-test, ANOVA, Pearson's correlation and multiple regression. Results: Clinical competence positively correlated with CTD, but negatively correlated with stress of clinical practice. The regression model explained 25.6% of clinical competence. The significant predictors of clinical competence were intellectual eagerness, intellectual fairness in CTD, conflict with patients, and clinical environment in stress of clinical practice. Conclusions: CTD and stress of clinical practice contribute to nursing student's clinical competence. Therefore, efforts to encourage nursing student's CTD, increase stress management skills, especially in conflict with patients, and build a supportive clinical environment should be made to strengthen clinical competence.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.4
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• pp.606-616
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• 2014

Purpose: This study compares differences between male and female nursing students in terms of the level of stress experienced during clinical practice settings, stress coping mechanisms and clinical competency. Method: The study population was nursing students who had taken a clinical practice course at one of five general hospitals in city D. Data were collected from September 15 to October 15, 2013 through a structured self-administered questionnaire survey given to 319 subjects (156 male students, 163 female students) enrolled in a statistical analysis course. Results: Male nursing students experienced lower stress levels during clinical practice and higher clinical competency than female students. In terms of stress coping mechanisms, male students were significantly more active than female students in deploying coping strategies. Among all students, students with higher clinical practice stress and concomitant stress coping scores exhibited higher clinical competency. Conclusion: Noticeable differences between male and female nursing students in terms of stress levels arising in the course of clinical practice, stress coping strategies, and clinical competency were revealed. However, further identification of specific stressful situations for male and female nursing students and subsequent management of clinical training circumstances are required.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.2
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• pp.163-171
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• 2013

Purpose: This study was conducted to investigate the level of sense of coherence (SOC) and stress of clinical practice and to identify the relationship of variables among nursing students. Methods: The data were collected from 205 nursing students using self-report questionnaire. Data were analyzed by frequencies, t-test, ANOVA, Pearson's correlation coefficients and Stepwise multiple regression using the SPSS program. Results: Stress of clinical practice negatively correlated with SOC. The significant predictors of stress of clinical practice were satisfaction on major and meaningfulness, manageability in SOC. The regression model explained 21.5% of stress of clinical practice. Conclusion: More efforts to improve satisfaction of their major and SOC, especially in meaningfulness and manageability, might decrease the stress of clinical practice.

• Journal of Korean society of Dental Hygiene
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• v.13 no.5
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• pp.855-861
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• 2013

Objectives : This study aims to investigate the relationship between the self-leadership and stress of students majoring in dental hygiene in clinical practice. This study will be helpful to cope with clinical practice effectively. Methods : Subjects were 221 dental hygiene students from 4 universities in Daegu and Gyeongbuk. Data were abalyzed by independent t-test and multiple regression analysis. Results : Stress-response was 60.36 points in high self-leadership group and 57.20 points in kow self-leadership group. It was statistically significant. Clinical practice-induced stress was made by self-expectation, rehearsal, and self-criticism. Stress was able to be overcome by self-reward and positive mind. Conclusions : It is necessary to take the curriculum into consideration which can improve the self-leadership before the clinical practice or at the early phase of clinical practice in order to ensure that the students majoring in dental hygiene are exposed to less stress arising from clinical practice and better cope with such stress.

• 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.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.4
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• pp.406-414
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• 2018

Purpose: The purpose of this paper was to examine the relationships between clinical practice stress and burnout, and the mediating role of empathy in nursing students. Methods: A cross-sectional research design was employed. One hundred seventeen nursing students completed questionnaires on clinical practice stress, empathy (perspective-taking, fantasy, empathic concern and personal distress) and burnout in December 2017. IBM SPSS Statistics 23 was used and descriptive statistics, frequency, Pearson correlation coefficient and multiple regression were conducted. Baron & Kenny method and Sobel test were adopted for analysis of the mediation effect (personal distress of empathy). Results: The mean scores of clinical practice stress and burnout were 3.45 and 43.09, and perspective-taking, fantasy, empathic concern and personal distress of empathy were 2.67, 2.42, 2.64 and 2.19, respectively. The highest relationship between clinical practice stress and empathy was personal distress of empathy (r=.32, p<.001). Burnout was positively associated with clinical practice stress and personal distress of empathy (r=.22, p=.015; r=.51, p<.001). Personal distress of empathy demonstrated a complete mediating effect on the relationship between clinical practice stress and burnout (Z=3.22, p=.001). Conclusion: These results showed that decreasing personal distress of empathy is important for nursing students, and may help in reducing clinical practice stress and burnout.

• Journal of Digital Convergence
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• v.15 no.8
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• pp.213-224
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• 2017

This study was to examine the structural model of nursing student 's Professional self-concept, Critical thinking, Clinical Practice Satisfaction, Clinical competency and Clinical Practice Stress. The subjects consisted of 227 nursing students and data was collected through Structured questionnaires. Results, Critical thinking, Clinical Practice Satisfaction, Clinical competency and Clinical Practice Stress showed a direct effect on Professional self-concept for nursing students. Clinical competency and Clinical Practice Stress showed an indirect effect on nursing Professional self-concept. Clinical competency and Clinical Practice Stress showed a direct effect on Critical thinking and Clinical Practice Satisfaction. In this paper, we propose a new approach to nursing students 'self-concept in nursing. In this paper, we propose a new approach to nursing students' self-concept. And to develop and apply an intervention program that can reduce the stress of clinical practice.

• The Korean Journal of Emergency Medical Services
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• v.16 no.3
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• pp.77-89
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• 2012

Purpose : The purpose of the study was to investigate the relationship between stress, depression, coping styles, and satisfaction of clinical practice in paramedic students. Methods : The study was conducted to 221 paramedic students who have experienced clinical training from March until June in 2012. Questionnaires consisted of level of stress, depression, coping styles, and satisfaction of clinical practice. The data were analyzed using descriptive statistics, t-test, ANOVA, and Pearson's correlation coefficient. Results : The mean score of stress was $2.69({\pm}.69)$, depression was $19.09({\pm}9.41)$, coping styles was $3.17({\pm}.47)$, and satisfaction of clinical practice was $3.61({\pm}.58)$. Stress had a significant positive correlation with depression and a negative correlation with active coping and satisfaction of clinical practice. Depression had a significant positive correlation with passive coping and a negative correlation with satisfaction of clinical practice. Active coping had a significant positive correlation with passive coping and satisfaction of clinical practice. Conclusion : There was a positive effect on decreasing stress and depression in paramedic students, and encouraging positive coping when the students received counseling and instruction for clinical practice.