Earticle

본 연구는 간호학과 4학년을 대상으로 돌봄효능감에 미치는 영향을 파악하고자 시도되었다. G도 J대학 간호학과 173명을 자료수집 하였다. IBM SPSS WIN/25.0을 이용하여 t-test, ANOVA, Pearson correlation coefficient, Multiple regression을 사용하였다. 돌봄효능감은 임상실습 교육환경(r=.42, p <.001), 현장실습적응(r=.53, p <.001), 간호전문직관(r=.42, p <.001)과 상관관계, 임상실습관련 무력감(r=-46, p <.001)과 역상관관계가 있었다. 대상자의 돌봄 효능감에 가장 영향을 미치는 요인은 현장실습적응(β=.330, p <.001), 그 다음으로, 간호전문직관(β=.188, p =.005), 임 상실습 교육환경(β=.176, p =.015), 내성적(β=-.146, p =.018), 외향적(β=.134, p =.035) 순이었다. 설명력은 41.8%이었 다. 본 연구결과를 토대로 돌봄효능감 향상을 위한 체계적인 간호교육 프로그램이 필요하며, 돌봄효능감 프로그램 개발 에 도움이 되는 기초자료로 활용될 수 있을 것이다.

This study was attemted to grasp the factors affecting the caring efficacy of senior nursing students. Data were collected from 173 nursing students at J university in G-do. Analysis was done using t-test, ANOVA, Pearson correlation coefficient, and Multiple regression with IBM SPSS WIN/25.0. Caring efficacy was positively correlated with clinical learning environment (r=.42, p <.001), field practice adaptation (r=.53, p <.001), nursing professionalism (r=.42, p <.001), and negatively correlated to clinical practice powerlessness (r=-.46, p <.001). The most influential factor on the subjects’ caring efficacy was field practice adaptation (β=.330, p <.001), followed by nursing professionalism (β=.188, p =.005), clinical learning environment (β=.176, p =.015), introvert (β=-.146, p =.018), and extrovert (β=.134, p =.035). The explanatory power was 41.8%. Therefore, systematic nursing programs that can enhance caring efficacy are needed. Also, the following data can be utilized as basic data to help develop caring efficacy programs.

Purpose: It is essential to ensure the readiness for practice among undergraduate nursing students since the purpose of such education is to cultivate competent nurses who deliver high-quality and safe nursing. Astin's theory of student involvement suggests that this is affected by their personal factors and learning environment. Methods: We conducted a cross-sectional study between November 16, 2020 and December 21, 2020 which examined personal factors and aspects of the clinical learning environment among senior nursing students (n ¼ 838) enrolled across 54 nursing schools in Korea. The participants were asked to fill out a self-administered online survey, which assessed demographic characteristics, self-esteem, depression, work-life balance, clinical learning environment, anxiety during clinical practicum, and readiness for practice. Readiness for practice was measured using the Casey-Fink Readiness for practice survey. We used structural equational modeling to test our hypothetical model. Results: The nursing students' readiness for practice was significantly affected by their self-esteem, work-life balance satisfaction, and clinical learning environment. Anxiety during clinical practicum directly influenced their readiness for practice. Conclusion: Increasing self-esteem and work-life balance satisfaction, and improving their clinical learning environment by providing sufficient educational and clinical support, could help facilitate the transition from nursing schools to real-world practice for nursing students.

Purpose: The aim of this study was to explain the experiences of Iranian nursing students regarding their clinical learning environment (CLE). Methods: Twenty-one nursing students participated in this qualitative study. Data were collected using semistructured interviews and analyzed using conventional content analysis. Results: Analysis of interviews identified six categories: educational confusion, absence of evaluation procedures, limited educational opportunities, inappropriate interactions with nursing staff, bullying culture, and discrimination. Systematic and consistent methods were not used in clinical education and evaluation of nursing students. In addition, there were inadequate interactions between nursing students and health-care staff, and most students experienced discrimination and bullying in clinical settings. Conclusion: Findings showed that the CLE of Iranian nursing students may be inadequate for high-level learning and safe and effective teaching. Addressing these challenges will require academic and practice partnerships to examine the systems affecting the CLE, and areas to be addressed are described in the six themes identified.

본 연구는 간호학과 학생들의 임상학습환경 인식, 폭력경험, 직업정체성을 평가하고 임상학습환경 인식 이 폭력경험과 직업정체성의 관계에서 매개 효과를 가지는지를 파악하고자 수행되었다. 이 연구는 기존 에 설문 조사된 자료를 이차 분석하는 연구이다. 2019년 11월 15일부터 11월 27일까지 간호학과 3곳에서 4학년 학생들을 대상으로 수집된 자료 총 515건을 활용하여 이차 분석하였다. 자료분석은 SPSS 25.0와 Hayes의 PROCESS macro 3.4.1을 활용하여 분석하였다. 연구결과, 폭력경험이 직업정체성에 미치는 직접 효과가 유의한 것으로 나타났으며, 폭력경험이 직업정체성에 미치는 영향관계에서 임상학습환경 인식의 매개효과가 통계적으로 유의한 것으로 나타났다. 또한 폭력경험이 직업정체성에 미치는 전체 영향 중 33.3%는 임상학습환경 인식을 통한 간접효과에 의한 것으로 확인되었다. 이러한 결과는 간호 교육자들이 간호학과 학생들의 직업정체성을 높이기 위해 임상실습 과정에서 학생들이 폭력경험에 노출되지 않도록 하는 것이 필요하며, 임상학습환경의 개선을 통해 폭력경험을 줄이고 직업정체성을 향상시킬 수 있다는 것을 보여준다.

This study aimed to investigate nursing students’ perceived clinical learning environment, violence experience, and vocational identity, and to examine the mediating effect of the perceived clinical learning environment on the relationship between violence experience and vocational identity. A secondary data analysis was conducted using survey data collected from fourth-year nursing students enrolled in three nursing colleges during November 15-27, 2019. Statistical analyses were performed using SPSS 25.0 and Hayes’ PROCESS macro version 3.4.1. The findings revealed a significant direct effect of violence experience on vocational identity. The perceived clinical learning environment significantly mediated the relationship between violence experience and vocational identity, accounting for 33.3% of the total effects. These findings underscore the importance of protecting nursing students from violence during clinical practicums to enhance their vocational identity development through a positive clinical learning environment. Future research should examine specific interventions to enhance the safety of clinical learning environments and their subsequent impact on nursing students' professional development.

본 연구의 목적은 간호대학생이 인지하는 임상실습 교육환경, 실습교과목 만족도 및 전공 만족도와의 관계를 알아보고자 하였다. 연구대상은 일개 지역의 간호학과 118명을 대상으로 구조화된 설문지를 이용하였다. 2017년 9월 자료수집을 하였고, 기술통계와 Pearson's correlation으로 분석하였다. 연구결과 임상실습 교육환경의 평균은 3.32±0.41점, 실습교과목 만족도의 평균은 3.88±0.55점, 전공만족도 평균은 3.99±2.30점이었다. 임상실습 교육환경과 실습교과목 만족도는(r=.586, p=.000) 유의한 양의 상관관계가 있고, 실습교과목 만족도와 전공만족도(r=.560, p=.000), 임상실습 교육환경과 전공만족도는(r=.530, p=.000) 유의한 양의 상관관계를 보였다. 본 연구를 통해 각 변수간의 관계가 있음을 확인하였고, 이후 세부영역에 따른 연구를 통해 임상실습 교육환경을 개선하여 실습교과목과 전공만족도를 높일 수 있는 효과적 방안이 필요할 것으로 생각된다.

The purpose of this study is to investigate the relationship among the Clinical learning environment, clinical practice course satisfaction and the major satisfaction of nursing students. The subjects of this study were included 118 nursing students in one area. Data collection was conducted in September 2017, and data analysis was descriptive statistics and Pearson‘s correlation. The results of the study showed that the average of the Clinical learning environment was 3.32±0.41, the average clinical practice course satisfaction was 3.88±0.55 and the average level of satisfaction was 3.99±2.30. Clinical Practice Environment and Clinical Practice Course Satisfaction was (r=.586, p=.000), and the Clinical Practice Course Satisfaction with Major satisfaction was (r=.560, p=.000), Clinical Learning Environment and Major Satisfaction significant positive correlation (r=.530, p=.000). In order to increase resilience, it is necessary to improve the clinical practice environment and the major satisfaction through a detailed study.

4차 산업혁명과 인공지능 기술의 발달은 교육의 디지털화를 가속화하며 학습자의 참여 방식과 학습성과 요인에 영향을 미치고 있다. 특히 학습만족도는 문제해결능력 향상의 중요한 요인으로 작용한다. 본 연구는 디지 털 러닝 환경에서 학습만족도와 문제해결능력 간의 상관성을 분석하고 학습자의 일반적 특성에 따른 차이를 확인 하고자 하였다. 경기도 소재 치위생과 성인학습자 63명을 대상으로 온라인 설문조사를 실시했으며 연구윤리 절차 에 따라 동의한 참여자만 분석에 포함하였다. 자료는 기술통계, t-검정, ANOVA, Scheffé 사후검정 및 피어슨 상 관분석으로 분석하였다. 연구 결과, 비대면 수업을 선호하는 집단과 태블릿을 활용하는 학습자에서 학습만족도가 높게 나타났다. 또한 동영상 강의 수강 횟수가 많을수록 문제해결능력이 향상되는 경향이 확인되었다. 더불어 학 습만족도와 문제해결능력 간에는 유의한 정적 상관관계가 나타났다. 이를 통해 디지털 러닝 환경에서 학습만족도 와 문제해결능력 간에 긍정적인 관련성이 있음을 확인할 수 있다.

The development of the Fourth Industrial Revolution and artificial intelligence technologies has accelerated the digitalization of education, influencing learners’ participation methods and the factors that shape learning outcomes. In particular, learner satisfaction plays an important role in enhancing problem-solving ability. This study aimed to analyze the correlation between learner satisfaction and problem-solving ability in a digital learning environment and to identify differences according to learners’ general characteristics. An online survey was conducted with 63 adult learners enrolled in a dental hygiene program in Gyeonggi Province, and only those who voluntarily agreed to participate after being fully informed of the study’s purpose and procedure were included in the final analysis. The collected data were analyzed using descriptive statistics, t-tests, ANOVA, Scheffé post-hoc tests, and Pearson correlation analysis. The results showed that learners who preferred non-face-to-face classes and those who used tablets reported higher levels of learning satisfaction. Additionally, a greater number of video-lecture sessions was associated with higher problem-solving ability. Furthermore, a significant positive correlation was found between learning satisfaction and problem-solving ability. These findings indicate that increasing learner satisfaction in a digital learning environment can positively contribute to the development of problem-solving skills.

This study used a descriptive survey design to examine the impact of the clinical learning environments and learning transition nursing students experienced the gerontological nursing clinical on the satisfaction with clinical practice. A convenient sample of 211 4th year nursing students who had the gerontological nursing clinical practicum from one College of Nursing at Private University in South Korea was recruited and completed the surveys from October to December 2019. This study showed that the satisfaction with a gerontological nursing clinical practicum was significantly correlated with clinical learning environments and learning transition. The results of this study highlights the need to create a safe and positive clinical learning environment for quality gerontological nursing clinical practicum, so hospitals and nursing schools need to make efforts to promote clinical sites as an educational learning environment in collaborative relationships.

본 연구는 G시에 소재하는 간호대학생 178명을 대상으로 자기주도학습, 핵심간호술 수행자신감, 임상실습 교육 환경 및 임상수행능력 간의 상관관계를 살펴보기 위한 서술적 조사연구이다. 자료수집은 2019년 9월 24일부터 10월 19일까지 이루어졌으며, 자료분석은 IBM SPSS Statistics 21.0 프로그램을 사용하여 변수의 평균과 표준편차, 실수 와 백분율로 분석하였고, 일반적 특성에 따른 변수의 차이는 independent t-test, ANOVA로 분석하였고, 변수 간의 상관관계는 Pearson’s correlation coefficients로 분석하였다. 연구결과, 자기주도학습 3.36점, 핵심간호술 수행자신감 3.42점, 임상실습 교육환경 3.20점, 임상수행능력 3.66이었다. 자기주도학습, 핵심간호술 수행자신감, 임상실습 교육환 경과 임상수행능력 간에는 유의한 정적 상관관계가 있었다. 이에 간호대학생의 임상수행능력을 향상사키기 위하여 핵 심간호술 교육을 체계화하고, 유기적인 산학협력을 통하여 임상실습 교육환경을 지속적으로 개선시켜 나가야 할 것이다.

Purpose: The purpose of this study was to investigate relationship among self-directed learning, confidence of performance, clinical learning environment and Clinical Competency of nursing students. Methods: 178 nursing students participated. Data analysis was performed using descriptive statistics, t-test, ANOVA and pearson’s correlation coefficients with IBM SPSS Statistics 21.0. Results: Mean score of self-directed learning, confidence of performance, clinical learning environment and clinical competency was 3.36, 3.42, 3.20 and 3.66 points. There was significant positive correlation among self-directed learning, confidence of performance, clinical learning environment and clinical competency. Conclusion: Therefore, in order to improve the clinical competency of nursing students, it is necessary to systematize core nursing skills education and continuously improve the clinical learning environment through close industry-academia cooperation and relationship.

Objectives: This study aimed to analyze the relation between factors related to the clinical performance competency of dental hygiene students and their clinical learning environment. Methods: The study conducted a survey of dental hygiene students from October 18 to 30, 2023. The data were analyzed using one way analysis of variance, t-test, and stepwise multiple regression. Results: The total practicum lasted ≤10 weeks, 11-15 weeks, and ≥16 weeks for 41.7%, 33.5%, and 24.8% of the students, respectively. Half of them had experience at only one clinical institution. Clinical learning environment had an average score of 3.46 points, whereas the average clinical performance competency of the participants was 3.60 points. The major influencing factors on clinical performance competency were identified as preceptor' s guidance (β=0.277), work participation opportunities (β=0.213), and perceived importance of clinical practice (β=0.136). Conclusions: Efforts are required to provide students with prior education on the importance of clinical practice, improve the clinical learning environment with a focus on preceptor's guidance and work participation opportunities. And standardize various elements to resolve differences in the practice of clinical institutions across regions.

Purpose: The purpose of this study was to identify factors in the clinical learning environment that affect clinical practice stress and anxiety in nursing students. Methods: Participants were 210 senior nursing students from two universities who had completed their clinical experience. Data were collected from self-report questionnaires and analyzed using t-test, ANOVA, and hierarchical multiple regression analysis with the SPSS/WIN 21.0 Program. Results: The mean scores for the clinical learning environment, the clinical practice stress, and anxiety were $3.16{\pm}0.68$, $2.98{\pm}0.66$, and $43.74{\pm}10.18$ points, respectively. The regression analysis showed that the clinical learning environment contributed to 13% of the stress and 20% of the anxiety in the nursing students with the conditions controlled for general characteristics, department satisfaction and social support. Conclusion: The results of this study suggest that the clinical learning environment should be carefully assessed to reduce nursing students' stress and anxiety from clinical practice. Therefore, collaboration between nursing universities and teaching hospitals is necessary to optimize clinical learning environment.

Purpose: The purpose of this study was to identify the effect of the clinical learning environment on nursing students' powerlessness and self-efficacy related to clinical practice. Methods: Participants were 149 nursing students from a university who had completed their clinical practicum in B city. Data were collected using self-report questionnaires and analyzed using t-test, one-way ANOVA, Scheffe's test, Pearson's correlation coefficients, and hierarchical multiple regression. Results: The mean score of the clinical learning environment was 2.99 out of 5 points, the powerlessness related to the clinical practice, 2.96 out of 5 points, and the self-efficacy related to clinical practice, 73.69 out of 100 points, respectively. The regression analysis showed that the clinical learning environment explained 11% of the powerlessness related to clinical practice and 3% of the self-efficacy related to clinical practice in the nursing students after controlling for the general characteristics. Conclusions: The result of this study indicated that it is necessary to improve the clinical learning environment for decreasing the feeling of powerlessness and increasing the self-efficiency related to clinical practice among the nursing students.

본 연구의 목적은 간호대학생의 의사소통능력, 눈치, 임상실습교육환경 및 임상수행능력의 관계를 파악하기 위한 시도된서술적 조사연구이다. 본 연구의 자료수집은 2019년 3월 15일부터 28일까지 B시와 G시 소재 4개 대학의 간호학과에 재학 중인3, 4학년 학생 214명을 대상으로 구조화된 설문지를 이용하여 수집하였다. 자료분석은 SPSS 25.0 프로그램으로 t-test, ANOVA, Scheffé 검정, Pearson 상관 계수 및 다중회귀 분석을 이용하여 분석하였다. 연구결과 의사소통능력, 눈치, 임상실습교육환경은 임상실습수행능력과 유의한 상관관계가 있는 것으로 나타났다. 간호대학생의 임상수행능력에 영향을 미치는 요인들은 의사소통능력, 눈치, 임상실습교육환경이었으며, 이들 변수의 설명력은 32%이었다. 따라서 간호대학생의 임상실습수행능력의 향상을 위해서는 상황을 이해하는 능력인 눈치를 고려한 의사소통능력을 개발할 수 있는 프로그램의 개발이 필요하며, 교육기관과 실습기관의 적극적인 협력을 통해 긍정적인 임상실습교육환경에 조성이 요구된다.

The purpose of this study was to identify the relationships between the communication competency, nunchi, clinical learning environment and clinical practice competency in nursing college students. The data were collected using structured questionnaires from 214 nursing students enrolled in 4 colleges in B and G city between March 15 to 28, 2019. The data were analyzed using t-test, ANOVA, Scheffe test, Pearson correlation coefficient, and multiple regression using SPSS 25.0 program. As a result, the communication competency, nunchi, clinical learning environment was found to have a significant correlation with clinical practice competency in nursing college students. Factors influencing clinical practice competency among participants include communication competency, nunchi and clinical learning environment. These variables explained 32% of the total variance in clinical practice competency. Therefore, in order to form desirable clinical practice competency of nursing college students, it is necessary to develop program for communication skill considering nunchi, the ability to understand the situation and to establish a positive clinical learning environment through cooperation between the school and the training institute.

목적 본 연구는 간호대학생의 임상실습교육환경과 감정노동 및 진로정체감 간의 관계에 대해 알아보기 위해 실시되었다. 방법 이를 위하여 J도에 소재하는 간호대학의 3~4학년 재학생 283명을 대상으로, 자기기입식 설문지를 활용하여 자료수집하였다. 수집된 자료는 SPSS WIN 20.0 프로그램을 이용하였고, Cronbach’s α, 빈도, 백분율, t-test, ANOVA, Pearson correlation 으로 분석하였으며, 사후검정을 위해 Scheffé test를 실시하였다. 결과 대상자의 임상실습교육환경은 평균 3.14점이었고, 감정노동은 평균 3.35점이었으며, 진로정체감은 평균 3.02점이었다. 임상실습교육환경을 분석한 결과 학년과 간호학 전공만족도에 따라 유의한 차이가 있었고, 감정노동을 분석한 결과 입학동기와 학교생활 및 간호학 전공만족도에 따라 유의한 차이가 있었으며, 진로정체감을 분석한 결과 종교와 입학동기 및 간호학 전공만족도에따라 유의한 차이가 있었다. 각 변수 간의 상관관계는 임상실습교육환경과 진로정체감은 양의 상관관계를 나타냈고, 감정노동은임상실습교육환경 및 진로정체감과 음의 상관관계를 나타냈다. 결론 본 연구 결과 임상실습교육환경과 감정노동이 간호대학생의 진로정체감 형성에 주요 영향요인임을 알 수 있었고, 임상실습교육환경을 긍정적으로 인식하도록 충분한 정보제공과 실습환경 개선이 필요하며, 임상실습 시 경험하는 부정적인 감정노동의 관리능력 향상을 위해 프로그램 개발이 요구됨을 알 수 있었다.

Objectives The purpose of this study was to verify the relationship among clinical learning environment and emotional labor on career identity of nursing students. Methods The subjects of this study were 283 nursing students in third and fourth grades located in J province, and data were collected using self-administered questionnaires. To analyse the data, Cronbach's α, t-test, ANOVA, Pearson correlation, Scheffe test were used with an SPSS 20.0 program. Results Mean score of subjects was 3.14 clinical learning environment score, 3.35 emotional labor score and 3.02 career identity score. Clinical learning environment showed a significant difference in grade and satisfaction with nursing as a major. Emotional labor showed a significant difference in application motivation, school life and satisfaction with nursing as a major. Career identity showed a significant difference in religion, application motivation and satisfaction with nursing as a major. Clinical learning environment and career identity had significant positive correlations. Emotional labor demonstrated a negative correlation with both the clinical learning environment and career identity. Conclusions The findings of this study revealed that the clinical practice education environment and emotional labor exert significant influence on the establishment of career identity among nursing students. Moreover, it was identified that the implementation of a program is necessary to enhance the capacity for managing the negative emotional labor experienced.

본 연구의 목적은 간호대학생의 임상실습교육환경, 무례함, 감성지능 및 간호전문직관의 관계를 파악하기 위한 시도된 서술적 조사연구이다. 본 연구의 자료수집은 2018년 11월 12일부터 23일까지 B시와 G시 소재 2개 대학의 간호학과에 재학 중인 3, 4학년 학생 219명을 대상으로 구조화된 설문지를 이용하여 수집하였다. 자료분석은 SPSS 25.0 프로그램으로 t-test, ANOVA, Scheffé 검정, Pearson 상관 계수 및 위계적 회귀 분석을 이용하여 분석하였다. 연구결과 임상실습교육환경(r=.624, p<.001), 무례함(r=-.383, p<.001), 감성지능(r=.447, p=.001)은 간호전문직과 유의한 상관관계가 있는 것으로 나타났다. 간호대학생의 간호전문직관에 영향을 미치는 요인들은 전공만족도, 학과 선택동기, 임상실습교육환경, 무례함, 감성지능이었다. 이들 변수의 설명력은 55%이었으며, 이 변수들 중 간호전문직관에 영향을 미치는 가장 중요한 요인은 임상실습교육환경(26%)이었다. 따라서 간호대학생의 바람직한 간호전문직관 형성을 위해서는 학교와 실습기관의 협력을 통해 긍정적인 임상실습교육환경에 조성이 필요하다.

The purpose of this study was to identify the relationships between the clinical learning environment, incivility, emotional intelligence and nursing professionalism in nursing college students. The data were collected using structured questionnaires from 219 nursing students enrolled in two colleges in B and G city between November 12 to 23, 2018. The data were analyzed using t-test, ANOVA, Scheffe test, Pearson correlation coefficient, and hierarchical regression using SPSS 25.0 program. As a result, the clinical learning environment(r=.624, p<.001), incivility(r=-.383, p<.001), emotional intelligence(r=.447, p=.001) was found to have a significant correlation with nursing professionals in nursing college students. Factors influencing nursing professionalism among participants include satisfaction with major, motivation for selecting nursing as major, clinical learning environment, incivility and emotional intelligence. These variables explained 55% of the total variance in nursing professionalism. The most significant factor affecting nursing professionalism was clinical learning environment(26%). Therefore, in order to form desirable nursing professionalism of nursing college students, it is necessary to establish a positive clinical learning environment through cooperation between the school and the training institute.

본 연구는 두 개의 광역시에 소재하는 2개의 4년제 간호학과와 1개의 3년제 간호과에 재학 중인 247명의 간호학생들을 대상으로 임상실습시 이들이 인지한 임상실습교육환경(CLE)에 대해 알아보고 임상실습교육환경(CLE) 요인들 간의 관계를 파악하기 위한 서술적 조사연구이다. 임상실습교육환경에 대한 간호학생의 인지정도는 5점 척도로 측정되었으며 전체 평균 2.75 ±.56으로 나타났다. 영역별로는 직원과 학생과의 관계 2.89 ±.72, 병동분위기 3.02 ±.79, 간호관리자의 책임 2.72 ±.71, 환자와의 관계 2.67 ±.69, 학생 만족 2.56 ±.78로 병동분위기가 가장 높게 나타났으며 학생 만족이 가장 낮게 나타났다. 각각의 영역들은 모두 유의한 순 상관관계가 있는 것으로 나타났으며, 그 중 간호관리자의 책임과 직원과 학생과의 관계영역이 가장 높은 상관관계가 있는 것으로 나타났다(r=.564, p<.001). 결론적으로 임상실습교육환경에 대한 간호학생의 인지는 낮은 편이라 할 수 있으며 효율적인 임상교육이 이루어지기 위해서는 임상실습교육환경을 정확히 파악하여 이를 개선시킬 수 있는 전략 개발이 필요하다.

Purpose : This research was to examine nursing students' perception of clinical learning environment(CLE). Methods : An exploratory study about Korean nursing students' perception of their learning environment was carried out using Dunn's clinical learning environment. The CLE was translated into Korean and modified. The sample consisted of 247 nursing students in three university in Daegu and Busan. The data was collected by questionnaires and were analyzed using Cronbach's alpha, a principal component factor analysis, descriptive statistics and pearson correlation coefficient with the SPSS/Win 12.0 program. Results : The total mean scores were: staff-student relationship 2.89 ±.72, hierarchy and ritual 3.02 ±.79, nurse manger commitment 2.72 ±.71, patient relationships 2.67 ±.69, and student satisfaction 2.56± 78. Five factors of clinical learning environment(CLE) have strong positive correlation(r=.42∼.53, p<.001). Conclusion : The results of this study show nursing students' perception of the clinical learning environment(CLE) and indicate that a supportive clinical learning environment is important for students in clinical practice. The findings of the study provides the basis for developing strategies related to efficient clinical practice.

Purpose: The purpose of this study is to determine the influence of the learning environment on nursing students' clinical practice education and the violence experienced during clinical practice on vocational identity. Methods: The design of the study was a descriptive survey, and data were collected from November 15 to November 27, 2019. The data of the study were obtained from 515 nursing students attending three universities using self-administered questionnaires. Data were analyzed using the SPSS 25.0 program. Results: For the experience of violence, verbal violence (98.3%) was the type most commonly experienced, and patients (97.7%) were the most frequent perpetrators. The clinical learning environment was perceived differently according to gender, personality, interpersonal relationship, satisfaction with nursing, clinical practice satisfaction, violence prevention education, the need for violence prevention education, sexual violence experiences, and violent perpetrators. The most influential factor on vocational identity was satisfaction with the nursing major (β=0.24, p<.001), followed by extroverted personality (β=0.18, p<.001), clinical learning environment (β=0.15, p=.001), satisfaction with clinical practice (β=0.15, p=.002), and the experience of violence by patients (β=-0.10, p=.016), which together explained 24.1% of the variance in the model. Conclusion: It is necessary to make efforts to ensure that students do not experience violence during clinical practice, to maintain a close cooperative relationship between university and clinical institutions to improve the learning environment for clinical practice, and to make the clinical field an educational learning environment.

Purpose: This study was done to identify the influence of clinical learning environment and attitude toward physician-nurse collaboration on professionalism in nursing students. Method: The sample consisted of 317 nursing students. Data were collected from October 10 to December 20, 2014 and were analyzed using t-test, ANOVA, Pearson correlation and multiple linear regression with IBM SPSS statistics version 19. Results: The mean score for clinical learning environment was 3.15 out of 5. The mean score on the Jefferson scale attitude toward physician-nurse collaboration (JSAPNC) was 3.31 out of 4. The mean score for professionalism was 3.70 out of 5. The predictors of professionalism were major satisfaction, 'care vs cure' for the JSAPNC and 'patient relationship', 'student satisfaction' for clinical learning environment. Conclusions: Based on these results, educational programs to improve attitude toward physician-nurse collaboration and clinical learning environment should be developed.

본 연구는 간호대학생이 경험한 임상실습교육환경, 전환충격과 극복력 정도를 파악하고 임상실습교육환경과 전환충격의 관계에서 극복력의 조절효과를 확인하여 향후 간호대학생의 전환충격 완화를 위한 방안 마련의 기초자료로 활용하고자 시행되었다. 자료수집은 C도의 2개 대학교 간호대학생 123명을 대상으로 시행되었고, 연구도구는 임상실습교육환경 19문항, 전환충격 18문항, 극복력 30문항으로 구성된 3가지 도구를 사용하였다. 대상자의 일반적 특성에 따른 전환충격과의 차이는 임상실습만족 여부, 실습동료와의 관계, 실습오리엔테이션 만족도에 따라 유의한 차이가 있는 것으로 나타났다. 대상자의 임상실습교육환경과 전환충격과의 관계에서 극복력의 조절효과를 분석한 결과, 극복력 수준은 임상실습교육환경이 전환충격에 영향력을 감소시키는 조절효과가 있는 것으로 나타났다. 따라서 간호교육기관에서는 체계적인 극복력 강화프로그램을 개발하고 적용하는 전략마련이 필요하다.

This study was conducted to understand clinical learning environment, transition shock, and level of resilience experienced by the nursing university students and to find moderating effect of resilience in the relation between clinical learning environment and transition shock so as to utilize the fundamental data to prepare the plans for relieving transition shock of the students. Data collection was performed in the subjects with 123 nursing students in two universities in C Province, and three study tools were used including 19 questionnaires on clinical learning environment, 18 questionnaires on transition shock, and 30 questionnaires on resilience. Significant differences of transition shock by general characteristics of the subjects were found according to the satisfaction on clinical learning, relationship with practice peers, and the satisfaction level of practice orientation. Upon the analysis results of moderating effect of resilience in the relation between clinical learning environment and transition shock of the subjects, the level of resilience showed the moderating effect of clinical learning environment to lower the impact of transition shock. Therefore, it is necessary for the nursing education institutions to prepare the strategies to develop and apply the systemic enhancement program for resilience.

본 연구의 본 연구는 간호대학생이 인지하는 무례함, 임상실습교육환경이 전문직 자아개념에 미치는 영향을 알아보고자 시도되었다. 경기도 소재 A대학교 간호대학생중 임상실습을 경험한 356명을 대상으로 2018년 5월 28일부터 6월 20일까지 자가보고형 설문지를 이용하여 자료를 수집하였다. 자료는 SPSS 25.0 프로그램으로 t-test, ANOVA, Pearson correlation coefficients, Stepwise regression을 이용하여 분석하였다. 연구결과 무례함의 경험은 임상실습교육환경 및 전문직 자아개념과 부적 상관관계가 있었고, 임상실습교육환경은 전문직 자아개념과 정적 상관관계가 있는 것으로 나타났다. 간호대학생의 전문직 자아개념에 영향을 미치는 요인으로는 전공 만족도, 임상실습교육환경, 연령, 건강상태로 나타났으며 이들 변수의 설명력은 총 27.5%였다. 본 연구결과에 근거하여 전문직 자아개념을 향상시키기 위해서는 전공 만족도, 연령, 건강상태와 같은 일반적 특성을 고려한 접근이 필요하며, 전공만족도를 높일 수 있는 방안과 함께 임상실습교육환경의 개선 및 효과적인 교육프로그램을 통하여 간호대학생이 임상실습환경에 대해 긍정적으로 인식하도록 할 필요가 있다

The purpose of this study was done to identify the effects on nursing students' incivility perceived, clinical learning environment on professional self concept. A cross-sectional survey design was used. Participants in the survey for this study were 356 nursing students who experienced clinical practice in Gyung-gi province. Data were collected from May 28 to June 20, 2018 using self-report structured questionnaires. Data were analyzed using t-test, ANOVA, Pearson correlation coefficients and Stepwise regression with SPSS program. Incivility, clinical learning environment and professional self concept showed strong correlations(p<.001). Major satisfaction, clinical learning environment, age and subjective health status were identified as factors influencing professional self concept. These variables explained 27.5% of professional self concept. It is necessary to improve clinical learning environment and to strengthen professional self concept through effective educational program.

본 연구는 임상실습을 경험한 간호대학생을 대상으로 의사소통능력, 회복탄력성, 임상실습교육환경, 감정노동의 정도를 파악하고 감정노동에 미치는 영향요인을 규명하고자 하였다. 연구 대상은 G시 소재 3개 대학 간호학과에서 2학기 이상의 임상실습을 경험한 간호대학생 252명이었다. 자료수집기간은 2018년 12월 3일부터 12월 10일까지였으며, 수집된 자료는 SPSS WIN 19.0 프로그램을 이용하여 통계처리 하였다. 연구 결과 의사소통능력은 3.77점, 회복탄력성은 3.62점, 임상실습교육환경은 2.96점, 감정노동은 3.22점으로 확인되었다. 의사소통능력, 회복탄력성, 임상실습교육환경, 감정노동은 모두 유의한 상관관계를 가지고 있었으며, 의사소통능력, 회복탄력성, 임상실습교육환경은 감정노동의 17.1%를 설명하였다. 본 연구에서 감정노동에 영향을 주는 변수는 회복탄력성과 임상실습교육환경이었다. 본 연구 결과는 간호대학생의 감정노동 관리 프로그램 개발을 위한 기초자료를 제공하는데 활용될 수 있을 것으로 생각한다.

The purpose of this study was to investigate communication competence, resilience and clinical learning environment in relation to emotional labor and to identify factors influencing emotional labor in nursing student. The subjects were 252 nursing students who have experienced the clinical practice from 3 nursing colleges in G city. Data were collected from December 3 to 10, 2018 and analyzed using SPSS statistics 19.0 program. The average score for communication competence was 3.77 points, resilience was 3.62 points, clinical learning environment was 2.96 points and emotional labor was 3.22 points. Communication competence, resilience and clinical learning environment had significant correlations with emotional labor. Emotional labor explained 17.1% of the variance in communication competence, resilience and clinical learning environment. Factors influencing emotional labor were resilience and clinical learning environment. The results may help develop systemic educational programs to manage the emotional labor of nursing students.