본 연구는 간호대학생의 그릿, 긍정적 정서, 팀워크 및 임상실습 만족도의 정도를 파악하고, 임 상실습 만족도에 영향을 주는 요인을 확인하기 위해 시행된 서술적 조사연구이다. 대상자는 U시와 G시 소 재 2개 대학 간호학과 4학년으로 하였다. 자료는 SPSS 21.0 프로그램으로 기술통계, t-test, ANOVA, Pearson 상관계수, multiple regression 분석을 하였다. 연구결과, 임상실습 만족도는 그릿, 긍정적 정서, 팀 워크와 양의 상관관계가 있었다. 팀워크는 그릿, 긍정적 정서와 양의 상관관계를 보였고, 긍정적 정서는 그 릿과 양의 상관관계를 나타냈다. 임상실습 만족도에 영향을 미치는 요인은 팀워크와 긍정적 정서였으며 설 명력은 43.6%였다. 따라서 간호대학생의 임상실습 만족도를 향상시키기 위한 전략으로 팀워크와 긍정적 정서를 향상시킬 수 있는 교육 프로그램 개발과 방안 모색이 필요하다.

Purpose: This study investigated the effects of major satisfaction, academic self-efficacy, and clinical practice stress on college student burnout among nursing students. Methods: Data were collected from October 2019 to January 2020. The data were collected from third and fourth-grade nursing students enrolled at different universities in Seoul, Gyeonggi-do, Chungcheong-do, and Gangwon-do. A total of 270 questionnaires were used for data analysis. Multiple regression analysis was performed to analyze the factors affecting college student burnout. Results: The major satisfaction total score was 65.25(±12.64). The academic selfefficacy total score was 86.56(±13.39). The total clinical practice stress score was 72.93(±11.88). The total score for burnout among college students was 53.73(±14.75). The explanatory power of major satisfaction, academic self-efficacy, and clinical practice stress for college student burnout was 51.3%. Conclusion: It is necessary to develop and apply an educational program to improve major satisfaction and academic self-efficacy, and lower clinical practice stress to reduce college student burnout among nursing students. Thus, education should be actively applied using simulations.

본 연구는 간호대학생의 임상실습 동안 적용한 SBAR 보고교육이 의사소통명확성, 의사소통 만족도, 보고자신감, 의사소통능력에 미치는 영향요인을 파악하고자 실시되었다. 자료수집기간은 2019년 12월 1일부터 12월 20일까지이며 2개 대학교에서 임상실습을 6주 이상 완료한 3학년을 편의 추출하였다. 대상자 수는 SBAR 보고교육을 받은 103명과 교육을 받지 않은 113명이다. 자료분석은 SPSS 21.0 프로그램을 이용하여 t-tests, one-way ANOVA, Pearson’s correlation coefficient 등으로 분석하였다. 의사소통명 확성과 의사소통능력은 양의 상관관계(r=.52, p<.001)가 있었고, 보고자신감은 의사소통만족도와 양의 상관관계(r=.53, p<.001)가 있으며, 의사소통능력은 보고자신감과 양의 상관관계(r=.46, p<.001)가 있었다. 의사소통능력은 의사소통명확성(β=.29, p<.001), 의사소통만족도(β=.43, p<.001), 보고자신감(β=.15, p=.009)이 유의한 영향요인이었으며, 설명력은 49.0%로 나타났다. 결론적으로 간호대학생에게 임상실습 중 실무능력을 파악하여 보고체계를 강화하기 위한 교육적 제도와 교수방법의 프로그램 개발이 필요하다.

The purpose of this study was to assess the correlation between attitude of Patient Safety Management(PSM) and practice of PSM and clinical practice satisfaction of nursing students, also identified how these factors attitude and practice of PSM influence on clinical practice satisfaction, eventually aimed to develop education programs to strengthen practice of PSM in nursing students. A descriptive design was used in the study. The multiple regression was used for the study to prove the factors how the attitude and practice of PSM were affected to the clinical practice satisfaction. The study subjects were 226 nursing students. The results show that attitude of PSM mean was 3.71, practice of PSM mean 3.97, the clinical practice satisfaction mean 3.31. Among the general characteristics, clinical practice satisfaction showed significant differences in satisfaction of major(F=5.10, p=.001), the existence of role model(t=2.64, p=.009). Significant positive correlation was found between attitude of PSM, practice of PSM and the clinical practice satisfaction. Practice of PSM(β=.39) was shown as the most important factor to affect on the Satisfaction on clinical practice, also the explanation power of value for this study was found 41.1%. Consequently, this study indicates to develop the education program to strengthen practice of PSM. Also process the additional study for the nursing students in other areas.

Purpose: The aim of this study was to examine the effect of repeated simulation and role rotation in a cardiac arrest simulation on learning immersion, learning confidence, and simulation satisfaction. Methods: This study was the descriptive survey and 199 nursing students completed a cardiac arrest simulation-based education program developed by the researcher. Participants repeated the simulation 3 times. Data were analyzed using time series, ANOVA, t-test with SPSS 21.0 program. Results: Over than 2 times was effective frequency of repetition of simulation. There were no differences in learning immersion, learning confidence and satisfaction after simulation due to rotation. Additionally, there were no differences in satisfaction after simulation. However, participants in the lead nursing role in simulation had less learning immersion and learning confidence compared to those not in the lead role. Conclusion: The results indicate that repeted use of the cardiac arrest simulation improved clinical practice; however, role rotation did not impact learning immersion or learning confidence. Even though there was no effect of role rotation, the results did indicate that experience as a leader in simulation is associated with less learning immersion and confidence. These results suggest the need to carefully debrief the lead nursing student. Further, in order to prevent nursing instructor burn-out and encourage participation of students in learning, future work should examine increased repetition frequency.

Purpose: The purpose of this study is to analyze the level of satisfaction and clinical competence on simulation-based practice in woman’s hospital and to figure out the factors that level of satisfaction affect to clinical competence. Method The subjects in the experimental group were 93 students who did simulation-based practice and subjects in the control group were 70 students who practiced in woman’s hospital. Data was analyzed using ex post factor experimentation during second semester in 2013. Results: There was statistically no significant difference between the two groups, but positive correlation between the main variables. The most significant affecting factors to clinical competence in experimental group were satisfaction of contents and duration(R2=.24). The most significant affecting factors to clinical competence in control group were satisfaction of evaluation and practice stressor (R2=.32). Conclusion Since there was no difference between the two groups, once the difficult part in clinical practice of maternity nursing is practiced repeatedly, student’s competence can be improved. Hence the continual study was required.

Purpose: This study examined the effects of simulation-mixed maternity nursing practicum on learning attitude, learning satisfaction and clinical practice performance in nursing students. Methods: One group, pre-post design, was utilized with 64 students. The simulation-mixed maternity nursing practicum consisted of intrapartum and postpartum care. Results: The learning attitude and learning satisfaction scores in maternity nursing care showed a significant change in the post-test (t=-5.92, p <.001, t=-7.35, p <.001) and enhanced clinical practice performance. Conclusion: The simulation-mixed maternity nursing practicum was useful in improving the learning attitude and learning satisfaction and clinical practice performance for maternity nursing practicum in nursing students. In conclusion, We recommend for simulation-mixed maternity nursing practicum to increase clinical practice performance of the students.

Purpose: This study was conducted to examine the effects of Clinical practice learning using a web-based e-book on nursing students' learning motivation, knowledge achievement and satisfaction with clinical practice. Methods: The participants in this study were 69 third-year nursing students (34 in the experimental and 35 in the control group) from a C-university in G-city, Korea, who were engaged in one-week clinical practicum in a gastroenterology ward. The data were analyzed by x²-test, Fisher's exact test, and t-test with the SPSS program 20.0. Results: After intervention, compared to the control group, the experimental group reported significant difference in Learning motivation (t=-3.61, p<.001), knowledge achievement(t=-2.92, p<.001), and satisfaction with clinical practice (t=-8.78, p<.001) in the training course using Mosby's nursing skills. Conclusion: These results identified that clinical practice learning using Mosby’s Nursing Skills was effective for the improvement of learning motivation, knowledge achievement and satisfaction with clinical practice. These results indicate that the implementation of an e-Learning needs to be continued as an effective educational tool. Also, it is needed to research more for better ways to implement e-Learning on students’ practicum.

This study analyzes the factors involving clinical practice which have an influence on the satisfaction of students majoring in physical therapy at colleges or universities located in the Pusan and Kyungnam area. We investigated using a self-reporting method 305 students receiving a grade point average between 2.0 and 4.0 and who had finished their clinical practice. We also investigated the characteristics of clinical settings which make up the clinical practice, the general characteristics of the students involved and the characteristics of a clinical teaching method performed by physical therapists versus a teaching method by a professor of a university. The number of students divided according to educational background are as follows: 149 people (48.9% of the total group) were 4 year students, 156 people were 3 year students (51.1% of the total group). Sixty-nine students' or 22.6% of the group were men while women consisted of 236 persons or 77.4% of the group. Four year students had a longer clinical practice period than that of the 3 year students (p<.05). An average satisfaction score of students with their clinical practice was 3.84. The satisfaction scores showed no significant difference between genders, educational backgrounds, and grades. (p>.05). There were no significant differences in the satisfaction score of students with their clinical practice was 3.84. The satisfaction scores showed no significant difference between genders, educational backgrounds, and grades. (p>.05). There were no significant differences in the satisfaction scores regarding the student management system among varying gender or educational backgrounds between the 3 year and 4 year programs. The average satisfaction score with the environment of the physical therapy room was 3.35. And there were no significant differences in the physical therapy room satisfaction score based on sex or educational system (p>.05). The most influential factor of determining clinical practice satisfaction was a student management system of the clinical practice (p<.01). The next most influential factors were the clinical practice period (p<.05), size of facilities (p<.01) and relationship with physical therapists (p<.01) (=.554).

본 연구는 방사선학과 학생들의 비판적 사고성향과 임상실습만족도와의 관련성을 확인하고자 한 서술연구이다. 임상실습 경험이 있는 187명의 방사선학과 학생들을 대상으로 하였다. 자료 수집은 2017년 12월 1 일부터 15일까지 본인이 스스로 기록하는 설문을 실시하였고, SPSS 프로그램을 이용하여 변수들의 기술통계와 평균비교를 위한 t-test, ANOVA, Pearson 상관분석을 실시하였다. 비판적 사고성향 점수는 3.68, 실습 만족도 점수는 3.59이었고, 방사선학과에 대한 전공 적응도가 좋고, 전공만족도가 높을수록, 지도교수에 대한 만족도가 높을수록 비판적 사고 성향이 높게 나타났다(p<.05). 또한 비판적 사고성향과 임상실습만족도는 유의한 양의 상관관계가 있었다(r=.522, p<.05). 따라서 방사선학 교육 프로그램을 통해 임상실습만족도와 비판적 사고성향을 더욱 강화하는 것이 필요하다.