• 한국간호교육학회지
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• 제18권1호
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• pp.53-61
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• 2012

Purpose: This study was done to identify the relationship of self-directedness, clinical competence and practice satisfaction to clinical practice for nursing students and to investigate the mediating effect of their clinical competence between self-directedness and clinical practice satisfaction. Method: The data were collected form 291 nursing students in clinical practice using self-report questionnaire on April 25 and June 20, 2011. Results: There were statistically positive relationships between self-directedness, clinical competence and practice satisfaction to clinical practice in nursing students. Clinical competence was found to completely mediate the relationship between self-directedness and clinical practice satisfaction. Conclusion: This study shows that self-directedness to clinical practice for nursing students have no direct effect on clinical practice satisfaction. It has an indirect effect by clinical competency.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제37권2호
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• pp.199-212
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• 2023

본 연구의 목적은 수학교과에서 학습하는 내용이 영역과 유형의 차이에 따라 구획연습과 교차연습의 성취도 차이가 나는지 알아보고 이 결과를 통해 수학학습에서의 교차연습의 효과가 '분산-연습 가설'에 의한 것인지 혹은 '구분-대조 가설'에 의한 것인지를 확인하는 것이다. 교차연습이 구획연습보다 효과적이라는 연구가 대부분이지만 그 원인에 대해서 선행 연구들은 일관된 결과를 보이고 있지 않다. 이에 본 연구에서는 D광역시 중학교 1학년 103명을 구획연습, 교차연습, 먼-구획연습, 먼-교차연습 집단으로 무작위 배치하여 4회에 걸쳐 학습활동을 하였고 일주일의 파지간격을 둔 후 최종검사를 실시하였다. 그 결과, 동일한 영역에서의 유사한 유형에서는 교차연습의 효과가 나타났고, 서로 다른 영역의 다른 유형에서는 교차연습의 효과가 나타나지 않았다. 또한, 이 결과를 통해 교차연습의 효과는 '분산-연습 가설'보다는 '구분-대조 가설'에 의한 것임을 확인할 수 있었다. 연구결과와 연구방법에 대한 논의를 통해 후속 연구가 필요한 연구문제를 제안하였다.

• 보건의료산업학회지
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• 제10권2호
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• pp.193-204
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• 2016

Objectives : The purpose of this study was to identify the mediation effect of a positive stress coping strategy between clinical practice stress and clinical practice satisfaction in nursing students. Methods : In this study, data was collected from 248 nursing students at K University in South Korea from October of 2015 to November of 2015. The collected data was analyzed using the SPSS 22.0 Statistics Program. Results : Clinical practice stress and a positive stress coping strategy were significant predictors of clinical practice satisfaction (${\beta}$=.442, p<.001). The explanatory power of the measure of clinical practice satisfaction was increased to 29.3% (p<.001) with solely clinical practice stress, and it reached 44.2% (p<.001) when a positive stress coping strategy was reflected. The results of this study confirmed that a positive stress coping strategy has a mediation effect on clinical practice stress and clinical practice satisfaction levels. Conclusions : It is necessary to develop a program to take advantage of positive stress coping skills so that nursing college students can smoothly overcome stress during their clinical training and thus improve their clinical practice experience.

• 한국간호교육학회지
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• 제7권2호
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• pp.217-228
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• 2001

This study was designed to compare the effect of internship and preceptorship on satisfaction of clinical practice in nursing students. A total of 46 third grade students were assigned to 2 groups; 23 to inturnship group, 23 to preceptorship group. Satisfaction scores of clinical practice instruction and practice environment in internship group were higher than satisfactory scores of preceptorship group. There were no difference between satisfactory scores of clinical practice contents, clinical practice hour and clinical practice environment in internship and preceptorship. Satisfaction scores on clinical practice weren't significantly correlated with school credits. There were significant correlations among clinical practice contents, practice environment, practice instruction and clinical practice hour. There were significant correlations among clinical practice instruction, practice environment and clinical practice evaluation. Clinical practice instruction was the highest factor predicting satisfaction of clinical practice. In stepwise multiple regression analysis, 100% of the variance in satisfaction of clinical practice was accounted for by clinical practice instruction(59.1%), clinical practice contents(14.9%), clinical practice environment(12.3), clinical practice hour(8.8%), and clinical practice evaluation(5.5%).

• 한국병원경영학회지
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• 제14권1호
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• pp.62-98
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• 2009

A systematic review of the literatures was conducted to evaluate the effect of clinical practice guideline. The 77 studies were identified from a computerized search of published research on MEDLINE, Science-Direct and Blackwell synergy from January, 1997 to October, 2007. The main search terms were "clinical practice guideline" and "effectiveness", "clinical practice guideline" and "impact", "clinical practice guideline" and "evaluation". These studies were assessed the Quality twice by one Qualified expert and converted into weighted scale. The 63 studies were eligible inclusion criteria and subdivided into type of effect. Final indicator using for policy effect of clinical practice guidelines were classified as 4 categories; "improvement of outcomes" in 81 studies, "betterment in practice patterns" in 68 studies, "rationalization in resource utilization" in 84 studies and "cost containment" in 31 studies. The vote-counting method, one of meta-analysis method, was applied to summarized the effect of clinical practice guidelines and test statistically. From results of meta analysis, all indices were statistically significant. In conclusion, this meta-analysis showed that introduction of clinical practice guidelines were resulted positive outcomes in health policy.

• 디지털융복합연구
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• 제15권8호
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• pp.213-224
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• 2017

본 연구는 간호학생의 간호전문직 자아개념, 비판적 사고성향, 임상실습 만족도, 임상 수행능력, 임상실습 스트레스의 관계에 대한 구조모형을 검증하고자 시도되었다. 간호대학생 227명을 대상으로 구조화된 설문지를 이용하여 자료수집 하였다. 연구결과, 간호전문직 자아개념에 비판적 사고성향, 임상실습 만족도, 임상 수행능력, 임상실습 스트레스의 직접 효과는 유의하였으며, 수행능력과 임상실습 스트레스의 간접효과도 유의하였다. 비판적 사고성향에 수행능력과 임상실습 스트레스의 직접효과는 유의하였으며, 임상실습 만족도에 임상 수행능력과 임상실습 스트레스의 직접효과도 유의하였다. 이에 따라 간호학생의 간호전문직 자아개념의 영향 요인을 고려하여 근거중심의 비판적 사고성향과 조직적이고 체계적인 결론에 도달하는 능력을 갖추기 위해 다양한 교수법 적용과 교육환경 등 다각적인 변화와 임상 수행능력과 만족도를 향상시키고 임상실습 스트레스 줄일 수 있는 중재 프로그램 개발과 적용이 필요하다고 사료된다.

• 한국응급구조학회지
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• 제17권3호
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• pp.139-147
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• 2013

Purpose: The purpose of the study is to confirm the effect of ACLS program using simulations and understanding self-efficacy, practice satisfaction, learning attitude, and interest in ACLS after theory classes and simulation-based practice. Methods: A non-equivalent simulation-based practice post test design was used. The participants were 28 paramedic students. The students participated in simulation-based practice for 3 weeks and conventional instruction class for 12 weeks. Results: The students showed higher level of self-efficacy(p=.043), practice satisfaction(p<.001) and learning attitude(p=.003) compared to the conventional lecture students. Conclusion: Level of self-efficacy after simulation-based practice for ACLS was higher than that of self-efficacy after conventional instruction classes. Level of practice satisfaction was also higher. Academic achievement after simulation-based practice was higher than that in conventional instruction classes.

• 한국산학기술학회논문지
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• 제7권2호
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• pp.257-263
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• 2006

취업자의 현장실습 효과에 대해 청운대학교 신소재응용화학과를 졸업한 취업자들의 사례를 조사 연구하였다. 설문조사지는 일반현황 8개 항목과 함께 현장실습 실시 3문항, 문제점 파악 10 문항, 효과 분석 9 문항으로 구성하였다. 2001년-2004년 졸업자중 회수율 67%이었으며 40명의 설문조사 응답지를 분석한 결과, 문제점은 실습업체 선택의 기회가 적었으며 산업체의 현장실습 운용이 체계적이지 못하였다. 현장실습의 효과는 현장실습과 학교 전공수업은 관련성이 많았으며, 진로선택에 도움이 되었다. 취업 후 현재의 회사업무와도 많은 관련이 있었다.

• 융합정보논문지
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• 제10권5호
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• pp.101-110
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• 2020

본 연구에서는 현장실습교육이 대학생의 진로탐색에 미치는 영향을 분석하고 심리적 변인인 진취성의 조절효과를 검정하였다. 이를 위해 현장실습에 참여한 학생을 대상으로 설문조사를 실시하였다. 193개의 데이터를 분석한 결과 현장실습의 실효성과 기관적합성은 진로탐색 역량을 높여주는 요인으로 나타났다. 또한, 개인의 진취성은 조절변수로서 실습실효성과 기관적합성이 진로탐색 역량에 미치는 영향을 강화시키는 요인으로 분석되었다. 따라서 현장실습은 대학생의 진로탐색에 도움을 주는 교육프로그램으로 검증되었으며, 진취성과 같은 심리적 특성은 진로역량에 작용할 수 있는 요인으로 입증되었다. 대학은 양질의 실습기관 발굴하여 올바른 현장실습 교육을 유지해야 하며, 진로 관련 심리적 역량을 향상시킬 수 있는 사전교육 프로그램을 마련할 필요가 있다.

• 한국간호교육학회지
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• 제24권4호
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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.