• Journal of Korean society of Dental Hygiene
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• v.9 no.1
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• pp.73-84
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• 2009

The purpose of this study was to examine the professional self-concept of dental hygiene students, their satisfaction level with clinical practice and the correlation of the two factors. The subjects in this study were 129 dental hygiene seniors at a college located in the city of J. The selected students had been engaged in a 16-week clinical practice. The findings of the study were as follows: 1. The dental hygiene students investigated got a mean of 3.34 out of possible five points on professional self-concept. As for the subfactors of professional self-concept, they got 3.75, 3.38 and 2.87 respectively on communication, professional work handling and satisfaction level. 2. They got a mean of 3.29 out of possible five points on satisfaction level with clinical practice. As to the subfactors of the satisfaction level, they gave 3.60, 3.50, 3.46, 3.04 and 2.83 to environments for practice, the content of practice, supervision, the length of practice and evaluation respectively. 3. In regard to the relationship of general characteristics to professional self-concept, satisfaction level with the major and social perception of dental hygienist made significant differences to professional self-concept. 4. As for connections between the general characteristics and satisfaction level with clinical practice, satisfaction with clinical practice was significantly different according to satisfaction with the major, satisfaction with the amount of practice and satisfaction with social perception of dental hygienist. 5. There was a significantly positive correlation between professional self-concept and satisfaction level with clinical practice(r=.383, p=.001). In conclusion, how much dental hygienists who are trained to be a dental hygienist are gratified with clinical practice is one of integral factors to affect their development of professional self-concept. Therefore prolonged research efforts should be directed into determining in which way clinical practice should be implemented to develop the professional self-concept of would-be dental hygienists and how to raise their satisfaction with clinical practice.

• Journal of Korean society of Dental Hygiene
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• v.10 no.1
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• pp.197-213
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• 2010

Objectives : This research identified the frequency and satisfaction level of the observation and performance practice during the clinical practice process conducted by dental hygiene students. With the goal of providing base data required for the development and operation of increasingly effective clinical practice program and for the improvement of the existing clinical practice training. Methods : The subjects in this study were 278 students of a university located in Masan. Survey comprised of 49 questions in 10 clinical practice domains was conducted. Results : 1. As for the observation practice by each grade, there was significant difference in oral radiology, pediatric dentistry, periodontology, oral surgery(p<0.05). As for the performance practice executed for each grade, there was significant difference in the oral radiology, preventive dentistry and oral surgery(p<0.05). As for the satisfaction level for each grade, there was significant difference in basic medical service(p<0.05). 2. As for the observation practice by each clinical practice institution, there was significant difference in oral medicine, oral radiology, preventive dentistry, prosthodontics, pediatric dentistry, orthodontics and oral surgery(p<0.05). As for the performance practice executed by each practice institution, there was significant difference in basic medical service, oral medicine, oral radiology, operative dentistry, prosthodontics, orthodontics, oral surgery(p<0.05). As for the satisfaction level by each practice institution, there was significant difference in the oral radiology, preventive dentistry, operative dentistry, prosthodontics, orthodontics, oral surgery(p<0.05). Conclusions : As for the satisfaction level for the clinical practice, basic medical service is the crimary care clinical practice which is most basic and that is executed the most in a dental clinic. Satisfaction level was the highest in the domains where there were extensive observation and practice frequency. By conducting observation and practice frequency in the clinical practice process by each clinical practice domain in a broad and diverse manner, it would be possible to improve the ability of the clinical practice trainees who improve their clinical work execution capability and satisfaction level on the clinical practice.

• Journal of East-West Nursing Research
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• v.13 no.2
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• pp.92-106
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• 2007

Purpose: The purpose of this study was to examine nursing students' satisfaction level with PBL-based clinical practice, their autonomy, achievement motivation and what affected them in those regards in an attempt to lay the groundwork for providing more systematic and efficient clinical practice, Method: The subjects III this study were 138 nursing sophomores at J college who participated in PBL-based clinical practice, Results: They got a mean of 3.34, 3.83 and 3.83 in satisfaction level with the clinical practice, autonomy and achievement motivation respectively. In regard to the relationship of the satisfaction level to general characteristics including motivation of choosing the major and time for undergoing the clinical practice, the students who decided to major in nursing at their own option(3.61) were most contented with practice teaching(F=6.356, p<.01), and those who underwent the clinical practice after taking lessons(3.82) were most pleased with the content of the clinical practice (t=2.129, p<.05). Concerning connections between autonomy and general characteristics involving age, satisfaction with the major and time for the clinical practice, the students who were at the age of 22(3.92) valued themselves the most(F=3.003, P<.05). And those who found their major satisfactory (4.28) and undergo the clinical practice after taking lessons(4.37) respected others the most(F=3.133, p<.01). As to relations between achievement motivation and general characteristics, the students who were contented with their major(4.00) excelled the others who weren't in that aspect(F=6.038, p<.01). The satisfaction level with the clinical practice was positively correlated to autonomy (r=.328, p<.01) and achievement motivation(r=.476, p<.01). Conclusions: The findings illustrated that the nursing students expressed the satisfaction with the PBL-based clinical practice education. The older students who were 22 years old were more autonomous, and those who took part in the clinical practice after receiving theoretical instruction were more autonomous and more pleased with the practice. The students who found their major more satisfactory surpassed the others in autonomy and achievement motivation. There was positive correlation among the clinical-practice satisfaction level, autonomy and achievement motivation. There are some suggestions: Intensive research efforts should be directed into getting a profound grasp of PBL-based clinical practice education geared toward nursing students. The development of modules for PBL-based nursing clinical practice education was required. How to provide PBL-based theoretical education to nursing students should be studied.

• Journal of Korea Entertainment Industry Association
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• v.14 no.6
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• pp.243-250
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• 2020

The purpose of this study was to investigate the effects of the satisfaction of college students majoring in healthcare-related fields with their major and with their clinical practice on their career decision-making level and to investigate the mediating effect of their satisfaction with clinical practice on the relationship between their satisfaction with their major and their career decision-making level. The subjects were 180 college students who had completed clinical practice as part of their healthcare-related majors at C University in A-gun, B-do Province. Their completed questionnaires were collected between March 2 and March 5, 2020; 165 questionnaires were used for the data analysis. Questionnaires with missing or insincere responses were excluded. According to the results of this study, the students showed a mean of 3.99 points in their satisfaction with their major, 3.33 points in their career decision-making level, and 3.71 points in their satisfaction with clinical practice. Statistically significant positive correlations were found between the students' satisfaction with their major, their career decision-making level, and their satisfaction with clinical practice. In addition, their satisfaction with clinical practice produced a partial mediating effect on the relationship between their satisfaction with their major and their career decision-making level, and those with a higher level of satisfaction with their major and with their clinical practice also presented higher career decision-making levels. Therefore, the present study suggests that healthcare-related students' satisfaction with their major and with clinical practice should be enhanced to increase their career decision-making levels.

• The Korean Journal of Emergency Medical Services
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• v.20 no.1
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• pp.17-30
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• 2016

Purpose: This study investigated factors related to empowerment of paramedic students. Methods: A total of 208 students in the department of emergency medical services who experienced clinical practice at 5 universities were selected by convenience sampling methods. Differences in empowerment by general and major-related characteristics were evaluated using a t-test and analysis of variance. The association between satisfaction with clinical practice and empowerment was tested using correlation coefficients. Multiple linear regression analysis was performed to investigate the factors associated with empowerment. Results: The levels of overall satisfaction with clinical practice and empowerment were 107.48 and 99.46, respectively. In simple analysis, empowerment level was associated with general characteristics, major-related characteristics, characteristics of clinical practice, and satisfaction with clinical practice. Empowerment level was significantly higher in older subjects (${\beta}=5.282$, p = .023), subjects with very good (${\beta}=8.487$, p = .002) or fair (${\beta}=4.879$, p = .010) subjective health status, and high subjective school record (${\beta}=5.837$, p = .008) in multiple linear regression analysis. Satisfaction with clinical practice was positively associated with empowerment (${\beta}=0.250$, p < .001). Conclusion: Empowerment was associated with major-related factors and satisfaction with clinical practice. Increased satisfaction with clinical practice could positively influence empowerment for paramedic students.

• Journal of Korean society of Dental Hygiene
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• v.13 no.5
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• pp.777-786
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• 2013

Objectives : The purpose of the is to investigate the teaching effectiveness of clinical practice instructors and the satisfaction level of dental hygiene majoring students in clinical practice training. Methods : Subjects were second and third grade 480 dental hygiene majoring students in Seoul and Gangwondo. Except 48 incomplete answers, 438 data were analyzed. Questionnaire consisted of general characteristics, teaching of clinical practice instructors, educational content, organization al skills, leadership, learning environment, evaluation skills and clinical practice satisfaction level. Results : 1. A strong positive correlation (r = 0.832) was found between teaching effectiveness and clinical practice satisfaction. A positive correlation more than 0.50 was found between the clinical practice satisfaction, encouragement and support for teaching effectiveness, educational contents, and leadership. 2. There were significant correlations between the encouragement and support (B = 0.209), educational content (B = 0.199), leadership ability (B = 0.257) and ability to create an environment (B = 0.084), evaluation ability (B = 0.083). Conclusions : Teaching effectiveness of the clinical practice instructors had influences on the clinical practice satisfaction. It is necessary to connect clinical practice instructions with satisfaction towards clinical practice to the students.

• Journal of the Korea Society of Computer and Information
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• v.21 no.12
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• pp.147-155
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• 2016

In this paper, we propose basic materials for effective education of essential basic nursing skills and empirical base supporting the strengthening of essential basic nursing skills. An investigation was conducted with nursing college students ready for an employment on the relationship between the students' knowledge level of essential basic nursing skills and their satisfaction level against the clinical practice. The collected data were analyzed using descriptive statistics, t-test, one-way ANOVA, scheffē test and Pearson's correlation coefficients. in SPSS WIN 21.0 program. The findings of this study were as follows. 1) The knowledge level of essential basic nursing skills received a score of 88.95. 'Admission management' item received the highest score of 4.96 point on a 5 point scale while 'Retention urinary catheterization' item received the lowest score of 3.06. The higher the difficulty level of essential basic nursing skills was, the lower the knowledge level of it was. 2) The satisfaction against the clinical practice received a score of 3.28. In the clinical practice area, the satisfaction against the curriculum received a score of 3.84, the satisfaction against clinical practice contents a score of 3.39, the satisfaction against clinical practice environment a score of 3.17, the satisfaction against clinical practice time a score of 3.15. There was a significant correlation between the knowledge level of essential basic nursing skills and clinical practice satisfaction. These findings indicate that a systematic education of essential basic nursing skills could improve nursing students' satisfaction against the clinical practice.

• Journal of Korean society of Dental Hygiene
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• v.14 no.6
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• pp.935-942
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• 2014

Objectives: The purpose of the study was to investigate the related factors of clinical practice satisfaction and social support in dental hygiene students. Methods: A self-reported questionnaire was filled out by 420 dental hygiene students in Gwangju and Jeonnam from March 8 to April 8, 2014. Except 26 incomplete answers, 394 data were analyzed. The instrument consisted of general characteristics of the subjects(7 questions), social support(7 questions), and satisfaction level with clinical practice(22 questions). The instrument for satisfaction level with clinical practice included self-esteem(1 question), interest and usefulness(2 questions), knowledge application(1 question), place of clinical practice(1 question), and influence by practice leader(1 question). Cronbach alpha was 0.773 in the study. The instrument of social support was adapted from Park and reconstructed. Social support included emotional support(11 questions), self-esteem support(7 questions), and informative support(4 questions). Social support was score by Likert 5 scale and higher score showed the higher social support. Results: The dental hygiene students got a mean of $3.11{\pm}0.55$ in clinical practice satisfaction. They got 3.35 points in satisfaction with major and 3.32 in satisfaction with curricula(p<0.001). They got a mean of $3.68{\pm}0.55$ in social support. They got $3.69{\pm}0.57$ in emotional support; $3.81{\pm}0.59$ in self-esteem support; and $3.53{\pm}0.66$ in informative support. The influencing variables on satisfaction with clinical practice were self-esteem support(B=0.202), satisfaction with major(B=0.234), and satisfaction with curricula (B=0.128). Conclusions: There was a close relationship between satisfaction with clinical practice and social support. In order to enhance the satisfaction with clinical practice, it is necessary to connect self-esteem support with major satisfaction and curricula satisfaction.

• Journal of Korean society of Dental Hygiene
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• v.10 no.5
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• pp.887-895
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• 2010

Objectives : In this study, 233 dental hygiene students in Seoul and Gyeonggi areas were surveyed in order to provide the basic data for more effective clinical practice by investigating the stress they experience during the clinical practice and how they cope with stress; Methods : 5 areas in stress factors as environmental factor, interpersonal factor, role and activity, ideal and value, and the amount of BEPSI and 4 areas in their coping methods as problem-oriented, social support, emotion-oriented, and wishful thinking were measured by Liker 5-point scale. Results : 1. The satisfaction level of subjects on their major was the highest as 'generally satisfied (50.6%),' and their satisfaction level of clinical practice was also the highest as 'generally satisfied (32.6%).' 2. The clinical practice stress was 2.76 points on average, and their stress factors were ideal and value (3.18), environmental factor (2.98), role and activity (2,70), the amount of BEPSI (2.55), and interpersonal factor (2.37). And the way how they cope with stress were 3.29 points on average, wishful thinking (3.71), social support (3.36), problem-oriented (3.13), and emotion-oriented (2.95). 3. The clinical practice stress according to clinical training institutions showed significant differences: university dental hospitals and general hospitals (2.83), dental clinics (2.65), and dental hospitals (2.63). 4. The clinical practice stress showed a negative correlation between the satisfaction level of major and the satisfaction level of clinical practice (p<0.01), and the more satisfaction they had in their major and clinical practice, the less stress during the clinical practice. 5. In the correlation between each subordinate factor of the stress in clinical practice and how to cope with it, interpersonal factor and emotion-oriented factor, the amount of BEPSI and wishful thinking showed a positive correlation (p<0.05). Conclusions : In this study, it is necessary to develop clinical practice program that is to increase satisfaction and provide motivation in order to reduce the stress during clinical training.

• Journal of Technologic Dentistry
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• v.19 no.1
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• pp.91-111
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• 1997

An aim of this study is to find out influenced factors of satisfaction degree on the clinical practice for the dental technology student and it can be provided the basic necessary data for the educational planning of the curriculum for the clinical practice. The target of study are selected form 7 junior health college students and colleges are located in around seoul form 14 junior health college throughout the nation. The questionnaries were distributed between 24th Feb to 30th July in 1997 to the 100 dental technicians who finished clinical practice and entered profession in 1997. All collected data were analysed by using SPSS/PC, Technical Statistic, One-Way ANOVA, Ttest, Person Correnlation Coefficient, Chrobach Alpha Coefficient and the result of the study is follow. 1) The satisfaction degree were classificated as 7 aspect and overall average score was 3.042. During that period satisfaction of personal relation aspect(M=3.737) shows highest level. Satsfiaction of clinical parctice(M=3.571) shows as second, Satisfiaction of environment(M=3.028), Satisfaction of guidance(M=2.915), satisfaction of subject are ordered of their scores. According to above study satisfaction's degree of subject show lowest level. 2) According to the result of verification of study. general character of student and satisfiaction degree has not much relation with sex, location of college, religion, period for enrolling college, teaching method of clinical practice. But the result show similar relation with following items. Satisfaction if subject and satisfaction of clinical practice(P=0.000), place of clinical practice and satisfaction of clinical practice(P=0.002), Academic record of college and satisfaction of clinical practice(P=0.000). 3) The relation of satisfaction(Subject, method of teaching, environment, period, rating, personal relation) of clinical practice and age of investigation's target Older student show higher satisfaction(P=0.040). Also method of teaching, environments, period, rating, personal relation has similarities with satisfaction. Therefore student who has higher satisfaction of clinical practice they also have higher rate for subject, environment, period, personal relation. 4) The result fo investigation, most interesting subject was crown & bridge and most difficult factor was too many simple-works to the student. One of ideal factor was discussing with counselor before they choose place for clinical practice. Third grade and first semester is most efficient time for clinical practice and 8 week is proper period for clinical practice. Clinical practice is absilutory mecessary and we find out most student rated positively. However we need more specific study about satisfcation of each subject. Because it shows lowest level and we need more pay attention for planning of clinical practice.