$\require{mediawiki-texvc}$
  • 검색어에 아래의 연산자를 사용하시면 더 정확한 검색결과를 얻을 수 있습니다.
  • 검색연산자
검색연산자 기능 검색시 예
() 우선순위가 가장 높은 연산자 예1) (나노 (기계 | machine))
공백 두 개의 검색어(식)을 모두 포함하고 있는 문서 검색 예1) (나노 기계)
예2) 나노 장영실
| 두 개의 검색어(식) 중 하나 이상 포함하고 있는 문서 검색 예1) (줄기세포 | 면역)
예2) 줄기세포 | 장영실
! NOT 이후에 있는 검색어가 포함된 문서는 제외 예1) (황금 !백금)
예2) !image
* 검색어의 *란에 0개 이상의 임의의 문자가 포함된 문서 검색 예) semi*
"" 따옴표 내의 구문과 완전히 일치하는 문서만 검색 예) "Transform and Quantization"
쳇봇 이모티콘
안녕하세요!
ScienceON 챗봇입니다.
궁금한 것은 저에게 물어봐주세요.

논문 상세정보

간호대학생의 의사소통 능력, 간호전문직 자아개념과 임상실습 스트레스와의 관계

The Relationship of Communication Competence, Professional Self-Concept and Stress in Clinical Practice of Nursing Students

Abstract

Purpose: This study was conducted to investigate the relationships among communication competence, professional self-concept, and stress in clinical practice of nursing students. Methods: The study participants were 308 senior year nursing students in D city and K province. Collected data were analyzed using t-tests, analysis of variance, Pearson's correlation coefficient, and stepwise multiple regression with the SPSS Version 20.0. Results: There were significant differences in participants' stress of clinical practice based on their level of satisfaction on clinical practice, self-confidence of nursing and difficulty with relationships in clinical practice. A negative correlation was detected between stress in clinical practice and the professional self-concept of nursing students. Significant predictors of the perceived stress of clinical practice were satisfaction in clinical practice and pride in nursing. These accounted for 18% of the perceived stress of clinical practice in a regression model. Conclusion: The results may serve as basic data in support of the need to the develop effective systematic stress management programs and clinical training courses in order to attenuate the stress experienced during clinical practice of nursing students.

질의응답 

키워드에 따른 질의응답 제공
핵심어 질문 논문에서 추출한 답변
임상실습
임상실습이란 무엇인가?
간호대학생이 간호사로서 전문적 역할을 수행하는데 필요한 이론과 임상을 상호 연결할 수 있도록 시행하는 교육과정

임상실습은 간호대학생이 간호사로서 전문적 역할을 수행하는데 필요한 이론과 임상을 상호 연결할 수 있도록 시행하는 교육과정으로 간호교육에서 매우 중요한 요소이다(Ha & Choi, 2005). 이러한 임상실습을 통해 간호대학생은 기본간호술을 적용하고, 의사소통 능력을 배양함으로써 전문직업인으로서 가치체계를 개발할 수 있는 기회를 가지게 된다(Lee & Gu, 2013).

임상실습 스트레스
간호대학생의 효과적인 임상실습 교육을 위해 임상실습 스트레스와 관련된 요인을 파악하는것이 중요한 이유는 무엇인가?
간호대학생이 간호교육 그 자체에도 심한스트레스, 불안정, 불만족을 경험하지만, 특히 임상에서 질병을 겪고 있는 환자와 가까이 있으므로 더 큰 스트레스를 경험한다고 하였다. 간호대학생의 적당한 스트레스는 학습동기를 유발할 뿐 아니라 긍정적 도전으로 받아들여져 신체적, 정신적 건강을 유지시키는 반면 높은 스트레스는 부적응 상태를 일으켜 여러 가지 건강 문제를 일으키고 신체적, 심리적 평형을 유지할 수 없게 한다

Carter (1982)는 간호대학생이 간호교육 그 자체에도 심한스트레스, 불안정, 불만족을 경험하지만, 특히 임상에서 질병을 겪고 있는 환자와 가까이 있으므로 더 큰 스트레스를 경험한다고 하였다. 간호대학생의 적당한 스트레스는 학습동기를 유발할 뿐 아니라 긍정적 도전으로 받아들여져 신체적, 정신적 건강을 유지시키는 반면 높은 스트레스는 부적응 상태를 일으켜 여러 가지 건강 문제를 일으키고 신체적, 심리적 평형을 유지할 수 없게 한다(Ha, Han, & Choi, 1998). 따라서 효과적인 임상실습 교육을 위해 학생들의 임상실습 스트레스와 관련된 요인을 파악하는 것이 중요하다.

임상실습
임상실습을 통해 간호대학생이 얻는 이점은 무엇인가?
간호대학생은 기본간호술을 적용하고, 의사소통 능력을 배양함으로써 전문직업인으로서 가치체계를 개발할 수 있는 기회를 가지게 된다

임상실습은 간호대학생이 간호사로서 전문적 역할을 수행하는데 필요한 이론과 임상을 상호 연결할 수 있도록 시행하는 교육과정으로 간호교육에서 매우 중요한 요소이다(Ha & Choi, 2005). 이러한 임상실습을 통해 간호대학생은 기본간호술을 적용하고, 의사소통 능력을 배양함으로써 전문직업인으로서 가치체계를 개발할 수 있는 기회를 가지게 된다(Lee & Gu, 2013).

질의응답 정보가 도움이 되었나요?

저자의 다른 논문

참고문헌 (30)

  1. 1. Arthur, D. (1995). Measurement of the professional self-concept of nurses: developing a measurement instrument. Nurse Education Today, 15(5), 328-335. 
  2. 2. Beck, D., & Srivastava, R. (1991). Perceived level and sources of stress in baccalaureate nursing students. The Journal of Nursing Education, 30(3), 127-133. 
  3. 3. Carter, E. W. (1982). Stress in nursing students: dispelling some of the myth. Nursing Outlook, 30(4), 248-252. 
  4. 4. Ha, N. S., & Choi, M. S. (2005). The relationship between leadership styles and self-esteem, satisfaction of clinical practice in nursing students. The Journal of Korean Nursing Administration Academic Society, 11(1), 13-21. 
  5. 5. Ha, N. S., Han, K. S., & Choi, J. (1998). The relationship of perceived stress, ways of coping, and stress response of nursing students. Journal of Korean Academy of Nursing, 28(2), 358-368. 
  6. 6. Han, S. H., & Yu, H. S. (2012). College women's self-leadership, stress of clinical practice and self disclosure in an area. The Journal of Korean Academic Society of Nursing Education, 18(1), 131-140. 
  7. 7. Hur, G. H. (2003). Construction and validation of a global interpersonal communication competence scale. Korean Journal of Journalism & Communication Studies, 47(6), 380-408. 
  8. 8. Jeong, G. S., Kim, K. A., & Seong, J. A. (2013). The effect of learning style and critical thinking disposition on communication skill in nursing students. The Journal of Korean Academic Society of Nursing Education, 19(3), 413-422. 
  9. 9. Kang, H. O. (2010). A study on the clinical performance ability, self-concept of professional nursing and satisfaction with clinical practice of nursing students. Unpublished master's thesis, Keimyung University, Daegu. 
  10. 10. Kim, H. M. (2009). The effect of the solution-focused communication training on the problem solving ability and interpersonal relationship of nursing students. Journal of Korean Academy of Psychiatric and Mental Health Nursing, 18(4), 399-408. 
  11. 11. Kim, J. K. (2014). A review study on nursing students' stress for improvement of nursing education. The Journal of Korean Academic Society of Nursing Education, 20(1), 47-59. 
  12. 12. Kim, I. S., Jang, Y. K., Park, S. H., & Song, S. H. (2011). Critical thinking disposition, stress of clinical practice and clinical competence of nursing students. The Journal of Korean Academic Society of Nursing Education, 17(3), 339-347. 
  13. 13. Kim, N. H., & Kim, K. W. (2011). Self-efficacy, self-concept of professional nursing, and clinical practice satisfaction to clinical practice education in nursing students. The Korean Journal of Health Service Management, 5(4), 41-51. 
  14. 14. Kim, S. L., & Lee, J. E. (2005). Relationship among stress coping strategies, and self-esteem in nursing students taking clinical experience. The Journal of Korean Academic Society of Nursing Education, 11(1), 98-106. 
  15. 15. Kim, S. H., & Lee, M. A. (2014). Effects of emotional labor and communication competence on turnover intention in nurses. The Journal of Korean Nursing Administration Academic Society, 20(3), 333-342. 
  16. 16. Lee, A. K., Yeo, J. Y., Jung, S. W., & Byun, S. S. (2013). Relations on communication competence, job-stress and job-satisfaction of clinical nurse. The Journal of the Korea Contents Association, 13(12), 299-308. 
  17. 17. Lee, J. K. (2015). The relationships among clinical competence, clinical practice stress, communication skill & nunchi in nursing students. Unpublished master's thesis, Gyeongsang National University, Jinju. 
  18. 18. Lee, O. S., & Gu, M. O. (2013). The relationship between emotional intelligence and communication skill, clinical competence & clinical practice stress in nursing students. Journal of the Korea Academia-Industrial Cooperation Society, 14(6), 2749-2759. 
  19. 19. Oh, M. J. (2000). A factor analysis of the perspectives on the coping strategies about practical stress in nursing student. Child Health Nursing Research, 6(3), 423-436. 
  20. 20. Park, M. Y., & Kim, S. Y. (2000). A qualitative study of nursing students' first clinical experience. The Journal of Korean Academic Society of Nursing Education, 6(1), 23-35. 
  21. 21. Park, H. J., & Oh, J. W. (2014). The relationships of the clinical practice stress and the major satisfaction with the nursing professionalism of nursing college students. Journal of Digital Convergence, 12(12), 417-426. 
  22. 22. Reader, T. W., Flin, R., & Cuthbertson, B. H. (2007). Communication skills and error in the intensive care unit. Current Opinion in Critical Care, 13(6), 732-736. 
  23. 23. Rubin, R. B., & Martin, M. M. (1994). Development of a measure of interpersonal communication competence. Communication Research Reports, 11(1), 33-44. 
  24. 24. Seo, B. M., & Park, H. J. (2014). Factors affecting clinical competence among nursing students. The Korean Journal of Health Service Management, 8(4), 149-161. 
  25. 25. Shin, E. J., & Park, Y. S. (2013). Emotional intelligence, ego resilience, stress in clinical practice of nursing students. Journal of Academia-Industrial Technology, 14(11), 5636-5645. 
  26. 26. Sohng, K. Y., & Noh, C. H. (1996). An analytical study of the professional self-concept of hospital nurses in Korea. Journal of Korean Academy of Nursing, 26(1), 94-106. 
  27. 27. Song, H. R. (2010). Comparative study of professional self-concept and caring perception in nurses and nursing students. Unpublished master's thesis, Eulji University, Daejeon. 
  28. 28. Yang, N. Y., & Moon, S. Y. (2011). Relationship of self-leadership, stress and satisfaction in clinical practice of nursing students. The Journal of Korean Nursing Administration Academic Society, 17(2), 216-225. 
  29. 29. Yee, J. A. (2004). A study on the image of nurses and the professional self-concept perceived by nursing students. The Journal of Korean Nursing Administration Academic Society, 10(3), 325-334. 
  30. 30. Yoon, Y. H., & Koh, M. S. (2004). A study on the effects of ET training for the development of interpersonal relationship and self-identity. The Journal of Korean Nursing Administration Academic Society, 10(3), 291-298. 

문의하기 

궁금한 사항이나 기타 의견이 있으시면 남겨주세요.

Q&A 등록

DOI 인용 스타일

"" 핵심어 질의응답