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양선희/Yang, Sun Hee
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Abstract
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The purpose of this study was to investigate the perceptions and attitudes of nursing students toward clinical practice.
The subjects of the study were 228 students of Red Cross Junior College of Nursing.
The data was collected by means of a self-reported questionnaire from December 8 to 12, 1986.
The analysis of the data was done by percentage and Chi-square test.
The results of the study were as follows:
1. There were significant differences between the two groups of day and evening students in ages, religions, living situations, entrance motivation to school, and physical health (P <.05), and no difference in interpersonal relationships (P > .05).
2. Satisfaction of nursing major showed significant differences by grades (P < .001), religions (P < .05), entrance motivation (P < .05), and no differences were noted between the two groups, ages, living situations, and high schools they graduated (P > .05). The senior students, the students with religions, and the students who chose nursing voluntarily reported higher level of satisfaction than the counter parts.
3. Satisfaction of clinical practice showed significant differences between the two groups, and in religions (P < .05), and there showed no differences in the areas of grades, ages, living situations, entrance motivation to school, health status, and interpersonal relationships (P > .05). It was mere 5.3% who were satisfied with clinical practice. The evening students, and students without religions reported higher level of dissatisfaction than their counter parts.
4. There was positive relationship between the satisfaction of nursing major and that of clinical practice (P <.001). Those dissatisfied with nursing major were also dissatisfied with nursing practice.
5. The main reason of dissatisfaction with clinical practice for the day students was repetition of the same assignments (20.0%), while for the evening students, it was being treated like an employer rather than a student (45.5%).
6. The perceptions and attitudes toward clinical practice of the two groups were as follows:
1) 37.3% of the day students perceived that hospitals provided the clinical areas for their practice. because the hospitals needed their help, while 73.6% of the evening students perceived as such.
2) There were significant differences between the two groups in the reported performance of nursing practice adhering to principles, and reasons for non adherence (P < .001). The evening students reported higher level of adherence to principles than the day students. However, in total only 7.9% of the subjects answered that they followed the principles. The role model of nonadhering to principles by professional nurses was the main reason for not following the principles for the day students (37.1%), while lack of time due to too much assignments was the most frequently mentioned reason for the evening students.
3) There was no difference between the two groups about the dissatisfied authority figures in clinical practice sessions (P > .05).
4) There was significant difference between the response of the two groups about clinical teaching of head nurses and staff nurses (P < .05).They responded positively about teaching in 49.1% for the day students and in 27.2% for the evening students.
5) The response of the two groups about clinical teaching time was significantly different (P < .05). The evening students expressed demand for clinical teaching by the professors or clinical instructors.
6) There was no difference in the response of help received from clinical instructors or professors between the groups (P > .05).
7) The day students hoped for the professors to demonstrate the performance of nursing procedures applying scientific principles (38.1%), and the evening students hoped for the professors to allow longer time for clinical teaching (34.5%).
The following suggestions are made based on the above findings:
1) It is required mutual understanding and cooperation between schools and clinical areas for better clinical nursing educations.
2) For ideal role models of professional nurses, the emphasis should be given to the importance of continuing education for clinical nurses.
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KeyWords
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원문 및 링크아웃 정보
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등재저널 정보
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