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- 검색키워드
- 저자 : Damiran Dulamsuren (검색결과 1 건)
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Damiran Dulamsuren Graduate School, Yonsei University 2024 국내박사
Introduction: The increasing complexity of an ever-changing healthcare system, coupled with pervasive economic limitations, rising medical demands from an aging population, and an anticipated nursing shortage, all contribute to the expectation that new nurses should be adequately prepared for practice. Readiness for practice denotes the competence and ability to possess the necessary information, skills, and judgment required for role performance. Identifying the influencing factors of nursing students' readiness for practice can yield implications for effective nursing curricula and clinical learning environments. Therefore, this study aims to derive an integrated understanding of the factors affecting readiness for practice among baccalaureate nursing students by employing a convergent mixed-methods approach. Methods: In quantitative research, an online survey was conducted with 150 baccalaureate nursing students. Multiple regression and multiple mediating analyses were performed using the SPSS 26.0 process macro version 3.4 program to identify influencing factors and mediating effects on readiness for practice. In qualitative research, focus group interviews were conducted with two groups of 25 participants, and qualitative data was analyzed using content analyses. After analyzing the data, the results from both methods were integrated using the joint display method to provide a detailed explanation of the factors affecting readiness for practice. Result: In the quantitative research, multiple regression analyses found that clinical learning environment, clinical competence, and critical thinking were significant factors affecting readiness for practice among nursing students; the model explained 40% of the variance in readiness for practice. Multiple mediating analyses found a significant indirect effect of the clinical learning environment on readiness for practice through clinical competence and critical thinking. Hence, both clinical competence and critical thinking partially mediated the relationship between the clinical learning environment and readiness for practice. In the qualitative research, 158 items were coded, and 12 subcategories and six categories were extracted to understand the readiness for practice of nursing students in Mongolia: (a) maturity; (b) competence; (c) communication; (d) theory practice integration; and (e) professionalism. Conclusion: This study is valuable as it holds implications for establishing interventions to improve nursing students' readiness for practice and for developing the nursing curriculum. In this regard, the study offers primary data and suggests strategies at the healthcare organizational level, such as enhancing collaboration with nursing schools to cultivate a positive clinical nursing environment and implementing a preceptor system and mentorship initiatives in hospitals
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