팬데믹 상황에서 간호대학생의 실습스트레스와 실습만족도가 자기효능감에 미치는 영향 : 임상실습과 교내실습 비교 = Effects of Practice Stress and Practice Satisfaction of Nursing Students on Self-efficacy in Pandemic Situation : Comparison of Clinical Practice and In-school Practice

다국어 초록 (Multilingual Abstract)

Effects of Practice Stress and Practice Satisfaction of Nursing Students on Self-efficacy in Pandemic Situation : Comparison of Clinical Practice and In-school Practice
An, Su Ji
Department of Nursing
The Graduate School
Gyeongsang National University
Directed by Professor Sung, Kyung Mi PhD., RN
The purpose of this study is to provide more effective practical education in the future by comparing and analyzing the effect of practice stress and practice satisfaction on self-efficacy between clinical and in-school practice and investigating in-school practice experiences for nursing students in pandemic situations.
This study used data from 215 people who were enrolled in two nursing universities located in J-city, Gyeongsangnam-do and experienced both clinical and in-school practice within the last 18 months for analysis. Among the subjects who participated in the survey, 157 people who agreed to open-ended question responses and faithfully responded to the questions were qualitatively analyzed, and the data collection period was from March 15, 2022 to April 3, 2022.
The quantitative data analysis of this study used frequency, percentage, average, standard deviation, independent t-test, one-way ANOVA, Scheff̀ test, paired t-test, Pearson's correlation coefficient, and Stepwise multiple regression using the SPSS/WIN 21.0 program. Qualitative data analysis was analyzed through qualitative content analysis.
The results of this study are as follows.
1) The general characteristics showing differences in the subject's practice stress were found to be related to major satisfaction, thoughts on nursing jobs, and practice colleagues in common in clinical practice and in-school practice. General characteristics showing differences in practice satisfaction were common in clinical practice and in-school practice, and there was a relationship between major satisfaction, nursing job thoughts, and practical colleagues, and in clinical practice, there was a difference according to age and health status. The general characteristics showing differences in self-efficacy were found to be related to health status, academic performance, major satisfaction, thoughts on nursing jobs, and practical colleagues in common in clinical practice and in-school practice. In clinical practice, there was a difference according to gender. The specific analysis results are as follows.
2) As a result of comparing and analyzing the subject's clinical practice with the practice stress of in-school practice, practice satisfaction, and self-efficacy, the practice stress (t=10.33, p<.001) and practice satisfaction (t=2.94, p=.004) had significantly higher clinical practice, but there was no difference in self-efficacy (t=-1.26, p=.208).
3) As a result of analyzing the correlation, there was a significant negative correlation between self-efficacy and practice stress in clinical practice and in-school practice, a significant positive correlation between self-efficacy and practice satisfaction, and a significant negative correlation between practice stress and practice satisfaction.
4) In this study, it can be said that the better the relationship with colleagues in clinical practice, the higher the 4.0 or higher or 3.5~4.0, the lower the practice stress of clinical practice, and the more positive the nursing thinking is, the higher the clinical practice self-efficacy. The explanatory power by the variables was 24.9% (F=13.82, p<.001, R2=.249, Adj-R2=.231). Factors that affect the self-efficacy of in-school practice are the lower the stress of in-school practice, the more satisfied the major satisfaction is, the higher the credit is than 3.0 and the better the relationship with the training colleagues is. The explanatory power by the variables was 25.5% (F=17.93, p<.001, R2=.255, Adj-R2=.240).
5) In the pandemic situation, nursing students' experience of in-school practice was negative experience, "contradictory perception of infection," "missing field experience," "discontent with the in-school practice environment," "fear of becoming a nurse" and "freedom from clinical practice".
In conclusion, clinical practice had a higher level of practice stress and practice satisfaction than in-school practice, and self-efficacy was higher in in-school practice, and clinical practice stress, practice satisfaction, and self-efficacy were significantly correlated. Common factors affecting the self-efficacy of clinical practice and in-school practice were relationship (good), credit (4.0 or higher), and practice stress. In clinical practice, the relationship with practical colleagues was the factor that had the greatest influence on self-efficacy, but it did not have a significant impact on in-school practice. In addition, the positive thinking of nursing jobs was excluded from the factors affecting the self-efficacy of in-school practice, and the satisfaction of major satisfaction was excluded from the factors affecting the self-efficacy of clinical practice. Based on the results of this study, it is necessary to develop education that can reduce the gap and derive positive results by supplementing vulnerabilities in clinical practice and in-school practice.

목차 (Table of Contents)

• Ⅰ.서론 1
• 1.연구의 필요성 1
• 2.연구의 목적 3
• 3.용어의 정의 3
• Ⅱ.문헌고찰 6
• 1.COVID-19 팬데믹 상황과 간호학 실습교육 6
• 2.실습스트레스 8
• 3.실습만족도 9
• 4.자기효능감 11
• Ⅲ.연구방법 13
• 1.연구설계 13
• 2.연구대상 13
• 3.연구도구 13
• 4.연구자의 준비 16
• 5.자료수집방법 16
• 6.자료분석방법 16
• 7.윤리적 고려 17
• Ⅳ.연구결과 18
• 1.대상자의 일반적 특성 18
• 2.대상자의 실습스트레스, 실습만족도 및 자기효능감 정도 18
• 3.대상자의 일반적 특성에 따른 실습스트레스, 실습만족도 및 자기효능감의 차이 22
• 4.임상실습과 교내실습의 실습스트레스, 실습만족도 및 자기효능감의 비교 28
• 5.임상실습과 교내실습의 실습스트레스, 실습만족도 및 자기효능감 간의 상관관계 28
• 6.실습스트레스와 실습만족도가 자기효능감에 미치는 영향 29
• 7.교내실습 경험 32
• Ⅴ.논의 33
• Ⅵ.결론 및 제언 42
• 참고문헌 46
• 부록 56