간호대학생의 전공만족도와 스트레스가 임상 추론 역량과 간호실무준비도에 미치는 영향

The Impact of Nursing Students’ Major Satisfaction and Stress on Clinical Reasoning Competence and Readiness for Practice

본 연구는 최근 6개월 이내 임상실습을 경험한 간호대학생을 대상으로 스트레스와 전공만족도가 임상 추론 역량과 간호실무준비도에 미치는 영향을 확인한 서술적 상관관계 연구이다. 2025년 7월 11일부터 9월 20일까지 수집된 자료 141부를 분석하였다. 대상자의 스트레스는 5점 만점에 2.64±0.82점, 임상 추론 역량은 5점 만점에 3.31±0.64점, 간호실무준비도는 4점 만점에 2.84±0.38점이었다. 전공만족도 집단 간에는 세 변수 모두 유의한 차이가 있었으며, 스트레스는 임상 추론 역량(r=-.258, p=.002)과 간호실무준비도(r=-.421, p<.001)와 음의 상관관계를, 임상 추론 역량과 간호실무준비도는 양의 상관관계(r=.659, p<.001)를 보였다. 다중회귀분석 결과, 전공만족도 불만족 집단을 기준으로 할 때 만족 집단에서 임상 추론 역량과 간호실무준비도가 유의하게 높게 나타났으며, 스트레스 수준이 낮을수록 임상 추론 역량과 간호실무준비도가 유의하게 증가하였다. 본 모형은 각각 임상 추론 역량 변량의 16%(F=9.63, p<.001)와 간호실무준비도 변량의 26%(F=13.46, p<.001)를 설명하였다. 본 연구는 간호대학생의 임상 추론 역량과 간호실무준비도 향상을 위해 스트레스 관리와 전공만족도 제고를 지원하는 교육·조직적 전략이 필요함을 시사한다.

The purpose of this study was to examine the effects of university- and clinical-level stress and satisfaction with the nursing major on clinical reasoning competence and readiness for clinical practice among nursing students who had completed clinical practicum within the previous six months. A total of 141 students participated, and the data were collected from July 11 to September 20, 2025. The mean scores were 2.64±0.82 (out of 5) for stress, 3.31±0.64 (out of 5) for clinical reasoning competence, and 2.84±0.38 (out of 4) for readiness for practice. Significant group differences were found across levels of satisfaction with the nursing major, indicating that students who were more satisfied with their major reported lower stress and higher competence and readiness scores. Correlation analysis revealed negative associations between stress and both clinical reasoning competence (r=-.258, p=.002) and readiness for practice (r=-.421, p<.001), while clinical reasoning competence and readiness for practice were positively correlated (r=.659, p<.001). Multiple regression analysis showed that, taking the group dissatisfied with their nursing major as the reference, students who were satisfied with their major demonstrated significantly higher levels of clinical reasoning competence and readiness for practice. In addition, lower stress levels were associated with significantly higher scores in both clinical reasoning competence and readiness for practice. The regression models explained 16% (F=9.63, p<.001) and 26% (F=13.46, p<.001) of the variance, respectively. These findings highlight the importance of educational and organizational strategies aimed at reducing stress and enhancing satisfaction with the nursing major to strengthen nursing students’ clinical reasoning competence and readiness for practice prior to entering the workforce.