Purpose: The purpose of this study was to investigate the relationship between clinical practice stress, teaching effectiveness and clinical practice satisfaction of nursing students and to clarify the effect on clinical practice satisfaction. Method: Data were collected from 211 nursing students. Statistical analysis of independent t-test, ANOVA, Pearson’s correlation coefficients, and multiple regression analysis was performed through the SPSS 25.0. Results: The mean score for clinical practice stress was 3.22 (±0.51), for teaching effectiveness, 3.47 (±0.58), and for clinical practice satisfaction, 3.38 (±0.52) on a 5-point scale. The relationship between teaching effectiveness and clinical practice stress (r=-.26, p<.001), clinical practice stress and clinical practice satisfaction (r=-.36, p<.001) showed a significant negative correlation. The relationship between teaching effectiveness and clinical practice satisfaction (r=.70, p<.001) showed a significant positive correlation. The predictors on clinical practice satisfaction were teaching effectiveness, clinical practice stress, health status and grade. Our model explained 54.6% (F=64.154, p<.001). Conclusion: The finding of the study suggest that teaching effectiveness, clinical practice stress, health status and grade be considered when developing strategies to increase clinical practice satisfaction in nursing students.
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