| The Effect of Ego-resilience, Stress Coping Styles, Teaching, Effectiveness, and Family Support on Satisfaction of Clinical Practice in Nursing Students by AMOS Structural Equation Model |
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Park, Wan-Ju;Han, Ji-Young; |
1College of Nursing, Kyungpook National University
2Department of Nursing Silla University |
| 간호대학생의 자아탄력성, 스트레스 대처방식, 교수효율성, 가족지지가 임상실습만족도에 미치는 효과: 구조방정식 모형구축 |
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박완주, 한지영 |
1경북대학교 간호대학
2신라대학교 간호학과 |
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| Abstract |
Purpose
This study aimedto develop a structural equation model on the relationship among ego-resilience, and teaching effectiveness on clinical education, stress coping style, perceived family support, and satisfaction of clinical practice in nursing students in order to increase the satisfaction of clinical practice. Methods: The subjects were 399 undergraduate nursing students enrolled in 7 universities and participating in 10 clinical practice setting areas in 5 cities in South Korea. The research was conducted from December 5th, 2009 to February 20th, 2010. The structural equation model was used to perform the analysis with the statistics program of SPSS win 17.0 and AMOS 5.0. Results: Teaching effectiveness and family support showed a direct effect on satisfaction of clinical practice, while ego-resilience and stress coping styles showed an indirect effect. The biggest total effect on satisfaction of clinical practice was teaching effectiveness followed by family support, ego-resilience, and stress coping styles respectively, which accounted for 50.9%. Conclusion: Based on outcomes of this study, the proposed model allows better understanding of the satisfaction of clinical practice. This result implies that strategies or intervention programs enhancing extrinsic protection factors, motivation factors, and intrinsic protection factors should be considered. In addition, a structural support system for increasing the satisfaction level of clinical practice in nursing students should also be considered. |
| Key Words:
Ego-resilience, Stress coping, Teaching effectiveness, Family support |
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