Ahn Yang-Heui, Choi Jihea
Department of Nursing, Yonsei University Wonju College of Medicine, Wonju, Korea.
Nurse Educ Today. 2015 Dec;35(12):1301-6. doi: 10.1016/j.nedt.2015.08.007. Epub 2015 Aug 20.
Understanding the phenomenon of nursing student empowerment in clinical practice is important. Investigating the cognition of empowerment and identifying predictors are necessary to enhance nursing student empowerment in clinical practice.
To identify empowerment predictors for Korean nursing students in clinical practice based on studies by Bradbury-Jones et al. and Spreitzer.
A cross-sectional design was used for this study.
This study was performed in three nursing colleges in Korea, all of which had similar baccalaureate nursing curricula.
Three hundred seven junior or senior nursing students completed a survey designed to measure factors that were hypothesized to influence nursing student empowerment in clinical practice.
Data were collected from November to December 2011. Study variables included self-esteem, clinical decision making, being valued as a learner, satisfaction regarding practice with a team member, perception on professor/instructor/clinical preceptor attitude, and total number of clinical practice fields. Data were analyzed using stepwise multiple regression analyses.
All of the hypothesized study variables were significantly correlated to nursing student empowerment. Stepwise multiple regression analysis revealed that clinical decision making in nursing (t=7.59, p<0.001), being valued as a learner (t=6.24, p<0.001), self-esteem (t=3.62, p<0.001), and total number of clinical practice fields (t=2.06, p=0.040). The explanatory power of these predictors was 35% (F=40.71, p<0.001).
Enhancing nursing student empowerment in clinical practice will be possible by using educational strategies to improve nursing student clinical decision making. Simultaneously, attitudes of nurse educators are also important to ensure that nursing students are treated as valued learners and to increase student self-esteem in clinical practice. Finally, diverse clinical practice field environments should be considered to enhance experience.
了解护理专业学生在临床实践中的赋权现象很重要。调查赋权认知并确定预测因素对于增强护理专业学生在临床实践中的赋权是必要的。
基于布拉德伯里 - 琼斯等人以及斯普雷itzer的研究，确定韩国护理专业学生在临床实践中的赋权预测因素。
本研究采用横断面设计。
本研究在韩国的三所护理学院进行，这三所学院都有类似的护理学学士学位课程。
307名本科低年级或高年级护理专业学生完成了一项调查，该调查旨在测量假设会影响护理专业学生在临床实践中赋权的因素。
数据于2011年11月至12月收集。研究变量包括自尊、临床决策、被视为学习者、对与团队成员一起实践的满意度、对教授/教师/临床带教老师态度的看法以及临床实践领域的总数。数据采用逐步多元回归分析进行分析。
所有假设的研究变量均与护理专业学生的赋权显著相关。逐步多元回归分析显示，护理临床决策（t = 7.59，p < 0.001）、被视为学习者（t = 6.24，p < 0.001）、自尊（t = 3.62，p < 0.001）以及临床实践领域总数（t = 2.06，p = 0.040）。这些预测因素的解释力为35%（F = 40.71，p < 0.001）。
通过采用教育策略来改善护理专业学生的临床决策，有可能增强护理专业学生在临床实践中的赋权。同时，护理教育工作者的态度对于确保护理专业学生被视为有价值的学习者以及提高学生在临床实践中的自尊也很重要。最后，应考虑多样化的临床实践领域环境以增加经验。
