치위생대학생의 현장실습교육환경과 임상수행능력 간의 관계
Relation between clinical learning environment and clinical performance competency in dental hygiene students
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Objectives: This study aimed to analyze the relation between factors related to the clinical performance competency of dental hygiene students and their clinical learning environment. Methods: The study conducted a survey of dental hygiene students from October 18 to 30, 2023. The data were analyzed using one way analysis of variance, t-test, and stepwise multiple regression. Results: The total practicum lasted ≤10 weeks, 11-15 weeks, and ≥16 weeks for 41.7%, 33.5%, and 24.8% of the students, respectively. Half of them had experience at only one clinical institution. Clinical learning environment had an average score of 3.46 points, whereas the average clinical performance competency of the participants was 3.60 points. The major influencing factors on clinical performance competency were identified as preceptor’ s guidance (β=0.277), work participation opportunities (β=0.213), and perceived importance of clinical practice (β=0.136). Conclusions: Efforts are required to provide students with prior education on the importance of clinical practice, improve the clinical learning environment with a focus on preceptor’s guidance and work participation opportunities. And standardize various elements to resolve differences in the practice of clinical institutions across regions.
Abstract
Objectives: This study aimed to analyze the relation between factors related to the clinical performance competency of dental hygiene students and their clinical learning environment. Methods: The study conducted a survey of dental hygiene students from October 18 to 30, 2023. The data were analyzed using one way analysis of variance, t-test, and stepwise multiple regression. Results: The total practicum lasted ≤10 weeks, 11-15 weeks, and ≥16 weeks for 41.7%, 33.5%, and 24.8% of the students, respectively. Half of them had experience at only one clinical institution. Clinical learning environment had an average score of 3.46 points, whereas the average clinical performance competency of the participants was 3.60 points. The major influencing factors on clinical performance competency were identified as preceptor’ s guidance (β=0.277), work participation opportunities (β=0.213), and perceived importance of clinical practice (β=0.136). Conclusions: Efforts are required to provide students with prior education on the importance of clinical practice, improve the clinical learning environment with a focus on preceptor’s guidance and work participation opportunities. And standardize various elements to resolve differences in the practice of clinical institutions across regions.
참고문헌 (26)
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