간호대학생의 공감역량과 임상실습현장지도자 돌봄에 대한 지각이 실습전환충격에 미치는 영향
Effects of Compassion Competence and Perception of Instructor Caring on Transition Shock among Nursing Students
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Purpose: This study examined the effects of compassion competence and nursing students’ perception of instructor car ing on transition shock among nursing students. Methods: A descriptive survey was conducted on 143 third- and fourth-year nursing students enrolled at two nursing colleges. Data were collected using structured self-report ques tionnaires from September 1 to December 1, 2023. The data were analyzed using SPSS 25.0, using descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation coefficients, and multiple regression analysis. Results: Transition shock was negatively correlated with compassion competence (r=–.41, p<.001) and nursing students’ perception of in structor caring (r=–.50, p<.001). Multiple regression analysis identified compassion competence (β=–.28, p=.001) and nursing students’ perception of instructor caring (β=–.32, p<.001) as significant predictors of transition shock. These vari ables accounted for 25.6% of the variance in transition shock (F=25.47, p<.001). Conclusion: Educational programs that enhance compassion competence and foster a clinical environment that supports caring behaviors among instructors must be implemented to alleviate transition shock among nursing students.
Abstract
Purpose: This study examined the effects of compassion competence and nursing students’ perception of instructor car ing on transition shock among nursing students. Methods: A descriptive survey was conducted on 143 third- and fourth-year nursing students enrolled at two nursing colleges. Data were collected using structured self-report ques tionnaires from September 1 to December 1, 2023. The data were analyzed using SPSS 25.0, using descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation coefficients, and multiple regression analysis. Results: Transition shock was negatively correlated with compassion competence (r=–.41, p<.001) and nursing students’ perception of in structor caring (r=–.50, p<.001). Multiple regression analysis identified compassion competence (β=–.28, p=.001) and nursing students’ perception of instructor caring (β=–.32, p<.001) as significant predictors of transition shock. These vari ables accounted for 25.6% of the variance in transition shock (F=25.47, p<.001). Conclusion: Educational programs that enhance compassion competence and foster a clinical environment that supports caring behaviors among instructors must be implemented to alleviate transition shock among nursing students.