간호대학생의 임상수행능력 관련 변인 간의 구조분석-학습민첩성 모델을 기반으로

Abstract

Objectives: The purpose of this study is to construct and validate a structural model of clinical competence in nursing students. The hypothetical model is based on the learning agility model and literature review. Methods: The data collection was conducted from June 19 to July 14, 2023, using a self- report questionnaire. The participants were 303 nursing students with clinical practice experience from three nursing colleges in G province and D city. The data analysis method was a covariance structure analysis with using IBM SPSS Statistics 29.0, and AMOS 26.0 statistical programs. Results: The results of the structural model verification indicated that most fit indices met the criteria, confirming the adequacy of the hypothetical model (χ /df=1.43, 2 RMSEA=0.03-0.05, SRMR=0.05, GFI=0.91, AGFI=0.88, TLI=0.96, CFI=0.96, CAIC=904.96). Metacognition, learning agility, and self-directed learning competence directly influenced clinical competence. Learning agility had an indirect effect on clinical competence through self-directed learning com- petence. Metacognition, learning agility, and self-directed learning competence collectively explained 35.0% of the variance in clinical competence. Conclusions: It is essential to enhance metacognition, learning agility, and self-directed learning competence to improve nursing students’ clinical com- petence. Increasing openness to experience and school support, which are antecedents of learning agility, should be considered to develop strategies and educational interventions in nursing education. Application in nursing education programs is crucial for improving the clinical competence of future nurses.