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The Effect of Stress, Emotional Intelligence, and Recovery Elasticity on Clinical Performance of Nursing College Students
Corresponding Author(s) : Kang minjeong
Proceedings Universitas Muhammadiyah Yogyakarta Undergraduate Conference,
Vol. 1 No. 2 (2021): Engaging Youth in Community Development to Strengthen Nation's Welfare
Abstract
Introduction: this study seeks to identify the relationship between stress and resilience, emotional intelligence, and clinical performance of nursing college students, and to understand the impact of these variables on clinical performance. Purpose: First, the stress, resilience, and emotional intelligence of nursing college students identify the degree of clinical performance. Second, we identify the differences in stress, resilience, emotional intelligence, and clinical performance according to the general characteristics of nursing college students. Third, identify the correlation between stress, resilience, emotional intelligence and clinical performance of nursing college students. Fourth, identify factors that affect clinical performance of nursing college students. Methodology: This study was conducted on 95 nursing students in the third and fourth grades of Daegu University. The subjects of the study were third and fourth grade students with internship experience. Findings: Clinical performance is emotional intelligence (B=.172, p=0.034), recovery elasticity (B=.481, p=0.001). In other words, the higher the emotional intelligence and resilience, the higher the clinical performance. Implication: Nurses' clinical performance is an important concept that directly affects nursing and hospital-wide efficiency (Park, 2007) , and it is urgent to identify and improve clinical performance and professional skills (Kim, 2020) . Nursing college students develop clinical performance skills to integrate overall nursing knowledge and practice through clinical practice, apply communication skills and basic nursing skills in practice, learn problem-solving skills, and develop value systems as professional nurses.
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- Andonian, L. (2013). Emotional intelligence, self-efficacy, and occupational therapy students' fieldwork performance. Occupational Therapy in Health Care, 27(3), 201-215.
- Barrett, C., & Myrick, F. (1998). Job satisfaction in preceptorship and its effect on the clinical performance of the preceptee. Journal of Advanced Nursing, 27(2), 364-371.
- Beck DL, Srivastava R. (1991). Perceived level and sources of stress in baccalaureate nursing students. Journal of Nursing Education 30(3), 127-133.
- Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. The American Journal of Nursing, 84(12), 1480.
- Byeon YS, Lim NY, Kang KS, Sung MS, Won JS, Ko IS, et al. (2003). Clinical nursing competency for new graduate nurses: A grounded theory approach. Journal of Korean Academic Fundamental Nursing, 10(1), 47–56.
- Campbell B, Mackay G. (2001). Continuing competence: an Ontario nursing regulatory program that supports nurses and employers. Nursing Administration Quarterly, 25(2), 22–30.
- Choi Hyun-young (1991). The study of the relationship between clinical performance and stressors of nursing students. Master's thesis at Chosun University Graduate School.
- Codier, E., Kooker, B. M., & Shoultz, J. (2008). Measuring the emotional intelligence of clinical staff nurses: An approach for improving the clinical care environment. Nursing Administration Quarterly, 32(1), 8-14.
- Codier, E., Muneno, L., Franey, K., & Matsuura, F. (2010). Is emotiona lntelligence an important concept for nursing practice? Journal of Psychiatric and Mental Health Nursing, 17(10), 940-948.
- D. N. Oh, Y. R. Um, C. Kim, S. J. Ju, J. H. Jung & M. S. Park. (2016). The coping experience of nursing students in clinical practice: Trying to be a meaningful presence. The Journal of Korean Academic Society of Nursing Education, 22(4), 430-440.
- Day, C., & Gu, Q. (2007). Veteran teachers: Commitment, resilience, and quality retention. Teachersand Teaching: Theory and Practice, 15(4), 441-457.
- Goleman, D. (1995). Emotional intelligence. New York,NY: Bantam Books.
- H. S. Yu. (2015). Relationship among stress of clinical practice, practice satisfaction and clinical competence in nursing students. Korean Data Analysis Society, 17(2), 1129-1144.
- Hong HS, Kim HY (2016). Effect of academic stress, clinical practice stress, resilience on nursing student's adjustment to college life. Asia-pacific Journal of Multimedia Service Convergent with Art, Humanities, and Sociology, 6(2), 221-234.
- Hong, E. S. (2006). Conceptual understanding of resilience and instructional suggestion. Korean Journal of Special Education, 41(2), 45-67.
- Hwang Pil-ju (2007). A Study on the Effect of Emotional Intelligence on Organizational Effectiveness of Organizational Members. Sogang University, Seoul.
- J. A. Park and E. K. LEE (2011). Influence of ego-resilience and stress coping styles on college adaptation in nursing students. The Journal of Korean Nursing Administraion Academic Society, 17(3), 267-276.
- J. D. Mayer and P. Salovey. (1993). The Intelligence of Emotional Intelligence. Intelligence, 17, 433-442.
- J. K. Goh (2015). The differences of stressors at grade and ways of coping in nursing students. Health Commnuication, 5(2), 79-86.
- J. Y. Kim, M. K. Kim & J. Y. Cho. (2017). The Mediating Effect of the Resilience on the Relationship between Stress in Clinical Practice and Clinical Competence in Nursing Students. Journal of the Korea Academia-Industrial Cooperation Society, 18(1), 669-678.
- Ji Youngjoo and Kim Kyungnam (2016). Factors affecting the resilience of nursing college students. Art, Humanities, Social Convergence Multimedia Paper, 6(12), 19-27.
- Joo GE, Sohng
References
Andonian, L. (2013). Emotional intelligence, self-efficacy, and occupational therapy students' fieldwork performance. Occupational Therapy in Health Care, 27(3), 201-215.
Barrett, C., & Myrick, F. (1998). Job satisfaction in preceptorship and its effect on the clinical performance of the preceptee. Journal of Advanced Nursing, 27(2), 364-371.
Beck DL, Srivastava R. (1991). Perceived level and sources of stress in baccalaureate nursing students. Journal of Nursing Education 30(3), 127-133.
Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. The American Journal of Nursing, 84(12), 1480.
Byeon YS, Lim NY, Kang KS, Sung MS, Won JS, Ko IS, et al. (2003). Clinical nursing competency for new graduate nurses: A grounded theory approach. Journal of Korean Academic Fundamental Nursing, 10(1), 47–56.
Campbell B, Mackay G. (2001). Continuing competence: an Ontario nursing regulatory program that supports nurses and employers. Nursing Administration Quarterly, 25(2), 22–30.
Choi Hyun-young (1991). The study of the relationship between clinical performance and stressors of nursing students. Master's thesis at Chosun University Graduate School.
Codier, E., Kooker, B. M., & Shoultz, J. (2008). Measuring the emotional intelligence of clinical staff nurses: An approach for improving the clinical care environment. Nursing Administration Quarterly, 32(1), 8-14.
Codier, E., Muneno, L., Franey, K., & Matsuura, F. (2010). Is emotiona lntelligence an important concept for nursing practice? Journal of Psychiatric and Mental Health Nursing, 17(10), 940-948.
D. N. Oh, Y. R. Um, C. Kim, S. J. Ju, J. H. Jung & M. S. Park. (2016). The coping experience of nursing students in clinical practice: Trying to be a meaningful presence. The Journal of Korean Academic Society of Nursing Education, 22(4), 430-440.
Day, C., & Gu, Q. (2007). Veteran teachers: Commitment, resilience, and quality retention. Teachersand Teaching: Theory and Practice, 15(4), 441-457.
Goleman, D. (1995). Emotional intelligence. New York,NY: Bantam Books.
H. S. Yu. (2015). Relationship among stress of clinical practice, practice satisfaction and clinical competence in nursing students. Korean Data Analysis Society, 17(2), 1129-1144.
Hong HS, Kim HY (2016). Effect of academic stress, clinical practice stress, resilience on nursing student's adjustment to college life. Asia-pacific Journal of Multimedia Service Convergent with Art, Humanities, and Sociology, 6(2), 221-234.
Hong, E. S. (2006). Conceptual understanding of resilience and instructional suggestion. Korean Journal of Special Education, 41(2), 45-67.
Hwang Pil-ju (2007). A Study on the Effect of Emotional Intelligence on Organizational Effectiveness of Organizational Members. Sogang University, Seoul.
J. A. Park and E. K. LEE (2011). Influence of ego-resilience and stress coping styles on college adaptation in nursing students. The Journal of Korean Nursing Administraion Academic Society, 17(3), 267-276.
J. D. Mayer and P. Salovey. (1993). The Intelligence of Emotional Intelligence. Intelligence, 17, 433-442.
J. K. Goh (2015). The differences of stressors at grade and ways of coping in nursing students. Health Commnuication, 5(2), 79-86.
J. Y. Kim, M. K. Kim & J. Y. Cho. (2017). The Mediating Effect of the Resilience on the Relationship between Stress in Clinical Practice and Clinical Competence in Nursing Students. Journal of the Korea Academia-Industrial Cooperation Society, 18(1), 669-678.
Ji Youngjoo and Kim Kyungnam (2016). Factors affecting the resilience of nursing college students. Art, Humanities, Social Convergence Multimedia Paper, 6(12), 19-27.
Joo GE, Sohng