This research was a descriptive study to identify the levels of clinical competence, critical thinking disposition, self-leadership of nursing students, and the relationships among the three variables.
Data were collected from 302 members of the nur...
This research was a descriptive study to identify the levels of clinical competence, critical thinking disposition, self-leadership of nursing students, and the relationships among the three variables.
Data were collected from 302 members of the nursing students(3 and 4 students) from two universities in a city. The survey was conducted form June 1, 2014, to August 31, 2014. There were three research tools used: a questionnaire composed of 45 questions on the developed by Lee Won-hee (1990) and revised by Choi Mi-suk (2005) for analyzing clinical competence, were utilized and a questionnaire composed of 27 questions on the developed by Yoon-jin (2004) for analyzing critical thinking disposition were utilized and a questionnaire composed of 35 questions that was based on the RSLQ(Revised Self-Leadership Questionnaire) developed by Hough and Neck (2002) which is revised by Sin yong-guk et al. (2009) and revised again by Kim Won-kyung (2013) for analyzing self-leadership were utilized.
Data were analyzed through descriptive statistics, t-test, ANOVA, Pearson’s correlation coefficients, and stepwise multiple regression test using SPSS program version 21.
The results of this study were as follows:
1. The total average score of clinical competence was 3.43 out of 5.00. and Among the underlying factors, ‘Interpersonal relationship/Communication’ was the highest that with an average of point is 3.49 points, and ‘Nursing Process’ with an average of 3.37 points, was the lowest.
2. Total average score of critical thinking disposition was 3.41 out of 5.00. and Among the underlying factors, ‘Objectivity’ was the highest that with an average point is of 3.84 points, and ‘Systemicity’ an average of 3.13 points, was the lowest.
3. Total average score of Self-leadership was 3.43 out of 5.00. and Among the underlying factors, ‘Self-compensation’ was the highest with its an average point is of 3.76 points, and 'Self-talk' with an average of 3.27 points, was the lowest.
4. There were significant differences in clinical competence according to grade, satisfaction with major, philosophy, problem-based learning and simulation and in critical thinking disposition according to satisfaction with major and in self-leadership according to motivation of nursing and satisfaction with major.
5. Clinical competence was positively related to critical thinking disposition (r=.62, p<.001) and self-leadership (r=.57, p<.001), and there was a significantly positive relationship between critical thinking and self-leadership (r=.70, p<.001).
6. Significant factors affecting clinical competence were critical thinking disposition (β=.42), and self-leadership (β=.27) and PBL or simulation (β=.12), which explained 43% of the variances.
This study showed that the self-leadership of nursing students and critical thinking disposition affects their clinical competence. Therefore, efforts to improve self-leadership, critical thinking disposition and organizational support are required for the enhancement of nursing students’ clinical competence.