Clinical practice is an irreplaceable educational field in nursing education. Nursing students prepare to become nurses by integrating theoretical and practical nursing practices during clinical practice. However, nursing students experience emotional shock in the clinical environment, which differs from the theoretical learning environment as they enter the clinical practice stage. In this study, the experiences of nursing students with transition shock were analyzed using the analysis method suggested by Colaizzi. From 10 existing subthemes, four new themes were created. Four categories derived from nursing students’ experiences of transition shock were identified as “an unbearable reality”, “feeling the difference between learning and applying nursing care”, “disappointment at the diminished presence”, and “fear of becoming a nurse”. The study results can be used as basic data for measures taken for nursing students in the field of nursing education to increase the understanding of transition shock and its reduction.

고영주, et al. J Korean Acad Nurs Adm. 2022 Dec;28(5):576-585. https://doi.org/10.11111/jkana.2022.28.5.576

하선미, et al. J Korean Acad Nurs Adm. 2020 Dec;26(5):439-446. https://doi.org/10.11111/jkana.2020.26.5.439

Clinical practice is an important educational tool for nursing students, and their emotions during clinical practice should be accurately understood. This study aimed to develop and verify the validity and reliability of a clinical practicum transition shock scale (CPT-shock) to measure Korean nursing students’ emotional responses when transitioning from a theoretical learning process to clinical practice. This research design was a methodological study and the content, construct, criterion validity, and reliability of the items were verified. Content validity was evaluated by seven experts. The preliminary survey was conducted on 24 nursing students, and the factor analysis was conducted on 331 nursing students in various regions of Korea. Confirmatory factor analysis confirmed the model fit (χ²/df = 1.741, GFI = 0.930, AGFI = 0.902, NFI = 0.869, TLI = 0.923, CFI = 0.938, RMR = 0.035, RMSEA = 0.047) and established discrimination and convergence validity. Positive and negative correlations were found with existing transition shock (r = 0.779) and clinical practice adaptation (r = −0.505), respectively (p < 0.001), thus establishing criterion validity. The reliability was good, with a Cronbach’s α of 0.85. The clinical practicum transition shock scale reflects nursing students’ practice environment and is expected to accurately measure nursing students’ unique emotional shock.

Ko YJ, et al. J Korean Acad Nurs Adm. 2018 Jun;24(3):173-181. https://doi.org/10.11111/jkana.2018.24.3.173

Purpose: This study examined the effect of digital literacy on the problem-solving process among nursing students and tested whether nursing informatics competency mediated this relationship. Methods: This descriptive cross-sectional study included 119 nursing students. Data were analyzed using SPSS version 25.0 and PROCESS macro version 4.2, Model 4. The mediating effect was assessed using 5,000 bootstrap samples, and statistical significance was determined using the 95% confidence interval (CI). Results: Digital literacy was positively correlated with the problem-solving process (r = .63, p < .001). Digital literacy had a significant direct effect on the problem-solving process (c′= 0.33, p = .013), and nursing informatics competency had a significant indirect effect on this relationship (indirect effect = 0.38, 95% CI: 0.10–0.62). The direct effect of digital literacy on the problem-solving process remained significant after nursing informatics competency was included in the model, and the total effect was also significant (c = 0.71, p < .001). Conclusion: Digital literacy was directly and indirectly associated with the problem-solving process among nursing students, with nursing informatics competency serving as a significant mediating pathway. These findings suggest that educational strategies aimed at strengthening problem-solving abilities should address not only digital literacy but also nursing informatics competency. Future studies should test expanded models that include additional factors affecting the problem-solving process.