간호대학생의 임상실습교육환경과 감정노동 및 진로정체감 간의 관계

Abstract

Objectives The purpose of this study was to verify the relationship among clinical learning environment and emo-tional labor on career identity of nursing students.
 Methods The subjects of this study were 283 nursing students in third and fourth grades located in J province, and data were collected using self-administered questionnaires. To analyse the data, Cronbach's α, t-test, ANOVA, Pearson correlation, Scheffé test were used with an SPSS 20.0 program. 
 Results Mean score of subjects was 3.14 clinical learning environment score, 3.35 emotional labor score and 3.02 career identity score. Clinical learning environment showed a significant difference in grade and satisfaction with nursing as a major. Emotional labor showed a significant difference in application motivation, school life and sat-isfaction with nursing as a major. Career identity showed a significant difference in religion, application motivation and satisfaction with nursing as a major. Clinical learning environment and career identity had significant positive correlations. Emotional labor demonstrated a negative correlation with both the clinical learning environment and career identity.
 Conclusions The findings of this study revealed that the clinical practice education environment and emotional la-bor exert significant influence on the establishment of career identity among nursing students. Moreover, it was identified that the implementation of a program is necessary to enhance the capacity for managing the negative emotional labor experienced.