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Korean J Med Educ. 2012 Sep;24(3):223-31. doi: 10.3946/kjme.2012.24.3.223. Epub 2012 Sep 30.

Impact of critical thinking disposition, general self-efficacy, and leadership on clinical competence in nursing students.

Author information

1
College of Nursing, Ajou University, Suwon, Korea.
2
College of Nursing, Seoul National University, Seoul, Korea.

Abstract

PURPOSE:

The purpose of this study was to evaluate the relationships among critical thinking disposition, general self-efficacy, leadership and clinical competence, and identify the factors influencing clinical competence in nursing students.

METHODS:

In this descriptive study, 153 nursing students (from 2nd to 4th school year) of a university in South Korea were enrolled in December 2010. The instruments for this study were the Korean versions of the Critical Thinking Disposition Scale, General Self-Efficacy Scale, Leadership Inventory, and Clinical Competence Scale. Data were analyzed by descriptive statistics, t-test, MANOVA, Pearson correlation, and multiple linear regression with PASW 18.0 software.

RESULTS:

The mean scores (ranging from 1 to 5) in nursing students for critical thinking disposition, general self-efficacy, leadership, and clinical competence were 3.44, 3.51, 3.55, and 3.42, respectively. Positive correlations were found for clinical competence with critical thinking disposition, general self-efficacy, and leadership. The strongest predictor of clinical competence was leadership. In addition, leadership, nursing school year, and subjective academic achievement accounted for 34.5% of variance in clinical competence.

CONCLUSION:

This study revealed that developing leadership, critical thinking disposition, and self-efficacy in undergraduate nursing education is important to improve clinical competence of nursing students.

KEYWORDS:

Clinical competence; Critical thinking disposition; General self-efficacy; Leadership; Nursing students

PMID:
25813131
DOI:
10.3946/kjme.2012.24.3.223
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