Abstract
-
Purpose
This study aimed to examine the relationship between future core nursing competencies and key variables, identifying factors influencing these competencies among senior nursing students.
-
Methods
This cross-sectional study included 150 third- and fourth-year nursing students in South Korea. Based on King’s Dynamic Interaction System Model, perceived work value and individual innovative behavior were categorized as personal systems, interpersonal competence as an interpersonal system, and adhocracy culture as a social system. Participants completed self-reported online questionnaires to assess factors influencing future core nursing competencies.
-
Results
Hierarchical multiple regression analysis identified interpersonal competency (β=0.32, p=.012) and adhocracy culture (β=0.23, p=.010) as significant predictors of future core nursing competency explaining 30.9% of the variance.
-
Conclusion
Enhancing future core nursing competency among senior nursing students requires continuous education and counseling programs to strengthen interpersonal competency. Establishing an adhocracy culture involves recognizing creative ideas, fostering open communication for freely expressing ideas, and encouraging innovation. Therefore, developing interpersonal competence and promoting an adhocracy culture is essential for improving future core nursing competency in senior nursing students.
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Key words: Clinical competence; Interpersonal relations; Nursing; Organizational culture; Organizational innovation
INTRODUCTION
The healthcare sector-nursing has undergone significant global transformations with the introduction of the Fourth Industrial Revolution, which include integrating innovations such as electronic health records, telemedicine, virtual reality, clinical decision support systems, and robotics [
1]. These technologies are reshaping nursing practice and education, improving healthcare efficiency and accessibility while expanding opportunities for professional competency development [
1,
2].
In response to these advancements, Kim [
2] proposed that 21st-century nurses should develop future core nursing competencies, including personal thinking, professional responsibilities, professional identity, and social-emotional skills, to adapt to the rapidly evolving healthcare landscape shaped by the Fourth Industrial Revolution [
2]. These core competencies consist of four key areas: (1) “personal thinking competency,” which includes critical thinking and problem-solving for recognizing and assessing situations; (2) “task competency,” integrating knowledge, skills, evidence-based practice, and information technology to effectively perform nursing responsibilities; (3) “professionalism competency,” encompassing leadership and a professional mindset within domestic and global healthcare systems; and (4) “socio-emotional competency,” involving self-regulation, emotional management, empathy, and respectful communication based on self-awareness and understanding of others [
2]. Sroczynski et al. [
3] also emphasized the importance of future nursing core competencies including patient-centered care, professionalism, leadership, systems-based practice, communication, team work and safety. Future core nursing competencies are essential for leading healthcare in the Fourth Industrial Revolution era. These competencies are increasingly important as healthcare integrates innovations such as electronic health records and telemedicine. These could help nurses adapt to the rapidly evolving healthcare landscape shaped by the Fourth Industrial Revolution [
2,
3].
Out of nursing competency, Lee [
4] emphasizes that patient-centered nursing requires empathy and understanding—qualities irreplaceable by robots. Similarly, Aungsuroch and Gunawan [
5] highlight the need to integrate new technologies with a care-focused approach guided by philosophy, academic principles, and critical thinking. Additionally, competencies in utilizing big data and artificial intelligence have become increasingly vital in the Fourth Industrial Revolution [
1]. The Korean Accreditation Board of Nursing Education also emphasizes future core nursing competencies, particularly social-emotional competency. This competency involves recognizing and managing emotions in interpersonal relationships while promoting self-regulation, emotional management, empathy, sincerity, and respect for others [
2,
3].
Consequently, contemporary nursing education has shifted from traditional knowledge- and skill-based methods to goal-oriented approaches that prioritize human-centered care, including understanding patient needs, illness experiences, professional attitudes, and communication skills. These changes prepare nursing students to meet the evolving societal demands [
3]. With the Fourth Industrial Revolution advancing, enhancing future core competencies is essential. Thus, developing these competencies in senior nursing students through curricula will enable them to acquire and integrate advanced knowledge and skills in personal thinking, professional duties, professional identity, and social-emotional competencies.
The Dynamic Interacting Systems Framework by King [
6] offers a conceptual basis for understanding future core nursing competencies among nursing students. This framework views humans as open systems interacting with their environment and explains the dynamics between personal, interpersonal, and social systems, which shape how nurses develop knowledge, skills, and values. In the theory proposed by King [
6], the personal system represents how individuals receive and process information, emphasizing individual perception as the key to understanding oneself and others.
In this system, personal perceived work value is a psychological state shaped by work, encompassing cognitive evaluation and positive emotions associated with the belief that work is valuable and that an individual plays a crucial role within the organization [
7]. Work value is highly perceived when individuals recognize that their duties are meaningful, foster personal growth, and are acknowledged by colleagues and superiors. A previous study indicates that students typically evaluate nursing and their values positively based on theoretical knowledge before entering clinical practice [
8]. Thus, understanding, performing, and applying nursing actions and their management enables students to develop core nursing competencies and provide appropriate patient care using new technologies aligned with the evolving hospital systems in the Fourth Industrial Revolution era. This process allows nursing students to achieve core-nursing competencies and increase their work value through successful task completion.
Furthermore, individual innovative behavior involves actions through which organizations and their members generate, promote, implement, and disseminate new ideas to achieve goals [
9,
10]. A previous study demonstrated that innovative behavior significantly influences job performance and, for clinical nurses, correlates strongly with nursing competency [
11]. As nursing science advances with the Fourth Industrial Revolution, innovative behavior becomes increasingly essential, with evidence-based practice offering new problem-solving approaches [
12]. Nurses demonstrate innovative behavior through multidisciplinary approaches to hospital challenges, addressing the growing demand for quality healthcare [
11]. The Fourth Industrial Revolution requires major changes. In rapidly changing healthcare systems, the innovative thinking and behavior of nurses can drive adaptation and growth in response to environmental changes [
1]. Therefore, personal innovative behavior is crucial for delivering personalized nursing care that meets the evolving demands of healthcare, moving beyond standardized practices.
In the framework by King [
6], the interpersonal system encompasses interaction, communication, transactions, roles, and stress. Spitzberg and Cupach [
13] defined interpersonal competence as the ability to establish and maintain relationships with others. A previous study indicates that interpersonal factors among nursing students significantly influence their performance and development of nursing competencies, suggesting that interpersonal competence is a key variable in future core nursing competencies [
14]. Therefore, examining how nursing students develop this competence through interactions with patients, caregivers, and healthcare professionals is crucial for understanding its impact on their professional growth.
The social system refers to an organization where individuals share common goals, interests, and values while interacting [
6]. Organizational culture encompasses the shared values and beliefs that influence behaviors through formal and informal processes [
15]. An innovative organizational culture transforms latent capabilities, changing the thinking, attitudes, and behaviors of members while driving environmental and organizational changes [
16]. Park and Jang [
17] demonstrated that an innovative organizational culture significantly enhances the self-leadership and creativity of nursing students while improving organizational trust and communication. Therefore, examining whether an innovation-driven organizational culture, compared to a traditional hierarchical culture, influences the future core competencies of nursing students is essential.
Previous studies on future core competencies have primarily explored traditional nursing competency factors from a limited perspective, often emphasizing practicing nurses in clinical settings. Additionally, discussions on future core competencies, including essential knowledge, attitudes, and skills, are occurring internationally [
3]. However, systematic identification of factors across personal, interpersonal, and social systems within theoretical frameworks for future core competencies, especially for senior nursing students in the Fourth Industrial Revolution, remains limited. Therefore, this study aimed to examine the impact of work value and individual innovative behavior (personal factors), interpersonal competence (interpersonal factor) and adhocracy culture (systematic factors) on the future core competencies of senior nursing students, using King’s Dynamic Interacting Systems Framework to inform nursing education program (
Figure 1).
METHODS
Ethical statements: This study was approved by the Institutional Review Board of Chonnam National University in South Korea (IRB No. 1040198-240818-HR-133-02). Informed consent was obtained from all participants.
1. Study Design
This cross-sectional study aimed to identify factors influencing future core nursing competencies of senior nursing students. The reporting of this study followed the guidelines outlined in the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) reporting guidelines [
18].
Overall, 150 third- and fourth-year nursing students from various regions of South Korea participated. The inclusion criteria were: (1) students who understood the study and independently completed the questionnaire and (2) students with clinical practice experience as part of the nursing curriculum. Participants confirmed their understanding of the study and voluntarily consented to participate.
The G*Power 3.1.9.7 program (Heinrich-Heine-Universität Düsseldorf) was used to calculate the minimum required sample size [
19]. Using a medium effect size of 0.15, a significance level of .05, and a power of 0.80 for regression analysis, the minimum sample size was 135 participants. To account for a 10%–15% dropout rate [
20], 150 questionnaires were distributed to students through an online platform (Google Forms; Google LLC). The final sample comprised 150 participants.
1) Perceived value of work
To assess the perceived work value of students, we used a tool developed by Oh et al. [
7], which includes 14 items across three domains: (1) work value recognition (three items), (2) self-worth recognition (three items), and (3) value-fulfillment emotions (eight items). Participants rated each item on a 5-point Likert scale, with responses ranging from 1 (not at all) to 5 (very much). Example items include “I feel valued in my work.” Higher scores indicate greater perceived work value. Oh et al. [
7] reported a Cronbach’s ⍺ of .94 [
7], while the Cronbach’s α in this study was .77.
2) Individual innovative behavior
We used the Individual Innovative Behavior Scale, developed by Kleysen and Street [
21] and adapted by Kim [
22] in 2014. The scale comprises 14 items, with participants rating each item on a 6-point Likert scale, ranging from 1 (not at all) to 6 (very much). Example items include “I take risks in support of new ideas.” Higher scores indicate stronger individual innovative behavior. Kim [
22] reported a Cronbach’s ⍺ of .95, while this study reported a Cronbach’s α of .73.
3) Interpersonal competency
We used the Interpersonal Competence Scale developed by Buhrmester et al. [
23] and adapted by Han and Lee [
24]. This scale comprises 31 items across five areas: eight items on “initiating relationships,” three items on “self-disclosure,” seven items on “asserting displeasure with others’ actions,” seven items evaluating “empathy for others,” and six items assessing “managing interpersonal conflicts.” Participants rated each item on a 5-point Likert scale, ranging from 1 (not at all) to 5 (very much). Example items include “I suggest or ask new people to get together or do something together” Higher scores indicate stronger interpersonal competency. Han and Lee [
24] reported a Cronbach’s ⍺ of .90, while it was .75 in this study.
4) Adhocracy culture
We used the Organizational Culture Assessment Instrument developed by Cameron and Quinn [
25] and adapted by Lim and Lee [
26]. The scale comprises 24 items across four categories: six items each for “clan culture,” “adhocracy culture,” “hierarchical culture,” and “market culture.” This study focused on the six items for “adhocracy culture” based on previous studies [
17]. Participants rated each item on a 5-point Likert scale, ranging from 1 (not at all) to 5 (very much), with example items such as “My organization values the innovative mindset of its members who are willing to take on new challenges.” Higher scores indicate a stronger endorsement of adhocracy culture. Lim and Lee [
26] reported a Cronbach’s ⍺ of .82 [
26], while it was .61 in this study.
5) Future nursing core competency
Kim [
2] proposed core competencies for future nursing students derived from the Korea Accreditation Board of Nursing, 10 international healthcare professional organizations, and the 21st-century core competencies developed by Kwon and Kim [
16] in 2023 for five international non-healthcare professional organizations. This tool comprises 18 items across four areas: three items on “personal thinking competencies,” seven items on “task competencies,” six items on “professionalism competencies,” and two items on “socio-emotional competencies.” Participants rated each item on a 5-point Likert scale, ranging from 1 (not at all) to 5 (very much), with an example item such as “I know about, integrate, and use new technologies such as big data analytics, artificial intelligence, etc.” Higher scores indicate better performance in future nursing competencies. Kwon and Kim [
16] reported a Cronbach’s ⍺ of .83, while it was .86 in this study.
Data were collected in October 2024 through a nationwide nursing student community, cafes, and social media platforms. After obtaining approval from relevant managers and recruitment notices, the participation announcement, including a detailed information sheet and consent form, was shared along with the link to the online survey. Participants received details regarding the study objectives, methodology, confidentiality, voluntary participation, and potential risks and benefits. Only participants who voluntarily checked the consent box at the beginning of the survey were permitted to complete the 15–20-minute online self-report questionnaire. Furthermore, only students who indicated that they were in their third or fourth year of study were included in the final sample. Participants were offered a small token of appreciation.
5. Data Analysis
We analyzed the data using IBM SPSS Statistics ver. 29.0 (IBM Corp.). The mean and standard deviation (SD) were calculated for the general characteristics, perceived work value, individual innovative behavior, interpersonal competence, adhocracy culture, and future core nursing competencies. Additionally, an independent t-test and one-way analysis of variance were conducted to examine the differences in future core-nursing competencies based on general characteristics. Furthermore, Pearson’s correlation coefficient was used to assess the correlation among primary variables and future core nursing competencies. Hierarchical multiple linear regression was used to identify any variables influencing future core nursing competencies.
RESULTS
1. Future Core Nursing Competencies according to General Characteristics
Table 1 presents the future core nursing competencies based on the general characteristics of participants. The average age of nursing students was 22.39 years (SD=1.00), with most (n=146; 97.3%) being women. Among them, 113 (75.3%) were enrolled in nursing colleges in Seoul or the metropolitan area, while 21 (14.0%) attended colleges in the Hoseo and Kwandong provinces. Among the participants, 94 (62.7%) were third-year students, while 56 (37.3%) were in their fourth year. Most participants (n=139; 92.7%) reported satisfaction with their major, and almost all (n=142; 94.6%) expressed satisfaction with their interpersonal relationships. More than half (n=86; 57.3%) had a grade point average (GPA) between 3.5 and 4.0 in the previous semester, while 52 (34.7%) reported a GPA above 4.0 on a scale of 4.5. Additionally, 96 participants (64.0%) cited aptitude and interest as their primary motivation for choosing their major.
Significant differences were observed in the future core competencies based on major satisfaction (F=8.73,
p<.001). Participants who reported high satisfaction with their major demonstrated higher levels of core nursing competencies than those in the neutral group. Additionally, the satisfied group exhibited greater competencies than the neutral group. However, no significant differences were observed for other characteristics (
Table 1).
The future core nursing competencies score of the participants averaged 4.31±0.59 on a 5-point Likert scale. The average scores for perceived value of work, interpersonal competencies, and adhocracy culture were 4.32±0.32, 4.31±0.34, and 4.36±0.46, respectively, on a 5-point Likert scale. Individual innovative behavior was rated at 5.34±0.35 on a 6-point Likert scale (
Table 2).
A positive correlation was observed between future core nursing competencies and the perceived value of work (r=.33,
p<.001), individual innovative behavior (r=.50,
p<.001), interpersonal competencies (r=.51,
p<.001), and adhocracy culture (r=.46,
p<.001) (
Table 3).
Hierarchical multiple regression analysis revealed that interpersonal competence and adhocracy culture significantly influenced the future core nursing competencies of nursing students. We controlled for the effects of general characteristics, which significantly influenced the outcome. A univariate analysis was conducted, followed by multiple regression analysis using variables that showed a significant relationship with future core nursing competency (p<.05) as independent variables. After verifying the assumptions of the error term, the Durbin-Watson test revealed no autocorrelation, with a value of 2.115. The tolerance range for the model was 0.26–0.93, and the variance inflation factor (VIF) was 1.07–4.08. No multicollinearity issues were detected, and the assumptions of normality and equal variance of residuals were satisfied. The tolerance limit of multicollinearity was ≥0.1, while the VIF was <10 for both models.
The regression model (Model 1), which included general characteristics of major satisfaction as a predictor, was statistically significant (F=8.726, p<.001) and explained 9.4% of the variance (adjusted R2=0.094). In Model 1, major satisfaction was a significant predictor of future core nursing competencies (β=–.33, p<.001).
Finally, Model 4 included the primary variables of this study: the perceived value of work, individual innovative behavior, interpersonal competence, and adhocracy culture. Model 4 revealed that the following factors exhibited the greatest effect on future core nursing competencies, in descending order: interpersonal competence (β=.32,
p=.012) and adhocracy culture (β=.23,
p=.010). The model explained 30.9% of the variance in the future core nursing competencies of the nursing students (adjusted R
2=0.309, F=12.119,
p<.001) (
Table 4).
DISCUSSION
This study aims to examine the factors influencing future core nursing competencies using King’s social dynamic framework. The mean score for future core nursing competencies was 4.31 (SD=0.59) out of 5, which was higher than the 3.47 (SD=0.54) reported by Kwon and Kim [
16]. However, since their study focused on clinical nurses, a direct comparison may not be appropriate [
16]. The difference in mean scores may be attributed to the exposure of the nursing students to more diverse learning environments in nursing curricula than nurses, which better equips them with the competencies required for the future healthcare landscape.
Kim et al. [
27] highlight the need for competencies to address healthcare changes driven by the Fourth Industrial Revolution. Consequently, the Korean Accreditation Board of Nursing emphasizes future core nursing competencies in its nursing education evaluation standards. Future core nursing competencies varied based on major satisfaction, consistent with the findings of Park et al. [
28], who examined factors influencing core nursing competencies in nursing students. A previous study reports a positive correlation between higher satisfaction with the nursing major and increased levels of future core nursing competencies. This effect is attributed to major satisfaction influencing key components of core nursing competencies—such as communication skills, problem-solving skills, and self-directed learning—through the mediation of critical thinking disposition, ultimately enhancing overall future core nursing competencies.
Additionally, professionalism competencies and the image of the nurse (cognitive factors), self-efficacy and college adjustment (affective factors), and career search behavior (psychomotor factors) positively influenced major satisfaction [
29]. A stronger presence of these factors improves future core nursing competencies. Therefore, programs designed to strengthen these factors could further enhance core-nursing competencies.
In this study, interpersonal competence and adhocracy culture were identified as key factors influencing future core nursing competencies. Among these, interpersonal competence exhibited the strongest effect on senior nursing students. This finding is consistent with that of Cho et al. [
14], Kim [
30] regarding task competencies, which are subcomponents of future core nursing competencies. Therefore, the interpersonal competence of nursing students significantly influences their communication skills, caring efficacy, and stress management abilities, all of which are subcomponents of future core nursing competencies. Nursing students with strong interpersonal skills are more likely to engage in various interactions with their peers, facilitating their development of key competencies, such as communication, leadership, and problem-solving [
14]. Enhancing the interpersonal competencies of nursing students is essential for strengthening their future core nursing competencies. Studies demonstrate that personality education programs, group counseling initiatives, and peer counselor training programs can improve interpersonal competence in university students [
31]. Consequently, developing various programs to enhance the interpersonal competencies of nursing students who will become future nurses is essential.
Additionally, adhocracy culture was identified as the second most influential factor in shaping future core nursing competencies. Similarly, Park and Jang [
17] report that adhocracy culture enhances creativity and self-leadership, recognizing it as a positive influence on organizational trust and communication. Therefore, implementing a system that structures rewards and recognition for creative ideas, establishes clear channels for open idea-sharing, and facilitates an environment where members value and encourage innovation could be essential strategies for cultivating an adhocracy culture. Additionally, efforts should focus on developing a flexible adhocracy culture that promotes change and recognizes the unique qualities of each nursing student. These efforts can create an environment where future generations can explore emerging nursing competencies by recognizing nursing as a dynamic and valuable discipline.
However, the perceived value of work did not significantly influence the future core nursing competencies of nursing students. While the perceived value of work is essential for developing nursing competencies and leadership skills, it may not directly affect future core nursing competencies. In contrast, Yoon and Woo [
32] observed that the perceived value of work demonstrates a significant influence, while their study focused on nurses in hospitals rather than nursing students. Nursing competencies include practical skills such as professional development, ward task management, clinical judgment, and coping skills. This difference may be attributed to nurses being compensated for their work while nursing students are not, potentially hindering their sense of belonging. Oh and Jang [
8], Oh [
33] stated that work value is perceived highly when individuals recognize their work as meaningful, see it as a means of personal growth, and receive acknowledgment from colleagues and superiors. However, since the senior nursing students in this study are not yet affiliated with a hospital, do not engage in actual clinical practice, and are primarily influenced by their nursing education program, their perceived work value at this stage as prospective nurses may have had limited relevance to future core competencies. Therefore, in future studies, it is necessary to conduct qualitative research or use a research design that considers different mediating factors to analyze the relationship between perceived work value and future core competencies in more depth.
Furthermore, individual innovative behavior did not significantly influence the future core nursing competencies of the nursing students. As the participants in this study were nursing students with limited real clinical experience, they may have had limited opportunities to develop and implement creative and innovative ideas in a real-world setting, which demonstrate lower levels of innovative behavior in generating creative solutions and applying them in practice. This finding emphasizes the need for clinical training programs to facilitate and support innovation among nursing students. Future educational strategies should include project-based learning and simulation-based training in collaboration with clinical hospitals to offer nursing students authentic, real-world contexts in which to apply innovative thinking. Furthermore, the development of program that cultivate self-directed creativity will be essential in reinforcing the connection between individual innovative behavior and the advancement of future core nursing competencies.
CONCLUSION
In this study, the perceived value of work, individual innovative behavior, interpersonal competence, adhocracy culture, and future core nursing competencies are evaluated among senior nursing students. The findings indicate that interpersonal competencies and adhocracy culture significantly influence future core nursing competencies. To enhance these competencies among senior nursing students, ongoing program interventions should prioritize the development of interpersonal competency. Additionally, facilitating an adhocracy culture requires implementing structured systems that reward and recognize creative ideas, establishing clear channels for open idea-sharing, and promoting an environment where innovation is valued.
Considering the limitations of this study, the following recommendations are proposed to enhance the future core nursing competencies of nursing students. First, the assessments of future core nursing competency in this study rely on self-reported data collected through an online survey. There could be potential response bias inherent in self-reported questionnaires. The results may vary depending on factors such as the timing of data collection, the number of participants, and the survey platform used. Therefore, future surveys should be conducted across various sites and over an extended period with a larger sample size. In addition, to reduce this bias, it is necessary to pre-validate the validity and reliability of the survey instrument to minimize bias.
Furthermore, future studies should use a variety of assessment methods, such as behavior observation and interviews, in addition to self-report surveys to increase reliability. Additional qualitative research should be conducted in parallel to complement the in-depth information that cannot be obtained from self-report surveys.
Additionally, inconsistency analysis, response pattern and response time assessment using statistical techniques, should be employed to improve data reliability. Second, a direct comparison was not feasible due to the limited number of studies examining the selected variables, particularly since future core nursing competencies remain a relatively new concept.
To improve these areas, targeted programs should be developed. For example, interactive training sessions can improve communication and collaboration skills in clinical settings. Additionally, a mentoring system connecting senior and junior nursing students may facilitate knowledge exchange and interpersonal growth. To foster an adhocracy culture, implementing systems that recognize and reward creative ideas while ensuring transparent channels for students to openly share their thoughts is crucial. Efforts should focus on cultivating a culture that embraces change, allowing each student to express their unique strengths and perspectives. Furthermore, project-based learning in collaboration with clinical institutions can foster independent thinking and innovation, while leadership development programs can equip students with strategies for managing change. To evaluate the effectiveness of these initiatives, future research should incorporate cross-sectional studies. Additionally, longitudinal studies could examine how these competencies develop over time. Expanding the research is essential to build upon this study and offer a foundation for future investigations.
ARTICLE INFORMATION
Figure 1.Conceptual framework of the study.
Table 1.Future core nursing competencies stratified by general characteristics (N=150)
|
Characteristic |
No. (%) |
Future core nursing competency |
|
Mean±SD |
t/F (p) |
|
Mean age (yr) |
22.39±1.00 |
|
|
|
Age (yr) |
|
|
|
|
≤22 |
96 (64.0) |
4.31±0.59 |
0.16 (.856) |
|
23–24 |
51 (34.0) |
4.31±0.59 |
|
|
≥25 |
3 (2.0) |
4.50±0.50 |
|
|
Gender |
|
|
|
|
Female |
146 (97.3) |
4.32±0.59 |
1.08 (.299) |
|
Male |
4 (2.7) |
4.00±0.41 |
|
|
School year |
|
|
|
|
3rd |
94 (62.7) |
4.28±0.57 |
-0.85 (.288) |
|
4th |
56 (37.3) |
4.37±0.61 |
|
|
Religion |
|
|
|
|
Yes |
91 (60.7) |
4.39±0.54 |
2.01 (.285) |
|
No |
59 (39.3) |
4.19±0.64 |
|
|
Nursing college region |
|
|
|
|
Seoul, metropolitan area |
113 (75.3) |
4.30±0.55 |
|
|
Hoseo, Kwandong province |
21 (14.0) |
4.43±0.68 |
|
|
Yeungnam province |
10 (6.7) |
4.30±0.42 |
0.41 (.747) |
|
Honam, Jeju province |
6 (4.0) |
4.17±1.08 |
|
|
Interpersonal relationship |
|
|
|
|
Highly satisfied |
44 (29.3) |
4.35±0.49 |
0.30 (.828) |
|
Satisfied |
98 (65.3) |
4.31±0.63 |
|
|
Neutral |
7 (4.7) |
4.14±0.56 |
|
|
Dissatisfied |
1 (0.7) |
4.5 |
|
|
Highly dissatisfied |
0 (0.0) |
0 |
|
|
Major satisfaction |
|
|
|
|
Highly satisfieda
|
69 (46.0) |
4.37±0.57 |
8.73 (<.001) |
|
Satisfiedb
|
70 (46.7) |
4.36±0.48 |
(a>c, b>c) |
|
Neutralc
|
11 (7.3) |
3.64±0.90 |
|
|
Dissatisfied |
0 (0.0) |
0 |
|
|
Highly dissatisfied |
0 (0.0) |
0 |
|
|
Previous grade |
|
|
|
|
≥4.0 <4.5 |
52 (34.7) |
4.38±0.61 |
0.67 (.511) |
|
≥3.5 <4.0 |
86 (57.3) |
4.28±0.59 |
|
|
≥3.0 <3.5 |
12 (8.0) |
4.21±0.50 |
|
|
≥2.5 <3.0 |
0 (0.0) |
0 |
|
|
<2.5 |
0 (0.0) |
0 |
|
|
Motivation for selecting a nursing college |
|
|
|
|
Matches aptitude |
96 (64.0) |
4.29±0.61 |
1.56 (.202) |
|
Based on high school grades |
27 (18.0) |
4.52±0.49 |
|
|
Recommended by parents |
13 (8.7) |
4.15±0.55 |
|
|
Employment prospects |
14 (9.3) |
4.25±0.61 |
|
|
Belief in nursing |
0 (0.0) |
0 |
|
|
University life satisfaction |
|
|
|
|
Highly satisfied |
50 (33.3) |
4.45±0.39 |
2.08 (.105) |
|
Satisfied |
95 (63.4) |
4.26±0.65 |
|
|
Neutral |
3 (2.0) |
4.00±0.50 |
|
|
Dissatisfied |
2 (1.3) |
3.75±1.06 |
|
|
Highly dissatisfied |
0 (0.0) |
0 |
|
Table 2.Descriptive stastics of the future core nursing competencies score (N=150)
|
Variable |
Mean±SD |
|
Future core nursing competency |
4.31±0.59 |
|
Perceived value of work |
4.32±0.32 |
|
Individual innovative behavior |
5.34±0.35 |
|
Interpersonal competence |
4.31±0.34 |
|
Adhocracy culture |
4.36±0.46 |
Table 3.Correlation between Future Core Nursing Competencies and Related Factors (N=150)
|
Variable |
Perceived value of work |
Individual innovative behavior |
Interpersonal competency |
Adhocracy culture |
Future core nursing competency |
|
Perceived value of work |
1 |
0.73 (<.001) |
0.65 (<.001) |
0.49 (<.001) |
0.33 (<.001) |
|
Individual innovative behavior |
0.73 (<.001) |
1 |
0.81 (<.001) |
0.61 (<.001) |
0.50 (<.001) |
|
Interpersonal competency |
0.65 (<.001) |
0.81 (<.001) |
1 |
0.57 (<.001) |
0.51 (<.001) |
|
Adhocracy culture |
0.49 (<.001) |
0.61 (<.001) |
0.57 (<.001) |
1 |
0.46 (<.001) |
|
Future core nursing competency |
0.33 (<.001) |
0.50 (<.001) |
0.51 (<.001) |
0.46 (<.001) |
1 |
Table 4.Summary of hierarchical multiple regression analyses (N=150)
|
Variable |
Model Ⅰ |
Model II |
Model III |
Model IV |
|
B |
SE |
β |
t |
p
|
B |
SE |
β |
t |
p
|
B |
SE |
β |
t |
p
|
B |
SE |
β |
t |
p
|
|
(Constant) |
4.36 |
0.07 |
|
65.39 |
<.001 |
0.63 |
0.73 |
|
0.86 |
.390 |
0.47 |
0.71 |
|
0.66 |
.509 |
0.40 |
0.70 |
|
0.57 |
.569 |
|
Major satisfactiona)
|
0.01 |
0.10 |
0.01 |
0.06 |
.956 |
0.03 |
0.09 |
0.02 |
0.33 |
.741 |
0.10 |
0.09 |
.09 |
1.15 |
.254 |
0.11 |
0.09 |
.10 |
1.30 |
.196 |
|
Major satisfactionb)
|
–0.73 |
0.18 |
–0.33 |
–4.02 |
<.001 |
–0.33 |
0.18 |
–0.15 |
–1.81 |
.073 |
–0.22 |
0.18 |
–0.10 |
–1.22 |
.224 |
–0.18 |
0.18 |
-.08 |
-1.02 |
.311 |
|
Perceived value of work |
|
|
|
|
|
–0.16 |
0.19 |
–0.09 |
–0.84 |
.405 |
–0.24 |
0.19 |
–0.13 |
–1.27 |
.207 |
–0.28 |
0.19 |
-.15 |
-1.46 |
.145 |
|
Individual innovative behavior |
|
|
|
|
|
0.82 |
0.18 |
0.50 |
4.66 |
<.001 |
0.42 |
0.23 |
0.25 |
1.85 |
.067 |
0.27 |
0.23 |
.16 |
1.19 |
.236 |
|
Interpersonal competence |
|
|
|
|
|
|
|
|
|
|
0.61 |
0.22 |
0.36 |
2.81 |
.006 |
0.54 |
0.22 |
.32 |
2.54 |
.012 |
|
Adhocracy culture |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
0.29 |
0.11 |
.23 |
2.60 |
.010 |
|
R2
|
0.106 |
|
|
|
|
0.268 |
|
|
|
|
0.306 |
|
|
|
|
0.337 |
|
|
|
|
|
Adjusted R2
|
.094 (F=8.726, p<.001) |
.247 (F=13.242, p<.001) |
.282 (F=12.682, p<.001) |
.309 (F=12.119, p<.001) |
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