The Psychological Effects of Rudeness Experienced During Clinical Practice by Nursing Students on Critical Thinking Skills, Problem-Solving Skills, and Clinical Competence

Abstract

The aim of the study is to prepare essential resources so that nursing students can conduct clinical practice guidance more effectively by identifying factors that affect critical knowledge and  skills, problem-solving abilities, and clinical performance. The study applied the SPSS 21.0 program for data analysis. The result of this study is as follows. A positive relevance (r=.694, p<.001) was shown between critical knowledge  and skills and problem-solving abilities, and there was a positive relevance(r=.471, p<.001) between critical  knowledge and skills and clinical performance. Problem-solving abilities and clinical performance showed a positive relevance (r=.511, p<.001). Factors affecting critical thinking skills were gender (β=.143, p =.004), satisfaction with clinical practice (β=.184, p =.016), rudeness experienced by advisors (β=.111, p =.041), rudeness (β=.166, p =.007), and problem solving skills (β=.535, p<.001), which showed 54.4% explanatory power. (F=22.138, p<.001). Factors affecting problem-solving abilities include satisfaction with nursing as a major (β=.239, p<.001), critical knowledge and  skills (β=.522, p< .001), and clinical performance (β=.198, p=.001), which had an explanatory power of 55.8% (F=34.645, p< .001). Factors affecting clinical performance include satisfaction with clinical practice (β=.183, p= .035), satisfaction with interpersonal relationships (β=.304, p<.001), and rudeness experienced by staff (β=. 147, p=.011), and problem-solving skills (β=.288, p< .001), which had an explanatory power of 39.2% (F=18.194, p<.001). Therefore, to improve the clinical practice of course the bachelors degree in nursing, continuous and regular cooperation between clinical field leaders and teachers in charge of practice should be made so that they do not experience rudeness.