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간호·간병통합서비스병동 간호사의 위임준비성과 직무만족 간의 관계

Title
간호·간병통합서비스병동 간호사의 위임준비성과 직무만족 간의 관계
Other Titles
Relationship between Delegation Preparedness and Job Satisfaction of Nurses in Comprehensive Nursing Care Service Wards
Authors
김승희
Issue Date
2018
Department/Major
대학원 간호과학과
Publisher
이화여자대학교 대학원
Degree
Master
Advisors
김미영
Abstract
간호·간병통합서비스병동은 팀 간호체계로 간호사가 간호보조인력에게 업무를 위임하므로 간호사가 위임을 제공할 준비가 필요하다. 본 연구는 간호·간병통합서비스병동 간호사의 위임에 대한 준비성과 직무만족의 관계를 확인하여 효율적인 위임과 직무만족의 향상에 기초자료를 제공하고자 시도하였다. 본 연구는 2017년 5월 25일부터 6월 15일까지 서울, 경기 지역의 5개 종합병원 및 병원의 간호·간병통합서비스병동에 근무 중인 일반간호사 126명을 대상으로 실시하였다. 본 연구에서 사용한 연구도구로 위임준비성은 Kærnested와 Bragadóttir (2012)의 도구를 김미영, 박진화와 최미란(2016)이 우리나라의 실정에 맞게 한국어판으로 번안하고 보완한 도구를 사용하였고 직무만족은 Stamps, Slavitts, Piedmont와 Hasse (1978)의 도구를 박성애와 윤순녕(1992)이 번안하였고 김명숙(2013)이 보완한 도구를 사용하였다. 수집된 자료는 SPSS Statistics 21.0 Program을 이용하여 기술통계, independent t-test, one way-ANOVA, Pearson correlation coefficients로 분석하였다. 본 연구의 결과는 다음과 같다. 1. 최종적으로 총 126명 대상자의 자료가 분석에 사용되었다. 평균 연령이 29.01±6.15세, 현 부서의 근무 경력은 평균 28.06±26.59개월, 병원 총 근무 경력은 65.88±57.99개월이었다. 간호보조인력의 연령은 평균 51.19±6.50세, 근무 경력은 평균 45.74±43.82개월이었다. 위임 관련 특성에서는 위임을 해본 경험이 있는 사람이 116명(92.1%), 위임 교육을 받은 사람이 78명(61.9%)이었고, 이 중 학교에서 교육을 받은 사람은 33명(31.8%)이었다. 간호보조인력의 업무내용에 대해 인지하고 있는 정도는 10점 척도에서 7.06±1.84점, 간호보조인력에게 위임한 업무의 책임에 대한 인지 정도는 7.86±1.92점, 학교의 교육내용이 위임에 실제 도움이 되는 정도는 6.24±2.05점, 위임할 때 임상경험에 근거하여 의사결정을 하는 정도는 7.39±1.88점이었다. 2. 대상자의 위임준비성은 점수가 높을수록 위임준비성이 높음을 나타내는 5점 척도로 평균 3.71±0.49점이었고 하위 영역은 ‘업무 내용에 대한 이해’ 4.03±0.65점, ‘위임 업무 구분’ 3.90±0.68점, ‘위임 내용에 대한 이해’ 3.58±0.59점, ‘위임에 대한 기술’ 3.35±0.65점 순으로 나타났다. 직무만족은 점수가 높을수록 직무만족이 높음을 나타내는 5점 척도로 평균 3.04±0.46점이었다. 하위 영역은 ‘상호작용’ 3.48±0.71점, ‘직무’ 3.26±0.60점, ‘전문 직업적 수준’ 3.07±0.71점, ‘자율성’ 2.85±0.74점, ‘행정’ 2.74±0.68점, ‘보수’ 2.55±0.68점 순이었다. 3. 대상자의 위임 관련 특성 중에서 위임 교육 여부(t=-2.77, p=.006)는 위임준비성에 유의한 차이를 나타냈다. 이는 위임 교육을 받은 경우가 받지 않은 경우 보다 유의하게 위임준비성이 높은 것을 의미한다. 4. 대상자의 위임준비성과 직무만족 간의 상관관계는 양적 상관관계(r=.449, p<.001)가 있는 것으로 나타났다. 이는 위임준비성이 높아지면 직무만족이 높아지는 데에 상관이 있음을 나타낸다. 이상의 연구 결과에서, 위임 교육 여부가 위임준비성에 유의한 차이를 보였고, 위임준비성과 직무만족 간에는 양적 상관관계가 있는 것으로 나타났다. 따라서 학교와 임상 현장에서는 간호·간병통합서비스병동 간호사가 위임준비성을 향상시킬 수 있도록 지속적인 교육을 제공할 필요가 있다.;A comprehensive nursing care ward is a team nursing system in which registered nurses (hereafter called RN) delegate a part of their tasks to nursing assistive personnel (hereafter called NAPs), and thus to delegate. The purpose of this study was to provide basic data for improving the effectiveness of delegation and job satisfaction by examining the correlation between preparedness for delegation and job satisfaction in comprehensive nursing care service wards. The data used for this study were collected from 126 nurses who had been working in the comprehensive nursing care wards of 5 general hospitals located in Seoul and Gyeonggi Province, from May 24 to June 15, 2017. The research tool used for this study was the delegation preparedness by Kærnested and Bragadótir (2012), which was translated into Korean and modified by (2016) for the Korean context. With regard to job satisfaction, the tool by (1978), which has been translated by Sungae Park, Soonnyoung Yun (1992) and modified by Myoungsook Kim (2013), was used. The collected data were analyzed using SPSS Statistics 21.0 with methods such as descriptive statistics, independent t-test, one-way ANOVA, and Pearson correlation coefficients. The study findings are as follows: 1. The total number of survey participants was 126 nurses. The average age was 29.01±6.15 years. The average experience in their current department was 28.06±26.59 months, and the total nursing experience was 65.88±57.99 months. The average age of NAPs who participated in the survey was 51.19±6.50 years and their average career experience was 45.74±43.82 months. In terms of delegation-related characteristics, 116 participants (92.1%) had work delegation experience, 78 (92.1%) had attended a work delegation training session, and 33 (31.8%) had studied delegation in university or graduate school. On a 10-point scale, the participants’ average score was 7.06±1.84 in terms of how much they understood the work of , 7.86±1.92 in terms of how much they of the responsibility to delegate work to nurse assistants, 6.24±2.05 in terms of how practical the knowledge they obtained from their education was, and 7.39±1.88 in terms of how much they rely on clinical experiences when making delegation decisions. 2. On a 5-point scale, the average delegation preparedness score of participants was 3.71±0.49. factors that impacted delegation preparedness, the RN’s understanding about the task was 4.03±0.65, the level of understanding about was 3.90±0.68, the level of understanding about the delegation was 3.58±0.5, and the level of delegation skill was 3.35±0.65. On a 5-point scale, the average job satisfaction level was 3.04±0.46. In terms of job satisfaction subcategories, average scores were 3.48±0.71 for , 3.26±0.60 task requirements , 3.07±0.71 for , 2.85±0.74 for level of autonomy, 2.74±0.68 for level of administrative duties, and 2.55±0.68 for salary. 3. Of the study participants’ delegation-related characteristics, delegation education (t=-2.77, p=.006) was found to be significantly related to delegation preparedness. 4. The correlation between delegation-related characteristics and delegation preparedness was analyzed. Significant positive correlations were observed for the statements “Do you make decisions on delegation in regard to your career experiences” (r=.513, p<.001), “Was your previous education on delegation in school helpful in carrying out an actual performance in the work unit” (r=.511, p=.004), and “To what extent do you know about the duties of nursing assistants” (r=.428, p<.001). 5. The correlation between delegation preparedness and job satisfaction was analyzed and a significant positive correlation (r=.449, p<.001) was identified. According to these results, delegation education makes a significant difference in delegation preparedness, and there is a statistically significant positive correlation between delegation preparedness and job satisfaction. Therefore, these results support the need for schools and clinical settings to provide continuous education to improve delegation preparedness for nurses in comprehensive nursing care wards.
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