Journal of the Korea Academia Industrial Cooperation Society | 2019
A Meta-analysis of the effects of Academic-related Satisfaction Intervention Programs for Nursing Students in Korea
Abstract
This study was conducted to review and analyze the academic-related satisfaction intervention programs for Korean nursing students and to provide evidence-based data. The data included in the meta-analysis were 25 studies published from 2001 to July 2018, and the design of the study consisted of 1 randomized controlled trial and 24 non-randomized controlled trials. The study subjects were nursing students from 1st to 4th grade, and the intervention program was conducted in theoretical and practical classes. The sample size was 1182 (mean: 47.3) in the experimental group and 1137 in the control group (mean: 45.5). The intervention program consisted of 1∼16 weeks/1∼16 sessions/7∼240 minutes per session. Dependent variables were as follows: major satisfaction, learning satisfaction, satisfaction with the classroom practice, and satisfaction with the clinical practice. Satisfaction with the classroom practice (Hedges g=0.876[95% CI: 0.405, 1.346]), satisfaction with the clinical practice (Hedges g=0.515[95% CI: 0.312, 0.718]), and overall academic-related satisfaction (Hedges g=0.630[95% CI: 0.371, 0.889]) were statistically significant and above intermediate levels in the meta-analysis. The study results are significant in that the objective results were confirmed by integrating the previous studies dealing with the academic-related satisfaction intervention program of nursing students.