Main Article Content
Background/Objectives: The nursing students learn to explore and learn on their own in various nursing situations, and directly solve nursing problems while validating practical experience, and a strategy to increase confidence of nursing task performance through more active and dynamic participation in the learning process is considered to be effective. This study aims to determine what mediating effect the confidence of performance of nursing students in Korea shows between resilience and anxiety,
Methods/Statistical analysis: This study was a causal research which used resilience as an independent variable and state anxiety as a dependent variable. The subjects were 170 Korean nursing students, who gave consent after being explained the purpose of the study, and were surveyed using a structured questionnaire; P-CEFNS, resilience, and anxiety. The mediating effect of P-CEFNS was verified using a three-step linear regression of the SPSS/PASW 23.0 program.
Findings: In the relationship betweenresilience and state anxiety of nursing students, perceived confidence of essential fundamental nursing skills performance had a partial mediating effect. The results of the analysis were statistically significant(p<.000). Also, looking at the explanatory power of anxiety of nursing students, resilience alone was 23.1% (F=51.812, p<.001), and when P-CEFNS was added, explanatory power increased to 32.1% (F=41.022, p<.001), and effects of resilience and P-CEFNS on anxiety were also statistically significant.
Improvements/Applications: Strategies for intervention to reinforce perceived confidence in essential fundamental nursing skills performance should be developed for nursing students in the path to their first clinical practice.