간호대학생의 감정조절능력이 임상수행능력에 미치는 영향: 학업적 회복 탄력성의 매개효과

This study aimed to verify the mediating effect of academic resilience on the relationship between emotional regulation ability and clinical competence among nursing students. Participants were 135 third- and fourth-year nursing students with clinical practicum experience within the past six months. Emotional regulation, academic resilience, and clinical competence were assessed, and data were analyzed using SPSS WIN 25.0 and PROCESS macro Model 4. Emotional regulation showed a significant positive effect on academic resilience (B= .29, p< .01), and academic resilience had a significant positive effect on clinical competence (B= .95, p< .01). Emotional regulation showed a negative direct effect on clinical competence (B=- .18, p= .01), but the indirect effect via academic resilience was statistically significant (B= .28, 95% CI [ .15, .42]). The standardized indirect effect was β= .27, explaining about 60.9% of the total effect, with a kappa-squared value of .15 indicating a moderate effect size. The model explained 52% of the variance (R2= .52). These findings suggest that emotional regulation is not only a direct psychological resource but also enhances clinical competence indirectly through resilience. Development of integrated emotional regulation and resilience training programs is recommended in nursing education.