Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 5, 1525-1530 2024 Publisher: Learning Gate DOI: 10.55214/25768484.v8i5.1866 © 2024 by the authors; licensee Learning Gate © 2024 by the authors; licensee Learning Gate * Correspondence: lee-hk1214@hanmail.net The impact of positive psychological capital, problem solving ability and clinical competence on career adaptability in nursing students Eun Hee Shin1, Hyea Kyung Lee2* 1Nursing Department, Kimcheon University. 2Nursing Department, Jungwon University; lee-hk1214@hanmail.net (H.K.L.). Abstract: The purpose of this study is to identify the factors affecting career adaptability in nursing students, focusing on positive psychological capital, problem-solving ability, and clinical competence. The study participants were fourth-year nursing students from one university in Chungbuk and one university in Gyeongbuk, with 151 questionnaires analyzed. The results indicated that positive psychological capital (β=.87, p<.001) was the significant factor affecting career adaptability (F=197.050, p<.001), explaining 78.6% of the variance. Based on these findings, it is recommended to use this study as foundational data for developing nursing education programs to enhance career adaptability in nursing students. Keywords: Career Adaptability, Clinical Competence, Positive Psychological Capital, Problem Solving Ability. 1. Introduction The youth employment rate (ages 15-29) in Korea is notably low among OECD member countries. In June 2023, the youth employment rate was 47%, which dropped to 45.9% by March 2024, marking a decrease of over 1% in nine months. Despite record high employment rates and record low unemployment rates in 2023, this increase in employment did not include the youth demographic, affecting university enrollment decisions significantly. Nursing students, upon entering their programs, have their career paths predetermined as healthcare professionals. As a result, they often lack deep reflection on their careers during university and immediately enter clinical nursing roles post- graduation [2]. This premature career determination can lead to job dissatisfaction and turnover. Therefore, enhancing career adaptability in nursing students is a crucial task. Career adaptability refers to the readiness to cope with changing work and job conditions [3]. It is the degree to which individuals can prepare for anticipated tasks and unforeseen changes in future jobs [4]. Career adaptability involves the ability to explore opportunities, predict future situations, and make appropriate and feasible decisions within the vocational environment [5]. It is defined as the self- regulatory capacity to adapt to environmental changes and solve problems during career transitions [6]. Hence, it is an essential competency for nursing students approaching graduation. Positive psychological capital, a concept gaining attention in organizational behavior and human resource management, encompasses self-efficacy, hope, optimism, and resilience [7]. Luthans et al. define it as a "positive psychological state of development characterized by having confidence (self- efficacy) to take on and put in the necessary effort to succeed at challenging tasks; making a positive attribution (optimism) about succeeding now and in the future; persevering towards goals (hope) and, when necessary, redirecting paths to goals in order to succeed; and when beset by problems and adversity, sustaining and bouncing back and even beyond (resilience) to attain success" [8]. Exploring the relationship between positive psychological capital and career adaptability in nursing students is crucial as it helps them make appropriate and executable decisions by exploring opportunities and 1526 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 5: 1525-1530, 2024 DOI: 10.55214/25768484.v8i5.1866 © 2024 by the authors; licensee Learning Gate predicting future situations within the vocational environment [5]. Problem-solving ability is the capacity to accurately recognize and appropriately address various problems through creative, logical, and critical thinking during job performance. Problems in diverse and complex societies appear in increasingly multifaceted forms [10]. Nurses working in clinical settings face diverse and complex symptoms, requiring them to efficiently address health problems, making problem-solving ability an essential competency for nursing students [11-13]. Therefore, understanding the relationship between problem-solving ability and career adaptability is vital for preparing nursing students to handle changing job conditions effectively [3]. Clinical competence is the overall ability to apply effectively learned knowledge from nursing education to clinical nursing tasks and perform them efficiently. It involves the integration of appropriate knowledge, skills, attitudes, and judgments to competently fulfill nursing roles in clinical situations [14-16]. Clinical competence is a fundamental competency that new nurses must possess, highlighted by hospital administrators, preceptors, and the new nurses themselves as a critical element [17]. Examining the relationship between clinical competence and career adaptability is essential. This study aims to investigate the relationships among positive psychological capital, problem-solving ability, clinical competence, and career adaptability in nursing students and verify the influence of these factors. The findings will serve as foundational data for developing nursing education programs to enhance career adaptability in nursing students. 2. Materials and Methods 2.1. Designing of Study This descriptive survey study aims to identify the factors affecting career adaptability in nursing students, focusing on positive psychological capital, problem-solving ability, and clinical competence. 2.2. Subjects The study participants were nursing students from one university in Chungbuk and one university in Gyeongbuk. The purpose and methods of the study were explained to the students, and permission for data collection was obtained. Nursing students who agreed to participate and signed the questionnaire were included. The sample size was determined using the G*Power 3.1.9.7 program, considering a significance level of .05, an effect size of .15, a power of 0.80, and 9 predictor variables, requiring 114 participants. Considering the dropout rate, 180 participants were randomly sampled, and 151 questionnaires were used for the final analysis. 2.3. Study Tool 2.3.1. Career Adaptability Career adaptability was measured using the Career Adapt-Ability Scale (CAAS) developed by Savickas and Porfeli [18] and modified by Yoon [19]. It consists of 20 items on a 5-point Likert scale, with higher scores indicating higher career adaptability. The Cronbach's α for this study was .84 2.3.2. Positive Psychological Capital Positive psychological capital was measured using a tool based on the four components (self-efficacy, hope, optimism, and resilience) proposed by Luthans et al. [20], modified for the Korean context by Lee et al. [21]. It consists of 17 items on a 5-point Likert scale, with higher scores indicating higher positive psychological capital. The Cronbach's α in Lee et al.'s study [21] was .91, and in this study, it was .93. 2.3.3. Problem Solving Ability Problem-solving ability was measured using a tool developed by Lee et al. [22] for adults. It consists of 16 items on a 5-point Likert scale, with higher scores indicating higher problem-solving ability. The Cronbach's α in Lee et al.'s study [22] was .88, and in this study, it was .97. 1527 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 5: 1525-1530, 2024 DOI: 10.55214/25768484.v8i5.1866 © 2024 by the authors; licensee Learning Gate 2.3.4. Clinical Competence Clinical competence was measured using a tool based on the SIX-Dimension Scale developed by Wonhee Lee et al. [23] and modified by Park [24]. This tool consists of 15 items divided into three subdomains: nursing process (5 items), nursing skills (5 items), and education collaboration (5 items). Each item is rated on a 5-point Likert scale, with higher scores indicating higher clinical competence. The Cronbach's α in the tool development study was .96, and in Park's study [24], it was .94. In this study, the Cronbach's α was .93. 3. Results 3.1. Differences In Career Adaptability According to General Characteristics The analysis of differences in career adaptability according to the general characteristics of the participants is shown in Table 1. The differences in career adaptability according to general characteristics were statistically significant in university satisfaction (F=4.27, p=.016). Post hoc analysis revealed that students with moderate university satisfaction scored significantly higher than those with high satisfaction. Table 1. Differences in career adaptability according to general characteristics. Characteristics Categories N (%) M±SD t/F(p) shceffe Gender Men 47(29.2) 3.03±1.50 -0.16(.872) Women 114(70.8) 2.99±1.30 Religion Yes 32(19.9) 2.90±1.53 -0.44(.655) No 129(80.1) 3.03±1.31 College Satisfaction Uppera 40(24.8) 2.48±1.51 4.27(.016) a