The Differences in Basic Social Competency and Relevant Factors Based on Years of Study Amongst University Nursing Students

Background: Basic social competency is defined as the fundamental ability necessary for working with diverse people in the workplace and community. This study aimed to clarify the differences in the basic social competency of university nursing students by year of study, and related factors. Methods: The subjects were 305 first- to fourth-year university nursing students. A survey was conducted using a self-completed questionnaire. Analyses were performed by comparing basic social competency amongst different years of study, calculating correlation coefficients of occupational readiness and development of personalization and socialization with basic social competency, and multiple regression analysis of factors influencing basic social competency. Results: The subjects analyzed were the 162 students who returned the questionnaire (the recovery rate was 53.1%, and the response rate was 100%). Basic social competency tended to decrease in second-year students and subsequently improved in fourth-year students. Specifically, the scores of Action and Teamwork were significantly high in fourth-year students. In addition, the correlation coefficient between occupational readiness and basic social competency was r = 0.566 (P = 0.01), r = 0.615 for the individual orientedness (P = 0.01), and r = 0.542 for the social orientedness (P = 0.01); and significant correlations were observed in these relevant factors. Multiple regression analyses revealed that basic social competency were influenced by occupational readiness, individual orientedness, and social orientedness (R2 = 0.47, F = 15.14, P = 0.00). Conclusion: Basic social competency for university nursing students was significantly higher in fourth-year students, and the correlation with basic social competency was strong in the categories of occupational readiness and the development of personalization and socialization. It was suggested that clinical practice experiences promoted students’ personal growth and socialization while preparing to take a nursing job and affected the development of basic social competency