• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.68-77
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• 2017

This study investigated the relationships among major satisfaction, nursing professionalism, and college life adaptation of the nursing students in order to present basic data to assist in adaption of college life. The study subjects were 553 nursing students from two universities in K and P cities by self-report questionnaire survey. Data were collected between November 7 and November 25, 2016. The data were analyzed through frequency analysis, descriptive statistics, t-test, ANOVA, Scheffe test, Pearson correlation coefficient, and hierarchical regression using SPSS 21.0 program. As a result, major satisfaction, nursing professionalism, and college life adaptation averaged 3.86(out of 5), 3.97(5), and 3.34(5) respectively. There was a significant positive correlation between major satisfaction and nursing professionalism, college life adaptation on nursing students. In addition, nursing professionalism had moderating(F=8.460, p=.004) and partial mediating (${\beta}=.21$, p<.001) effects between major satisfaction and college life adaptation among nursing students. In conclusion, nursing professionalism is a very important factor in the effects of major satisfaction of nursing students on college life adaptation. Therefore, in order to promote college life adaptation of nursing students, and increase their major satisfaction, it is necessary to develop and apply an educational program that can establish the right nursing professionalism.

• The Korean Nurse
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• v.17 no.4 s.96
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• pp.41-47
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• 1978

1. 기초간호교육제도- 기초간호교육은 4년제 대학과정과 3년제 전문 대학과정의 두 제도가 있다. 수업년한, 졸업기준 학점이 다르다. ''학술의 심오한 이론, 그 정치하고 광범한 응용방법을 교수 연구하고 지도적 인격을 도야함''은 대학의 교육목적이며, 전문대학은 ''전문적 지식과 이론을 교수''연구하며 재능을 연마하여 중견 직업인을 양성함''으로 명시되었다. 전자는 학문과 지도력에 중점을 두었고 후자는 전문적 지식과 이론에 바탕을 둔 재능의 연마와 중견직업인에 역점을 두고 있다. 교육과정의 편성비율에 있어서도 대학과정과 전문대학 과정에 현저한 차가 있다. 전문대학은 총 이수학점 중 20$\%$를, 대학과정은 30$\%$를 교양과목으로 과하고 있고, 전문대학은 전공선택과 필수를 총 학점의 80$\%$로 하는데 비해 대학과정은 총 이수학점의 50$\%$ 내외로 하고 자유선택, 부전공 등에 나머지를 할애하고 있다(표 7, 표 8) 2. 계속교육제도- 계속교육제도는 정규교육제도에 포함되고 있는 대학원 과정과 보사부장관이 인정하는 특정 기관에서 개설하는 특수분야별 수습과정들로 나눌 수 있다. 대학원 과정은 간호학 전공 외에도 보건학 교육학동 인접학문 영역을 연구하여 학위를 받고 있고 서울대학교와 연세대학교에서 박사학위 과정을 개설하고 있다. 전공분야별 간호원의 자격인정은 보건간호, 마취간호, 정신간호 분야에 가능하나 극소수의 간호원 자격을 취득하고 있다.

• Journal of Digital Convergence
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• v.14 no.10
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• pp.355-365
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• 2016

This study was conducted to evaluate the relationships between emotional intelligence and college adjustment and nursing professionalism in nursing college students. The study participants were 172 nursing students of a university in Chungnam province. Data were collected by a self-administered questionnaire from December 1 to 20, 2015. Collected data were analyzed using the IBM SPSS 20.0 program with descriptive statistics, Pearson's correlation coefficient, t-test, one-way ANOVA and Scheffe test. The level of the emotional intelligence, college adjustment, and nursing professionalism were not high, and the emotional intelligence of nursing students had positive correlation with college adjustment(r=.448, p<.001)and nursing professionalism(r=.376, p<.001). These results suggest that nursing interventions to improve the emotional intelligence of nursing students should be developed and applied for improvement of college adjustment and nursing professionalism.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.711-720
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• 2023

This study was collected from June 8, 2023 to June 23, 2023 from 230 nursing students at a university to identify the factors affecting nursing students' adaptation to college. Data was analyzed by frequency analysis, descriptive statistics, correlation, and multiple regression analysis using SPSS 24.0 Program. As a result of the study, whether the adaptation to college according to general characteristics has been heard about new technologies(t=2.830, p=.018) showed a statistically significant difference. Nursing students' adaptation to college showed a strong positive correlation with grit and negative correlation with self-control. It was found that nursing students' grit affects the adaptation to college(F=117.48, p<.001), and the explanatory power was 33.7%. It is necessary to develop and apply irregular programs to enhance grit for students' adaptation to college, and repetitive research is needed in consideration of the relationship between technostress and self-control.

• The Korean Nurse
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• v.21 no.1 s.114
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• pp.27-30
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• 1982

본 조사는 1981년 6월부터 7월까지 전국 50개 간호교육기관의 교육실태를 조사하여 다음과 같은 결과를 얻었다. 1. 전국 간호교육기관 수는 총 51개교로 대학 과정 15개교, 전문대학과정 36개교이다. 2. 간호교육기관 기관장의 전공분야는 간호학 전공자가 $42.0{\%}$, 비간호학 전공자, $58.0{\%}$이다. 3. 1981년도 재학생은 11.574명으로 대학과정 2,843명, 전문대학과정 8.731명이고, 남학생이 7개교에 재학하고 있으며, 총 남학생은 45명이다. 4. 1981년도 총 졸업생 수는 3,278명으로 대학과정 19.8%, 전문대학과정 $80.2{\%}$이다. 5. 1981년도 졸업생의 취업율은 $74.9{\%}$, 미취업율은 $25.1{\%}$이며, 취업분야는 임상분야에 $82.4{\%}$, 보건분야에 $7.2{\%}$, 교육분야에 $7.5{\%}$, 기타$2.9{\%}$이다. 6. 전국 간호교육자는 662명이고 1979년 9월부터 1981년 3월까지 출판된 저서는 96권, 논문은 503편이다.

• Journal of the Korean Society of School Health
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• v.33 no.3
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• pp.213-221
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• 2020

Purpose: The purpose of this study was to investigate adjustment experiences of nursing students in the face of COVID-19. Methods: The subjects were 4 focus groups consisting of a total of 20 participants, including 18 nursing students and 2 professors. From July to August 2020, focus group interviews were conducted. Results: We identified 15 sub-themes and 4 hemes. The 4 themes were sudden and new situation, changes in daily life due to non-face-to-face contact, becoming in an unfamiliar life, rising to the challenge of the new normal. Conclusion: Participants were experiencing difficult situations, accepting and recognizing them as challenges. It is necessary to conduct further research on how college students experiencing a crisis accept the situation and how they think about it, according to their major. In addition, since this research was conducted through focus group interviews, it is necessary to conduct further research using another research method.

• Journal of the Korean Society of School Health
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• v.35 no.2
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• pp.41-48
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• 2022

Purpose: The purpose of the study was to investigate the mediating effects of psychosocial well-being on the relationship between self-leadership and learning flow in nursing students. Methods: A total of 148 nursing students with online class experience participated in the study. The data were analyzed using the independent t-test, Pearson's correlation coefficient, PROCESS macro, and bootstrapping methods with SPSS Statistics 26.0. Results: The results showed that self-leadership, learning flow, and psychosocial well-being were significantly correlated, and self-leadership had a direct effect on learning flow. In other words, the higher the level of self-leadership, the higher the learning flow of nursing students. Psychosocial well-being was partially mediated by self-leadership and learning flow. Conclusion: It is necessary to develop and implement programs for self-leadership and psychosocial well-being enhancement as a strategy to enhance nursing students' learning flow.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.312-320
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• 2019

Purpose: The purpose of this study was to investigate the level of perceived readiness for interprofessional learning and its differences between nursing and other health-related students. Methods: A web-based survey was conducted from April 25 to June 30, 2017 in one university in Korea. A total of 325 undergraduate nursing students and other health-related disciplines completed the structured questionnaire consisting of Readiness for Interprofessional Learning Scale and general characteristics. Data were analyzed by descriptive statistics, t-test, ANOVA, and multiple linear regression. Results: The scores of readiness for interprofessional learning in nursing students were significantly higher than those in other health-related students (t=3.50, p=.001). Nursing students had higher collaboration, professional identity, and roles and responsibilities than other health-related students. The class experiences with other major students was a significant factor related to the readiness for interprofessional learning both in nursing (p=.001) and other health-related students (p=.001). Conclusion: The findings suggest that nursing educators consider the different level of readiness for interprofessional learning between nursing and other health-related students while integrating interprofessional education into nursing education curricula.

• Journal of the Korean Applied Science and Technology
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• v.41 no.1
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• pp.96-106
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• 2024

This study aimed to examine the effects of non-face-to-face sleep program combined with aroma necklace on quality of sleep, daytime sleepiness, depression, and stress in insomnia with college students. A nonequivalent control group pre-post test design was used. The experimental group(n=21) underwent non-face-to-face sleep program combined with aroma-necklace while the control group(n=21) received a sleep booklet. Sleep quality, daytime sleepiness, depression, and stress were measured to identify the effectiveness of the program. Data were analyzed using descriptive statistics, Fisher's exact test, χ²-test, and independent t-test with the SPSS 24.0 program. In the homogeneity test of the general characteristics and study outcome variables there were no significant differences between the two groups. Significant group differences were found in sleep quality (t=-5.87, p<.001), daytime sleepiness(t=-4.28, p<.001), and depression(t=-4.40, p<.001). No differences were found in the stress. Non-face-to-face sleep improvement program combined with an aroma-necklace was effective in improving insomnia in college students. Nurses can contribute to improving sleep and depression by applying this program to college students experienced insomnia living in various environments.

• The Journal of the Korea Contents Association
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• v.18 no.9
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• pp.696-709
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• 2018

The purpose of this study is to identify the types of subjectivity on communication styles of nursing freshmen by using the Q Methodology, and examine interpersonal relationship anxiety and college adjustment according to communication styles. Participants were 89 nursing freshmen, and data were collected from 7. March to 23. September 2016. Data were analyzed by using PC-QUANL program for communication styles, and using descriptive statistics, Mann-Whitney U test, Kruskal-Wallis test with SPSS windows version 24.0 program for interpersonal relationship anxiety and college adjustment according to communication styles. As a result, 4 communication styles were identified, 'Considerate-empathetic', 'Tense-passive', 'Vulnerable-easily distracted', and 'Facilitative-leading'. 'Tense-passive', 'Vulnerable-easily distracted' showed significantly higher interpersonal relationship anxiety than 'Considerate -empathetic'. 'Considerate-empathetic' showed significantly higher college adjustment than 'Vulnerable-easily distracted'. The result of this study is expected to be used for developing communication educational programs and provide a foundation to improve college adjustment of nursing freshmen.