• Journal of Digital Convergence
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• v.18 no.8
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• pp.331-341
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• 2020

This study is a descriptive research study aimed at confirming the mediating effect of empathy ability in the relationship between interpersonal ability and adjustment to college life for freshman in nursing college. The study subjects were 179 freshman from the nursing department of four universities. Data were collected using a structured questionnaire from June 11 to June 18, 2018. Data were analyzed using SPSS 21.0. As a result of the study, it was confirmed that the interpersonal ability and empathy ability of the nursing college freshman were factors influencing the adjustment to college life, and that the empathy ability had a partial mediating effect in the relationship between the interpersonal ability and the adjustment to college life. These results suggest that it is necessary to develop and apply curriculum and extra-curricular programs that can enhance students' empathy ability as a way to improve the adjustment to college life in the freshman. Therefore, repeated studies including various variables related to college life adjustmente of freshmen in nursing colleges are needed in the future.

• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.3
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• pp.1576-1583
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• 2014

This study was to investigate the relationship between emotional intelligence and adjustment of college life as well as the effect of emotional intelligence on adjustment of college life in first year nursing college students. The participants were 104 first year nursing college students. Data was collected from June 11 to 13, 2012 and analyzed using descriptive statistics, pearson correlation coefficients and multiple regression. The mean scores for emotional intelligence 3.59 and adjustment of college life 3.01 were above average. A significant and positive correlation was found between emotional intelligence and adjustment of college life. The emotional intelligence predicted adjustment of college life. The strongest predictor on adjustment of college life was emotional recognition and next predictors were in order of empathy and emotional expression among the sub-factors of emotional intelligence. The results of this study suggest that it needs to develop the program for improving the emotional intelligence for better adjustment of college life in college nursing students.

• Journal of the Korean Applied Science and Technology
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• v.39 no.6
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• pp.802-811
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• 2022

The purpose of this study is to confirm the relationship between growth mindset, professor support and school life adjustment of nursing college freshman in the era of COVID-19, and to understand the effect on school life adjustment. The subjects of this study were 248 nursing college freshman located in G Metropolitan City, and data collection was conducted from October 4 to October 31, 2022. The collected data were analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients and multiple regression analysis using the SPSS/WIN 28.0 program. As a result of the study, school life adjustment had a significant positive correlation with growth mindset(r=.51, p<.000) and professor support(r=.54, p<.000). Factors affectiong school life adjustment of nursing college freshman were professor support(β=.38, p<.001), subjects who answered very satisfied in major satisfaction(β=.31, p<.001), growth mindset(β=.26, p<.001), subjects who answered satisfied in major satisfaction(β=.16, p=.015), and female students(β=.14, p=.005), which explained 44.0% of variance. The results of this study will be usefully used to develop strategies to improve the school life adjustment of nursing college freshman. In the future, a follow-up study that can expand the subjects and explain the school life adjustment of nursing college freshman is suggested.

• Journal of Digital Convergence
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• v.18 no.10
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• pp.315-323
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• 2020

The purpose of this study was conducted to investigate factors influencing college adjustment on nursing freshmen in the distance education during COVID-19. A final sample 165 nursing freshmen was selected from S city, between 31 August and 4 September 2020. Using SPSS program t-test, one-way ANOVA, Pearson's correlation analysis and multiple regression analysis were performed. Factors that influenced college adjustment age, education at the time of admission, motivation of department choice, scholastic achievement. College adjustment showed a positive correlation with academic self-efficacy, critical thinking disposition, problem solving ability. These factors affecting the college adjustment of the subjects were with an explanatory power of 37.7%. Nursing freshmen need to method of class and student guidance that take these factors into account in the distance education during COVID-19.

• Journal of Convergence for Information Technology
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• v.11 no.10
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• pp.322-331
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• 2021

This study attempted to identify the multi-cultural acceptance level of freshmen in nursing colleges and to analyze the factors influencing it. For the research method, data were collected from 410 first-year nursing students at K University in W City through a questionnaire from March 1 to 28, 2021, and frequency, reliability analysis, t-test, ANOVA, correlation, and multiple regression were conducted using the open-source statistical package R. As a result of the study, the multi-cultural acceptance level of freshman in nursing colleges averaged 77.36 points, indicating that they have a slightly higher multi-cultural acceptance capacity, and as a result of analyzing the influence of multi-cultural acceptance related factors, Korean recognition requirements(𝛽=0.34, p<.001), perceived threat recognition for migrants (𝛽=0.29, p<.001), Experience in multi-cultural education(𝛽=0.14, p<.001), Recognition of the appropriate age for multi-cultural education (𝛽=0.20, p<.001) was statistically significant. According to results, it is necessary to develop and actively utilize regular curriculum and programs related to multi-culturalism for nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.5
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• pp.2937-2945
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• 2014

This study was conducted to describe the relationship of Career Identity, Major Satisfaction and College Adaptation of nursing freshmen. The participants were 202 nursing freshmen in K city from October 15 to November 4. The data was collected by questionnaires and was analyzed using SPSS 20.0. There was a significant positive correlation among Career Identity, Major Satisfaction and College Adaptation of nursing freshmen. It was found that the effect of Career Identity and Major Satisfaction on College Adaptation was 45.0%. The results of this study provided a foundation to recognize importance of College Adaptation and to develop intervention program to improve College Adaption of nursing freshmen.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.409-418
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• 2021

This study was conducted to investigate the effects of nursing students' self-leadership, humanity, and resilience on college life adaptation. The subjects of this study were 190 freshmen from the Department of Nursing in C city. The collected data were analyzed by descriptive statistics, t-tset, ANOVA, pearson correlation, and multiple regression. As a result, the factors that have a significant influence on the college life adaptation were self-leadership, personality, resilience, school life satisfaction, and the number of friends. Humanity was the most influential factor(β=.659, p<.001) in college life adaptation, followed by self-leadership(β=.274, p=.001), and number of friends(β=.258, p=.003). The explanatory power of the model was 51.2%(F=40.72, p<.001). In addition, there was a high positive correlation between self-leadership, humanity, resilience and college life adaptation. Therefore, it is necessary to apply a program that can help college life adaptation by improving the personality and self-leadership of freshmen in nursing.

• The Journal of the Korea Contents Association
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• v.15 no.9
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• pp.329-341
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• 2015

The purpose of this study was to identify the types of subjectivity on communication styles of nursing freshmen and explore their properties by using the Q Methodology. Fifty nursing freshmen of P sample classified 55 Q-statements into the normal distribution of 11 point scale. Data were collected from May to June, 2015 and analyzed by using PC-QUANL program. As a result, communication styles are identified as 'Open-interaction facilitator', 'Other-considerate listener', 'Tense-sensitive to criticism person', and 'Non-interactive observer'. Open-interaction facilitators proficiently use verbal and nonverbal expressions, openly disclosing themselves and facilitating interactions with others. Other-considerate listeners primarily consider others before themselves, with careful communication. Tense-sensitive to criticism persons are nervous, sensitive to criticism, and are distractive style, so they have difficulties in intimate interaction with others. Non-interactive observers are bystanders who observe others and feel indifferent to interactions, without any self disclosure. The result of this study will be used for developing communication educational programs for nursing freshmen.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.11
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• pp.104-113
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• 2016

This study was conducted to describe the relationship and influencing factors among college life adaptation, academic self-efficacy, and department satisfaction of freshman nursing students. There were 345 345 nursing freshman between November 30 and December 4 who participated in this study. The mean score of the college life adaptation, academic self-efficacy, and department satisfaction was $2.91({\pm}0.52)$, $2.79({\pm}0.60)$, and $3.55({\pm}0.47)$. The college life adaptation related with male group (p=.004), entering motivation (p=.027), friendship satisfaction (p<.001), first semester grade (p=.005), and academic self-efficacy related with male group (p=.040), entering motivation (p=.047), desired work (p=.015), friendship satisfaction (p=.014), first semester grade(p<.001), and department satisfaction related with entering motivation (p=.004), friendship satisfaction (p<.001), and first semester grade (p=.002) all showed statistical significance. There was a significant positive correlation among college life adaptation, academic self-efficacy (r=.223, p<.001), and department satisfaction (r=.342, p<.001). A significant and positive correlation was found between academic self-efficacy and department satisfaction (r=.218, p<.001). Department satisfaction was largely influenced by the college life adaptation. The regression model explained 23.1% of college life adaptation. In conclusion, this study showed that college life adaptation of freshman nursing students was correlated with academic self-efficacy and department satisfaction. Moreover, to increase the college adaptation of nursing freshman, it is necessary to develop educational programs to improve academic self-efficacy and department satisfaction.