• Journal of the Korea Convergence Society
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• v.11 no.1
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• pp.221-235
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• 2020

This study identified the latent groups according to smartphone addiction tendency and examined the factors affecting the latent group identification. The best-fitting LCA solution had three classes. The first group was 'non-academic stressed group, immersed in smartphone' It was characterized low scores on academic stress and average scores on smartphone addiction tendency. The second group was 'medium level academic stressed group, immersed in smartphone' which scored slightly above average in academic stress and smartphone addiction tendency. The third group was 'medium level academic stressed group, non-immersed in smartphone'. It showed higher scores than average in academic stress, but students with far lower scores in smartphone addiction tendency. Logistic analysis result showed that gender and grade were significant. This study is meaningful in analyzing academic related variable(academic stress) and mental health related variable(smartphone addiction tendency) to classify the groups according to patterns between the two variables and suggest appropriate intervention for each group in a convergence way.

• The Journal of Korean Academic Society of Nursing Education
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• v.8 no.1
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• pp.51-60
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• 2002

The purpose of this study was to identify the relationship between self-esteem, self- efficacy and clinical practice performance, academic achievement, decision making of major field in clinical practice . The study subjects consisted with 244 students from G. junior nursing college that will adapt a new majoring program of clinical nursing practice funded by Ministry of human and resources development. Data were analyzed using descriptive statistics, and t-test, Pearson correlation, and multiple regression. The results of this study were summarized as follows: 1. The students were relatively performed well in clinical practice setting (total M :3.78). The item of student's personal relationship between patients, patient's family, and professional staff showed high score (M=3.96). However students did not feel comfortable to communicate with patients, patient's family and professional staffs in clinical setting(mean=3.56). 2. Students who had experiences of temporal absence from school showed significant difference in the variable of academic achievement and decision making of major field in clinical practice Students who entered to nursing school with self-motive revealed statistically significant difference in the variable of clinical practice performance, academic achievement, self-esteem, self-efficacy, and decision making of major field in clinical practice. 3. There was a significant correlation between self-esteem and clinical practice performance, (r=.512, p<.000). And the relation between self-esteem and decision making of major field in clinical practice was significantly correlated(r=.377, p<.000). Self-efficacy and clinical practice performance(r=.567, p<.000), and decision making of major field in clinical practice (r=.441, p<.000) showed significant correlations. Also relation between academic achievement and self-esteem reveled a significant correlation(r=.129, p<.05) but correlation between self-efficacy and academic achievement was not significant. 4. Correlation between clinical practice performance and decision making of major field in clinical practice also identified a significant relation(r=.498, p<.000). 5. Self-esteem and self-efficacy variables predicted clinical practice performance and explained 37.7% of clinical practice performance. 6. Aptitude and personal interests(m=4.07) reveled important factor affecting to select majoring area in clinical practice, and advice from parents reflected low percentage on selecting places(m=2.42). In conclusion, the variables of self-esteem and self-efficacy showed significant correlations with the variables of student's clinical practice performance, academic achievement, and decision making of major field in clinical practice. Thus it is recommended that student's affective domain of self-esteem and self-efficacy should be developed by nursing intervention before clinical nursing education.

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.99-104
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• 2023

The purpose of this study was to examine the effect of children's academic stress on school adaptation and to verify whether ego-resilience plays a mediating role in the relationship between academic stress and school adaptation. Based on the data from the 12th year of the Korean Children's Panel (2019), the general characteristics of the main subjects and the mean, standard deviation, skewness and kurtosis of the main variables were confirmed through basic statistical analysis, and correlation analysis was conducted between variables. In addition, to examine whether ego-resilience mediated the effect of academic stress on school adaptation, a three-step regression analysis was conducted following the procedure of Baron and Kenny. The results of this study were as follows. First, it was found that children's academic stress, school adaptation, and ego resilience were all significantly correlated. The higher the academic stress, the lower the ego-resilience and school adaptability. Second, it was confirmed that ego-resilience has a partial mediating effect in the relationship between children's academic stress and school adjustment. Ego resilience in the academic stress situation means that it acts as an important mediating factor to flexibly adapt to school life by objectively grasping and coping with the stress situation. Therefore, we need to recognize the need for flexible and resilient individual characteristics so that children can reduce academic stress and adapt well to school life, and seek active interest and intervention plans.

• The Korean Journal of Rehabilitation Nursing
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• v.2 no.1
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• pp.95-108
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• 1999

The purpose of this study was to identify the effect of the humor intervention program, administred to the hemodialysis patient as an adaptive coping mechanism. The research design was non-equivalent control group non-synchronized design. The study method had been done by investigating the experimental group and control group through the questionnaire on 36 patients who had been out patient hemodialysis room at B hospital in Pusan from August 18 to September 15, 1998. The humor intervention program consisted of 1 TV comedy, 1 home video and 1 comedy film. The humor intervention program was provided to the experimental group for 20-30 minute 3 times every other day at hemodialysis room. Dependent variables were measured by Spielberger's State Anxiety Inventory, Zung's Self Rating Depression Scale, Lefcourt & s Humor Coping Scale. The analysis of the collected data had been done for the hemogeneity test in which general characteristics of the experimental group and the control group had been tested by $X^2$-test and the hemogeneity test had been tested by t-test before using the humor intervention program which is for anxiety, depression and coping of humor. To test the hypothesis the t-test had been given for the difference of anxiety, depression and coping of humor between the two groups. The result were summarized as follows : 1. Anxiety score in the experimental group and control group was not significant difference. 2. Depression score in the experimental group and control group was not significant difference. 3. Coping of humor score in the experimental group and control group was not significant difference. In conclusion, even though humor intervention program did not have any efficient effect on hemodialysis patients in reacting to anxiety, depression and coping humor, it caused very positive reactions from patients, and it also reducted anxiety of patients among the experimental group a little bit. If this program could be sufficiently applied ac cording to the character of every patients with a little bit different appliences such as selection of humor intervention program, frequency and period, it will be used as an efficient the humor intervention program.

• Journal of Home Health Care Nursing
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• v.3
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• pp.75-85
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• 1996

Nursing Intervention Classification(NIC) includes the 433 intervention lists to standardize the nursing language. Efforts to standardize and classify nursing care are important because they make explicit what has previously been implicit, assumed and unknown. NIC is a standardized language of both nurse-initiated and physician-initiated nursing treatments. Each of the 433 interventions has a label, definition and set of activities that a nurse does to carry it out. It defines the interventions performed by all nurses no matter what their setting or specialty. Principles of label, definition and activity construction were established so there is consistency across the classification. NIC was developed for following reasons; 1. Standandization of the nomen clature of nursing treatments. 2. Expansion of nursing knowledge about the links between diagnoses, treatments and outcomes. 3. Devlopment of nursing and health care information systems. 4. Teaching decision making to nursing students. 5. Determination of the costs of service provided by nurses. 6. Planning for resources needed in nursing practice settings. 7. Language to communicate the unigue function of nursing. 8. Articulation with the classification systems of other health care providers. The process of NIC development ; 1. Develop implement and evaluate an expert review process to evaluate feedback on specific interventions in NIC and to refine the interventions and classification as feedback indicates. 2. Define and validate indirect care interventions. 3. Refine, validate and publish the taxonomic grouping for the interventions. 4. Translate the classification into a coding system that can be used for computerization for articulation with other classifications and for reimbursement. 5. Construct an electronic version of NIC to help agencies in corporate the classifiaction into nursing information systems. 6. Implement and evaluate the use of the classification in a nursing information system in five different agencies. 7. Establish mechanisms to build nursing knowledge through the analysis of electronically retrievable clinical data. 8. Publish a second edition of the nursing interventions classification with taxonomic groupings and results of field testing. It is suggested that the following researches are needed to develp NIC in Korea. 1. To idenilfy the intervention lists in Korea. 2. Nursing resources to perform the nursing interventions. 3. Comparative study between Korea and U.S.A. on NIC. 4. Linkage among nursing diagnosis, nursing interventions and nursing outcomes. 5. Linkage between NIC and other health care information systems. 6. determine nursing costs on NIC.

• Journal of Home Health Care Nursing
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• v.8 no.2
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• pp.121-134
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• 2001

The purpose of this study were to analyze the home care services and to evaluate the client's satisfaction with the home care services provided by home care service center in the C hospital. The data were collected by reviewing charts of 128 home care clients who were receiving home care services at C hospital from October 1997 to September 2000. The subjects for satisfaction of home care service were 20 clients from July 10 to September 30, 2000. The tool for measurement of present condition of home care service was developed by the researchers. The satisfactions of the home care services were measured by using the instrument developed by Im(997). The data were analyzed by using the SPSS/PC+. The results of this study were as followings : 1. Majority of the subjects was female(61.7%). The average of age was 63.5 years. The service has been used mostly by the elderly 60 years of age or older(71.1%). The economic level of most of subjects was in middle class(94.5%). 2. Majority of the subject had a cancer(55.4%), following stroke(25.0%). The average duration of disease for the subjects was 31 months. The average time of hospitalization for the subjects was 3.3 times. The duration of hospitalization was 10$\sim$30 days(26.6%), 30$\sim$60 days(23.4%) and above of the 210 days(9.4%). 3. Most of the subjects used his/her doctor (47.7%), as a consultant, following his/her nurse (28.1%), other patients or their family (21.9%). Most of reasons for a consultation were supportive management(Infusion or medication, 60.94%), following tube management(L-tube or T-tube, 25%), Foley catheter management (15.63%) etc. 4. 28 types of nursing diagnoses were used by the home care service. The nursing diagnosis altered nutrition: less than body requirement were used mostly by the home care service, following risk for infection, impaired skin integrity, impaired swallowing, ineffective airway clearance altered comfort: pain, impaired physical mobility. By the human-response pattern, exchanging(63.2%), moving(7.5%), feeling(10.4%), knowing(5.2%), communicating (2.6%), relating(0.5%) perceiving(0.4%) and choosing(0.3%). There were 42 nursing intervention types were performed by the home care service. By the NIC(nursing intervention classification. McCloskey. Bulech. 1996). physiologic: complex (30.3%) was the most, safety(28.3%), behavioral(20.0%), physiologic: basic(10.8%) and health system(1.7%). Observation or assessment was the most nursing intervention performed by the home care service. following IV infusion. vital sign observation. infusion management and fluid-electrolyte balance management. 5. The level of client's satisfaction with provided home care services showed considerably high(2.67/ 3).

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.10
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• pp.37-45
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• 2018

The purpose of this study was to investigate the impact of a teacher's leadership (initiating and consideration), class climate, and friendship on academic attitudes. In order to accomplish this, 1,533 elementary school students were recruited. Descriptive statistics and path analysis were employed to examine relationships. The major findings of this study are as follows. First, there were positive correlations between academic attitudes and the teacher's leadership, class climate, and friendship. Second, results of path analysis illustrated that a teacher's leadership consideration indicator had a direct impact on class climate, friendship, and academic attitudes. Furthermore, the teacher's leadership consideration indirectly affected academic attitudes through mediation of class climate and friendship. However, the teacher's leadership initiating indicator did not have a direct impact on class climate, friendship, and academic attitude. The indices of the best fit model for these variables were adequate (GFI, NFI, CFI > 0.90). This study shows that the teacher's leadership consideration is the significant predictor for elementary school students' class climate, friendship, and academic attitudes. Finally, the meaning and limitations of this research, and its implications on academic assistance and intervention, are discussed in detail.

• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.1
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• pp.54-67
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• 2001

This study was tried to investigate the effectiveness of assertive training on the state anxiety and assertive behavior which nursing students had experienced during clinical practice training from April 29, to June 5, 2000. Subjects for this study were thirty-six nursing students of practicing in a general hospital. Eighteen nursing students were assigned for the experimental group and trained by assertive training program during 4 weeks and eighteen nursing students were assigned for the control group. The assertive training program was composed of cognitive, behavioral and emotional assertive training. Post- test assessment was administrated to all subjects on a week later after the last session. The data were analyzed with SPSS PC programs. The results of this study were summarized as follows: 1) There were no significant differences between the experimental group and the control group on post- intervention comparisons of the state anxiety score (p=0.230), but in the experimental group, the anxiety score more decreased after the assertive training than that in the control group with significant differences(p=0.019). 2) There were no significant differences between the experimental group and the control group on post- intervention comparisons of assertive behavior (p=0.530). However, after the assertive training, the experimental group became more assertive than the control group with no significant differences(p=0.721). 3) The hypothesis that the more the assertive behavior, the less the state anxiety experienced by nursing students of clinical practice training was supported(r=-0.397, p=0.017). On the basis of this study results, the assertive training is effective for the reduction of the state anxiety experienced by nursing students of clinical practice training.

• Journal of Labour Economics
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• v.35 no.3
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• pp.51-81
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• 2012

This paper empirically investigates the dynamics of the poverty-higher education gap in Korea. Poverty may lead to a gap in access to higher education through two channels: the short-term inability to pay college tuition and fees and long-term disadvantages arising from one's environment that impede the development of academic ability. A regression analysis based on data from the Korean Education and Employment Panel suggests that it is long-term disadvantages that plays a dominant role in the dynamics of this gap. We also replicate a study carried out by Carneiro and Heckman, who have addressed a similar question in the US. Again, the results confirm that the crucial constraint is the long-term accumulation of disadvantages arising mainly from family background, not the short-term constraint. These findings suggest that policies designed to alleviate short-term financial constraints, such as tuition reduction, will be less effective in reducing the gap in accessing four-year college in Korea than policies involving early intervention in children's development.

• The Journal of Korean Academic Society of Nursing Education
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• v.6 no.1
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• pp.147-159
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• 2000

The purpose of this study was to investigate the performance of clinical competency in nursing graduates and clinical nurses. The total of 234 subjects returned the questionnaire with 95% of response rates. The subjects of the study constituted of 195 nursing graduates and 39 clinical nurses. Self report questionnaires were used to measure the clinical competence of nursing graduates and clinical nurses. This instrument had four dimensions of competency : client and health need, nursing process, professional role, and nursing interventions. The data were analyzed by utilizing SPSSWIN and the results were as follows. 1) The mean score of the nursing intervention dimension was the most with 3.82 compared to professional role dimension(3.06), nursing process(3.03), client and health need dimension(2.94) in nursing graduates. 2) The mean score of the nursing intervention dimension was the most with 3.04 compared to client and health need dimension(2.82), professional role dimension(2.81), nursing process(2.77) in clinical nurses. And all of these dimensions' scores were lower than the nursing graduates' scores. 3) The mean scores of nursing process (t=3.76, p<.001) and professional role dimensions(t=3.53, p<.001) in nursing graduates were significantly higher than clinical nurses' scores. Our suggestions based on the results of this study is : 1. It is recommended to repeat the same designed study in large sample of clinical nurses for further study.