• Korean Parent-Child Health Journal
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• v.18 no.2
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• pp.78-87
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• 2015

Purpose: This study attempted to determine multicultural awareness, empathy and intercultural skill communication of nursing students and to identify the variables that influence intercultural communication skills. Methods: The subjects were 238 nursing students. The research subjects were the students in the third and fourth grade of the Department of Nursing of five four-year universities located in D city, A city and Y city in Gyeongbuk region. Data were collected from March 11 to 22, 2013 by using self-report questionnaires. The data were analyzed by using descriptive statistics, t-test, one-way ANOVA, Pearson's correlation, and stepwise multiple regression with the SPSS/WIN. Ver. 18.0 programs. Results: The affecting variables of intercultural communication skill were multicultural awareness (${\beta}=.47$), empathy (${\beta}=.38$), other foreign languages (${\beta}=.16$) and multicultural interests (${\beta}=.09$). These variables accounted for 67.0% of the affecting intercultural communication skill. Conclusion: Based on these findings, more systematic multicultural education that can be used for multicultural subjects is needed to be conducted at nursing schools. In particular, programs considering the subjects who do not have neither foreign friends around them nor experience of staying abroad need to be developed.

• The Journal of Korean Academic Society of Nursing Education
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• v.28 no.4
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• pp.389-399
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• 2022

Purpose: This study aimed to develop a multicultural education program that includes contact with persons from multiple cultures and to report on the program's effects on intercultural communication competence and nursing professionalism. Methods: A multicultural education program that included contact with persons from multiple cultures was developed, and a quasi-experimental study was performed using a non-equivalent control group pretest-posttest design. The experimental group comprised 32 participants, and the control group comprised 26 participants. An online survey was conducted before and immediately after the intervention to collect data. Results: The experimental and control groups' mean scores for intercultural communication competence before the intervention were 3.67 and 3.84, respectively, while their mean scores for nursing professionalism were 3.87 and 3.69, respectively. After the intervention, both the intercultural communication competence score and the nursing professionalism score improved to 4.02 in the experimental group. The study demonstrated significant improvement in intercultural communication competence and nursing professionalism after the multicultural education program was conducted. Conclusion: The study's results demonstrate the need to develop a multicultural education program including contact and communication with persons from multiple cultures, such as international students, women who immigrated for marriage, immigrant workers, and multicultural families.

• Journal of Korean Critical Care Nursing
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• v.14 no.1
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• pp.40-49
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• 2021

Purpose : This study identified the factors affecting the clinical competence of emergency unit nurses caring for foreign patients. Methods : This study utilized a descriptive correlation design. Participants were 112 emergency unit nurses working in different hospitals designated as the government's emergency medical centers and agencies in 2018. The collected data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, Pearson's correlation coefficients, and multiple linear regression analysis. Results : Subjects' clinical competence showed positive relationships with cultural competency (r=.45, p<.001) and intercultural communication (r=.53, p<.001). Factors that affect the clinical competence of subjects showed intercultural communication (β=0.38, p=.001). Conclusion : It is necessary to develop programs to improve intercultural communication, factors that influence clinical competence of emergency unit nurses, and apply them to practical fields.

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.265-289
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• 2018

The word culture itself is very difficult to define. Therefore, in order to confine its meaning, many scholars prefer to attach different prefixes such as inter-, bi-, multi-, cross-, pluri-, trans-, in front of the adjective cultural instead of defining the word culture itself. These prefixes have been used along with about thirty various nouns, ranging from adaptability to training. In this paper, we focused on the adjective intercultural. In fact, this adjective has been widely used, not only in education but also in the communication and philosophy sectors among the world academia discourse. Intercultural Education appeared in America in the 1930s and also in the 1970s in Europe, in order to improve relations between immigrants and the people who received them. Intercultural communication arose in America as a cultural education program for American diplomats and professionals, while interculturalism appeared in the 1970s in Canada as a policy in opposition to multiculturalism. Intercultural philosophy started in 1990s Germany as philosophical speculation against Eurocentrism. As such, the adjective intercultural has been used with a combination of diverse nouns. In regards to this, one can ask the following questions: did the scholars have any kind of agreement during their discussions? Did they communicate and make a positive impact on each other? If not, how can we interpret their common use of the word intercultural? To answer these questions, we tried to compare fives types of intercultural waves of the 20th century, paying particular attention to their time periods, places and backgrounds of appearance, their emphases and shortcomings. Following our research, we found that intercultural waves in the 20th Century have developed independently despite their common use of the word intercultural. Therefore, we concluded that the use of same word intercultural was the result of humankind's effort to approach cultural differences in a positive way in the global village created by internationalization and globalization of the 20th century.

• Educational Technology International
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• v.8 no.2
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• pp.113-140
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• 2007

This study purports to contribute in deepening our understanding of ISD (instructional systems design/development) from Edward Hall's concept of intercultural communication. Renowned anthropologist Edward Hall introduced three concepts of cultural differences: time, space, and context. This paper explores how theses cultural dimensions - time, space and context- are reflected in ISD and compares the cultural differences between the east and the west that emerge in the process of applying ISD.

• Proceedings of the Korea Society of Design Studies Conference
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• 2001.10a
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• pp.52.1-52
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• 2001

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.4
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• pp.459-468
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• 2017

This study examined the multicultural awareness, cultural sensitivity, and characteristics of multicultural experiences affecting the intercultural communication skills among Korean nursing students. The study participants were a total of 353 nursing students who had completed one or more clinical practice courses and were in 1 University and 2 Colleges. A self-assessment instrument was used. The descriptive statistics, t-test, one way ANOVA, Pearson's correlation coefficient, and simple and multiple regression were used to analyze the data. Statistically significant differences in the intercultural communication skill were observed in multicultural education, foreign friends, proficiency in English, stay in foreign countries, and length of stay in foreign countries. The intercultural communication skills was correlated with both multicultural awareness and cultural sensitivity. Multiple regression analysis showed that the multi-cultural awareness, multi-cultural education, and proficiency in English could explain 41.3% of the variances for the intercultural communication skill. Simple regression analysis also showed that the length of stay in foreign countries explained 2.5% of the intercultural communication skill among nursing students, who had stayed in foreign countries. Therefore, nursing educators should improve their multi-cultural awareness and develop various multi-cultural education programs, consider living abroad, and improve their language proficiency to strengthen nursing students' intercultural communication skill.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2015.10a
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• pp.224-226
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• 2015

Outwardly, the people in the shipping industry are aware that multicultural working environments and conditions could have a strong influence on the operation of ships. With a lack of cultural awareness and foreign language skill of crew members on ships, there are lots of misunderstandings and miscommunications among (cross-cultural) crews. More and more maritime accidents are caused by human error in the world's oceans. Nevertheless the research on cultural diversity and human interaction on ships is still in its infancy. Due to the rapid change of the demographic make-up of crews, not only teaching and training technical skills for the crews, but also education in nontechnical skills such as cultural awareness, cultural sensitivity, intercultural competence is urgently needed. This study will deal with intercultural issues on ships. It aims to emphasize the necessity of intercultural training in MET.

• Journal of Korean Academy of Rural Health Nursing
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• v.14 no.2
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• pp.23-29
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• 2019

Purpose: This study was done to identify the cultural capacity of college nursing students and the relationship of intercultural communication. Methods: The participants were 200 students in colleges of nursing from 6 universities in C city, who understood the purpose of the study and agreed to participate. Collected data were analyzed with t-test, ANOVA, correlation analysis, and stepwise regression analysis using SPSS/WIN 22.0. Results: Cultural sensitivities in this study (r=.372, p<.001), cultural knowledge (r=.399, p=.001), cultural awareness (r=.547, p<.001), and cultural technology (r=.550, p<.001) each showed a statistically significant correlation with intercultural communication skills. Conclusion: The results of this study show that reinforcement of the cultural and intercultural communication ability of college nursing students, in-depth exploration of the cultural area and religious inspection, cultural and professional backgrounds, assessment and consideration of cultural characteristics, nursing diagnosis, and health appropriate to the cultural background. It is suggested that education such as service provision should be conducted systematically.

• Korean journal of communication and information
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• v.39
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• pp.506-543
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• 2007

The purpose of this study is to explore the relationship between national reputation, culture and communication based on the intercultural communication theory. The 18 foreign residents in Korea were interviewed. The analysis of in-depth interview reveals that culture and communication are very important factors in establishing the national reputation. The qualitative research showcases that the cultural acculturation types(separation, integration, and assimilation) are grouped as foreigners adapt and acculturate to the residence. Especially, the assimilation is very essential type in having the in-group expectancy and the loyalty to Korea. The results reveal that a higher level of heterogeneity of a personal network('Korean in-group network') is associated with a higher level of reputation and loyalty to Korea. This suggests that having outgroup members in individuals' personal networks facilitates outgroup communication competence and loyalty to Korea.