• 대한간호학회지
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• 제34권3호
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• pp.412-420
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• 2004

Purpose: The purposes of this study were to: (a) develop a comprehensive communication course combined with a group program for improving communication skills; and (b) examine the effects of the comprehensive communication course on interpersonal communication, relationship change, self-esteem, and depression in nursing students. Method: The experimental group consisted of 82 nursing students, and the control group, 108 nursing students. Both groups each took communication courses from March to June, 2002 and 2003. A group program for improving communication skills was conducted for each 8 subgroups of the experimental group for 90 minutes once a week during the 6 weeks, while the existing communication lecture was conducted for the control group. Both groups were post-tested after the intervention for verifying the difference of variables between the two groups, and the experimental group was also pre-tested for verifying the difference between before and after the treatment. Result & Conclusion: Interpersonal communication score of the post-test in the experimental group was significantly higher than in the control group and the depression score of the post-test in the experimental group was significantly lower than in the control group. Interpersonal communication, relationship change and self-esteem scores were significantly increased and the depression score was significantly decreased in experimental group after the treatment. In conclusion, the comprehensive communication course that was developed in this study had positive effects on communication skills in nursing students.

• 대한물리의학회지
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• 제7권2호
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• pp.231-239
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• 2012

Purpose : The purpose of this study is to investigate the effect of clinical performance improved by the application of the Core-Skill TLP to students. Methods : The subject of the study were 48 students who are enrolled in the 2nd semester of the 3rd year in the department of physical therapy. In order to compare the difference in physical examination and intervention, clinical practice integration as well as interpersonal communication skills were measured before and after clinical performance experiments by using the questionnaire. Result : The results are as follows. There was an improvement after examination & intervention about mean 1.52(t=16.928, p=.000), in clinical practice integration 1.30(t=14.541, p=.000) and in interpersonal communication skills 0.86(t=9.510, p=.000). It shows the significant difference in statistics. Conclusion : According to these results, the Core-Skill TLP is proved as a good learning strategy and could be strongly recommended since it significantly improved physical examination & intervention, clinical practice integration and interpersonal communication skills.

• 한국임상보건과학회지
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• 제7권2호
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• pp.1289-1297
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• 2019

Purpose: The purpose of this study was to investigate occupational therapy at M college in Changwon and the impact of smart phone use on the school life of college students and to help them find ways to further develop in the future. Methods; Data collection was conducted using questionnaires, and the questionnaires consisted of 152 total questions with 15 interpersonal questions, 23 problem solving skills, 43 self-efficacy, 16 class participation scale, and 55 self-directed learning scale. It was conducted to first and second graders of M college and conducted a survey through the corresponding academic year from March 26, 2019 to March 29, 2019 to retrieve 120 questionnaires and use them for analysis. The collected data were analyzed using SPSS. Statistic 20.0. Results: Studies show that "school life satisfaction" is usually the highest at 53 percent. The "smartphone user motivation" was the highest with 50.8 percent, while the "most frequently used feature on smartphones" was the highest with 57.5 percent on SNS. Satisfaction after using a smartphone was the highest with 49.2 percent, while 41.7 percent said it would be easier to acquire and utilize information in the areas of satisfaction. Conclusion: Smartphone addiction, interpersonal relationships, problem-solving skills, self-efficacy, participation in classes, and self-control learning items are not only affected by one part, but also by the other.

• 한국간호교육학회지
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• 제21권3호
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• pp.330-339
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• 2015

Purpose: The purpose of this study was to develop an interpersonal relationship harmony program and to investigate the effect of interpersonal relationship harmony program on interpersonal relations, conflict resolution methods, interpersonal anxiety, salivary cortisol level for nursing students. Methods: The 8-week interpersonal relationship harmony program was developed based on interpersonal relationship harmony theory. The effectiveness of the program was evaluated using a quasi-experimental design. The participants were 58 third-year nursing students, 29 in the experimental group and 29 in the control group. Data were collected from July 5, 2014 to August 25, 2014 and analyzed through t-test. Results: The experimental group showed significantly higher post-test scores in interpersonal relationship harmony, interpersonal relationship ability, active conflict mitigation and significantly lower post-test scores in active conflict intensification, interpersonal relationship anxiety than those of the control group. Conclusion: The interpersonal relationship harmony program improved nursing students' interpersonal skills and conflict resolution methods and reduced interpersonal relationship anxiety through an integrated approach that covered the cognitive, emotional, behavioral, and physical aspects of harmony.

• 한국산학기술학회논문지
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• 제22권1호
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• pp.237-250
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• 2021

본 연구는 내현적자기애 성향이 높은 대학생들의 대인관계문제를 완화시키기 위해 그들의 핵심 정서인 내적 심리상태 중 부정적 정서인 성인애착을 통한 대인관계능력과의 관계를 검토하고, 내현적자기애와 대인관계 능력의 관계에서 성인애착에 대한 매개효과를 검증해보고자 한다. 본 연구의 대상은 서울·경기 지역의 대학생 447명으로 2020년 7월 6일부터 31일까지 설문조사를 실시하였다. 자료분석은 SPSS 23.0과 AMOS 23.0을 사용하여 빈도분석, 신뢰도 분석, t-test, 일원분산분석, Pearson의 상관관계분석, 확인적 요인분석, 구조방정식 모형, 부트스트래핑, sobel-test를 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 대학생의 내현적자기애는 대인관계능력에 부(-)적인 영향을 미치는 것으로 나타났다. 둘째, 대학생의 내현적자기애는 성인애착에 정(+)적인 영향을 미치는 것으로 나타났다. 셋째, 대학생의 성인애착은 대인관계능력에 부(-)적인 영향을 미치는 것으로 나타났다. 넷째, 대학생의 내현적자기애와 대인관계능력 간의 관계에서 성인애착은 유의한 매개효과가 있음을 검증하였다. 본 연구의 결과는 대인관계에 어려움을 겪는 대학생들에게 내현적자기애를 변화시키는 노력과 함께 애착 수준을 향상시킬 수 있도록 도와주는 것이 필요함을 시사한다.

• 아동학회지
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• 제14권2호
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• pp.49-63
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• 1993

The purpose of this study was to investigate the effects of problem solving interaction through puppetry on interpersonal problem solving thinking. The subjects were 60 children, ranging in age from 69 to 72 months. All subjects were randomly assigned to one of three experimental groups: the control group with no treatment, the puppetry group, the puppetry problem solving interaction group. The treatment covered 4 weeks. The instrument was based on Shure and Spivack's(1974) Preschool Interpersonal Problem Solving (PIPS) test. The data were analyzed with paired t-test, one-way ANOVA, Tukey test, percentage, and Kendall's ${\tau}$. There were significant differences among the three groups in the frequency of solving interpersonal problems. The problem solving interaction with puppetry group was the most effective on Interpersonal Cognitive Problem Solving Strategies. These results showed that problem solving interaction with puppetry is effective in cultivating young children's interpersonal problem solving thinking.

• 디지털융복합연구
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• 제18권9호
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• pp.211-219
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• 2020

본 연구는 기본간호학실습을 경험한 간호대학생을 대상으로 그들의 의사소통력과 대인관계의 이해가 공감역량에 미치는 영향을 알아보고자 시행되었다. 일개 대학의 간호학과 2학년 122명을 연구대상으로 하였으며, 2018년 9월부터 12월까지 구조화된 설문지를 사용하여 자료수집 하였다. 자료분석은 SPSS 22.0프로그램을 이용하여 기술통계, 상관관계 및 위계적 회귀분석을 실시하였다. 연구결과, 의사소통력(r=.82, p<.001)과 대인관계 이해(r=.84, p<.001)는 공감역량과 유의한 양적 상관관계를 보였다. 간호대학생의 공감역량에 영향을 미치는 요인으로는 실습참여의 적극성, 의사소통력 및 대인관계 이해였으며, 이들은 공감역량을 80.6%의 높은 수준으로 설명하였다(F=29.41, p<.001). 그러므로 간호대학생의 공감역량을 향상시키기 위해서는 적극적인 실습참여를 유도할 수 있는 장치 마련과 의사소통과 대인관계 형성에 이바지할 수 있는 단계별 공감 교육 프로그램을 교육과정에 도입할 필요가 있겠다.

• 한국콘텐츠학회논문지
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• 제21권6호
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• pp.380-391
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• 2021

본 연구에서는 유아의 부정적 정서성에 따라 어머니의 정서표현성과 유아의 대인간 문제해결 능력에 차이가 있는지를 분석하기 위해 서울 및 인천지역 소재 어린이집과 유치원에 재원 중인 만 5세 유아와 그 어머니 116쌍을 연구대상으로 선정하였다. 수집된 자료는 SPSS 23.0 프로그램을 이용하여 기술통계 및 독립표본 t-검증에 의해 분석되었다. 본 연구의 결과는 다음과 같다. 첫째, 유아의 성별에 따라 슬픔의 정서성에 차이가 나타나서 여아가 남아보다 슬픔의 정서성이 더 높았고, 형제가 없는 유아보다 형제가 있는 유아의 어머니가 부정적 정서표현을 더 많이 하는 것으로 나타났다. 둘째, 부정적 정서성이 낮은 유아보다 부정적 정서성이 높은 유아의 어머니가 부정적 정서를 더 많이 표현한 것으로 나타났다. 셋째, 유아의 대인간 문제해결 능력은 유아의 부정적 정서성에 따른 차이가 나타나지 않았다.

• 한국콘텐츠학회논문지
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• 제22권10호
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• pp.392-403
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• 2022

본 연구의 목적은 블렌디드 러닝 수업을 받은 간호대학생의 대인관계와 의사소통능력이 대학생활적응에 미치는 영향을 파악하는 것이다. 연구대상자는 간호학과 1, 2학년 재학생을 대상으로 133명이었다. 자료수집을 위한 설문조사는 2021년 11월 22일부터 12월 3일까지 실시되었다. 자료분석은 SPSS/WIN version 26.0 프로그램을 활용하여 기술통계, 차이검증은 t-test, ANOVA, Pearson's correlation coefficient, Multiple regression으로 분석하였다. 연구결과, 대학생활적응은 대인관계와 의사소통능력간에 유의한 정적 상관관계가 있는 것으로 나타났다. 대학생활적응에 영향을 미치는 요인은 의사소통능력, 대인관계, 간호학과 선택동기 순이었으며, 이에 대한 설명력은 44.3%이었다. 결론적으로, 블렌디드 러닝 수업을 받은 간호대학생의 대학생활적응을 높일수 있도록 의사소통능력을 향상시키고 원만한 대인관계를 위한 전략이 필요하다.

• 대한가정학회지
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• 제50권6호
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• pp.43-54
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• 2012

The purpose of this study was to identify the factor structure of self-efficacy, clothing behaviors, contents application of the unit 'preparing and managing clothes' and the effects of self-efficacy on clothing behavior and contents application of the unit 'preparing and managing clothes'. Questionnaires were administered to 201 girl students in middle school, living in the Daegu area. Frequency, descriptive statistics, factor analysis, reliability analysis, and multiple regression were used for data analysis. The findings are as follows. Self-efficacy was composed of five factors, namely interpersonal skills, task performance skills, anxiety, planned performance, and challenging action. Clothing behavior was composed of five factors, namely pleasure, coordinated clothes, uniform preference, learning behavior, and fashion oriented. Contents application of the unit 'preparing and managing clothes' was composed of two factors, namely usefulness of lectures in general, and usefulness of Hanbok lecture. The effects of clothing behavior and contents application of the unit 'preparing and managing clothes' on each of the self-efficacy variables, like interpersonal skills, task performance skills, anxiety, planned performance, and challenging action were explained by factors such as pleasure, coordinated clothes, uniform preference, learning behavior and fashion oriented, and usefulness of lectures in general and usefulness of Hanbok lecture.