• The Journal of the Korea Contents Association
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• v.13 no.1
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• pp.322-332
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• 2013

This study was done to investigate emotional awareness, emotional expressiveness, ambivalence over emotional expressiveness, and college student adjustment, to analyze the factor affecting college student adjustment. The subjects were 159 freshman nursing students. Data were collected through structured questionnaires from May 20 to June 10, 2012. Data analysis was done using descriptive statistics, independent t-test, ANOVA, Pearson correlation coefficient, and multiple regression with SPSS WIN v 18.0. Positive correlation were found between college student adjustment and mood monitoring as well as mood labeling. On the other hand, ambivalence over positive emotional expressiveness and ambivalence over negative emotional expressiveness were significantly negative correlation with college student adjustment. In addition, mood monitoring, ambivalence over positive emotional expressiveness, mood labeling, and ambivalence over negative emotional expressiveness accounted for 31.8% of variance in college student adjustment. The results of this study suggest that programs for promoting emotional awareness and reducing ambivalence over emotional expressiveness are important for college adjustment in freshman nursing students.

• Journal of Korean Public Health Nursing
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• v.11 no.1
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• pp.51-65
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• 1997

The purpose of this study was to make a comparative analysis of nursing students interest in health matters concerning themselves and compare it to non-nursing students. The results were to be categorized and used as health content recommendation when organizing health curriculum and planning health education programmes. The instruments used this study were 'The Health Inventory and The Health Need Inventory introduced to 80 items from 125 items by Lee in Korea(1980). There was a very high correlation between the 125 items and condensed 80 items (r=0.9508, t=11.0643. p<.001). The convenience sample was chosen from 226 nursing students and 204 non-nursing students in the departments of humanities of college in Inchun and Ansan from March 4 to April 5. 1996. Data were analyzed by the SAS computer Program. The results are as follow: When comparing health interest of nursing student group with non-nursing student group, total group mean of nursing students was significantly higher than that of non-nursing students (t=2.977 p<.01). But the rank order of the nursing student group was similar to that of the non-nursing group. and what nursing student felt interested was coincident with what non-nursing students felt as being necessary. The most interested health area between nursing student and non-nursing students were ${\ulcorner$personal hygiene & grooming${\lrcorner}$ ${\ulcorner$weight control${\lrcorner}$, ${\ulcorner$sex education${\lrcorner}$ ${\ulcorner$mental health${\lrcorner}$. On the other hand the least interested health areas were. ${\ulcorner$smoking and health${\lrcorner}$ ${\ulcorner$alcohol and health${\lrcorner}$, ${\ulcorner$drug and narcotics${\lrcorner}$ In non -nursing students but in nursing students ${\ulcorner$structure and function of body${\lrcorner}$, ${\ulcorner$dental health${\lrcorner}$ ${\ulcorner$safety${\lrcorner}$. Comparing students health interest by major In college, total group mean of nursing students is significantly higher than that of non-nursing students in 14 health areas including ${\ulcorner$community health${\lrcorner}$, ${\ulcorner$control and prevention disease${\lrcorner}$ ${\ulcorner$consumer health${\lrcorner}$ ${\ulcorner$family health${\lrcorner}$ ${\ulcorner$mental health${\lrcorner}$ ${\ulcorner$personal hygiene and grooming${\lrcorner}$ ${\ulcorner$safety${\lrcorner}$ ${\ulcorner$structure and function of body${\lrcorner}$, ${\ulcorner$sex education${\lrcorner}$ ${\ulcorner$alcohol and health ${\lrcorner}$ ${\ulcorner$ drug and narcotics${\lrcorner}$ and ${\ulcorner$smoking and health${\lrcorner}$ The following recommendations could be made considering the above mentioned factors: 1. The priority of health content should reflect the items to the highest interest area of students and highest need area of adults. 2. The health items which were significantly different in the area of health interest, by major, should be used in planning health education programmes and organizing health curricula.

• Journal of Korean Academy of Nursing
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• v.14 no.2
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• pp.5-11
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• 1984

The main purpose of this study were; to determine the reliability and validity of evaluation tool administered to the nursing student in nursing management practice,；to identify the effective evaluation method of nursing student in nursing management practice. The subjects were 46 senior nursing students at Department of Nursing, College of Medicine, Seoul National University in 1983. The evaluation tool was analyzed according to evaluation method; self-evaluation. and head nurse evaluation. Also individual item of evaluation tool was analyzed by item analysis in order to determine the evaluation area, and appropriateness of the test item used. A Summary of the results is as follows; 1. The reliability and validity of evaluation tool were relatively high both in self-evaluation and head nurse evaluation. 2. In comparison of mean scores, there is no significant difference between head nurse evaluation and self-evaluation. 3. The nursing management activities which have the correlation of self-evaluation and head nurse evaluation were in the activity of interpersonal relation, independent activity and implementing nursing process. In general nursing practice and unit management activity, there was no correlation of self-evaluation and head nurse evaluation.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.2
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• pp.239-247
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• 2012

Purpose: This study is to assess the level of student perceptions, academic achievement, satisfaction, and their relationships in a medical-surgical nursing course using team-based learning (TBL). Method: Four-hour TBL sessions were given in a structured three-phase sequence in a cohort of 261 second year nursing students. Results: Mean perceptions of TBL was $6.64{\pm}5.11$, and $8.30{\pm}4.11$ for perceptions of teamwork. On a 7-point scale, the mean satisfaction score was $4.85{\pm}1.41$, and 64.0% of nursing students were satisfied with TBL compared to lecture. Group readiness assurance test score was significantly higher than individual readiness assurance test score (t=-16.76, p<.001). Perceptions of TBL (F=1.40, p=.245), perceptions of team work (F=1.55, p=.202) and satisfaction (F=0.81, p=.489) was not different by the level of students' academic achievement on items related TBL. Conclusion: Results indicates that TBL was an effective instructional strategy including favorable perceptions and satisfaction for nursing students. TBL could be an adjunct educational strategy for undergraduate nursing education.

• Journal of the Korean Society of School Health
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• v.11 no.1
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• pp.63-74
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• 1998

The purposes of this study are to show in interpersonal relations what factors male students are stressed from, how they experience stress, how they cope With it in each situation, and what this results in It attempt to gam basic materials to promote male student health and positive coping methods, The subject of this study was 15 male students of C University located in Seoul and Kyeonggui-Do They were composed of 5 sophomores, 5 Juniors and 5 seniors The period for collecting materials was October 1997 to January 1998, and the interview time ranged from 50 minutes to two hours The interview frequency was one to three times as occasion demanded, The materials were analyzed by the methods and theory suggested by Strauss & Corbin (1990) The results were 130 categories grouped into 33 divisions by similarity Finally, they were united into 9 higher categories In interpersonal relations the core category of male student stress is "affliction", and it follows the course of generation-coping-resolution The types showed in the course of material analysis are as follows, (1) When the subject student is on good terms with the other and the stress is repeated- "affliction" is strong and continuous-and his ability sense is strong, he copes with "affliction" With his own will and solves It affirmatively, (2) When the subject student is on good terms with the other and the stress is repeated-so "affliction" is strong and continuous-and his ability sense is weak, he copes with "affliction" with an emotional bias and solves it negatively (3) When the subject student is on good terms with the other and the stress is temporary-"affliction" is strong and temporary-and his ability sense is strong, he copes with "affliction" with his own will and solves it affirmatively (4) When the subject student becomes estranged from the other and the stress is temporary-"affliction" is weak and temporary-and his ability sense is weak, he copes with "affliction" with an emotional bias and solves it negatively, (5) When the subject student becomes estranged from the other and the stress is repeated-"affliction" is strong-and continuous and his ability sense is strong, he copes with "affliction" with his own will and solves it affirmatively (6) When the subject student becomes estranged from the other and the stress is repeated-"affliction" is strong and continuous-and his ability sense is weak, he copes with "affliction" with an emotional bias and solves it negatively. According to the above results, the conditions of cause and effect for male students to generate "affliction" should be understood in order to help cope with stress caused by interpersonal relations A program for education and counseling should be developed for male students to strengthen their 'ability sense' in choosing coping strategies In addition, the individual estimation for ability sense should be performed when education and counseling them.

• The Journal of Korean Academic Society of Nursing Education
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• v.11 no.2
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• pp.151-160
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• 2005

Purpose: The purpose of this study was to identify the levels of stress, anxiety and fatigue of nursing students in clinical practice, and the relationship among these variables. Method: Data was collected by structured questionnaires from 223 nursing students who have practiced at the hospital in Gwangju. Data was analyzed by using descriptive statistics, ANOVA, t-test and Pearson's correlation coefficient. Result: The mean score for stress was 3.87. The mean score for anxiety was 44.88. The mean score for fatigue was 30.79. There was a significant difference of stress according to student grade, practice unit, practice time, satisfaction of clinical practice. There was a significant difference of anxiety according to religion, health status, satisfaction of clinical practice, satisfaction on nursing. There was a significant difference of fatigue according to religion, health status, practice time, satisfaction of clinical practice, selective motivation on nursing, satisfaction on nursing. Conclusion: This study revealed that there was a significant correlation among stress, anxiety and fatigue of nursing students in clinical practice.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.4
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• pp.376-390
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• 2018

Purpose: The purpose of this study was to (a) synthesize nursing education literature using a smartphone for Korean nursing college students based on Whittemore and Knafl's integrative five-step review method and to (b) evaluate the quality appraisal of each article using Gough's weight of evidence. Methods: Articles published in Korea were identified through electronic search engines and scholarly websites using a combination of three search terms, including nursing student, smartphone, and education. Scientific, peer-reviewed articles in nursing education for Korean college nursing students, written in Korean or in English, and published between January 2000 and May 2018 were included in this review. Thirteen papers met the inclusion criteria and had above average ratings in quality appraisals. Results: Three characteristics related to nursing education using a smartphone were derived: (a) as a familiar media, motivating learning and enabling self-directed learning, (b) for the purpose of education or evaluation utilizing the educational movie of application, and (c) the iterative exercise of smartphone usage reinforces student learning. Conclusion: Smartphone use is an effective tool for improving nursing knowledge and skills for nursing college students in nursing education. Future research is needed to standardize smartphone applications across schools for nursing education.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.2
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• pp.300-311
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• 2014

Purpose: This study was conducted to identify influence of emotional awareness, ambivalence over emotional expressiveness and emotional regulation style on nursing student adjustment. Method: One hundred and sixty nine nursing students completed the questionnaires from May to June, 2013. Data analysis was done using descriptive statistics, independent t-test, ANOVA, Pearson correlation coefficient, and multiple regression with SAS v 9.3. Results: Ambivalence over positive emotional expressiveness, motivation of application for nursing-aptitude, emotional awareness-mood labeling, avoidant/distractive style of emotion regulation, and parents-both alive were identified as factors influencing nursing student adjustment. The model explained 37% of variance in nursing student adjustment. Conclusion: The results of this study suggest that programs for promoting mood labeling and reducing ambivalence over positive emotional expressiveness and avoidant/distractive style of emotion regulation are important for college adjustment in nursing students. In addition, aptitude test for nursing applicants can be considered.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.1
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• pp.64-72
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• 2003

Purpose: The purpose of this study was to identify changes in nurses' image of student nurses before and after their first clinical practice. Method: Study samples were composed of 78 student nurses who were from nursing dept. of one college in G city. All participants had their first clinical practice for 4 weeks at two general hospitals in Gwangju. The internal consistency of the total scale was Cronbach's $\alpha$= .883. Results: After the first clinical practice, the mean score of nurses' image in general was lower than that of nurses' image before the clinical practice. In five subcategories, before the first clinical practice, professionalism and expertness were the highest followed by role performance, vision of a career, and temperature as a nurse in order but after the first clinical practice, professionalism was the highest score followed by expertness, temperature as a nurse, role performance, vision of a career in the mean scores of nurses' image. Conclusion: Based upon these findings, clinical practice will play an important role in improving role performance and vision of a nursing career for student nurses, so nursing administrators should make efforts to improve image of nurses in a variety of practice.

• Asian Journal for Public Opinion Research
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• v.5 no.4
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• pp.319-345
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• 2018

Effective higher educational management in undergraduate nursing programs is an important issue from the viewpoint of stakeholders. This qualitative research aimed to examine the characteristics of nursing students and curriculum development of undergraduate nursing education from the opinions of Boromarajonani College of Nursing Saraburi, Thailand stakeholders. The population included 4 groups: 1) the alumni who have graduated within the past 5 years and currently work in primary, secondary, and tertiary care units, 2) the supervisors and colleagues of the alumni, 3) nursing lecturers, and 4) the current nursing students. The respondents who are the alumni, nursing lecturers, and current nursing student were selected using a purposive sampling, for the supervisors and colleagues were selected using snowball techniques. Semi-structured interview questions were used for data collection. Group discussions were conducted until saturation on 55 key informants. The qualitative data was analyzed using content analysis. Results showed the viewpoints of stakeholders on the characteristics of future nurse graduates were comprised of four elements: knowledge that meets standards; essential skills for self-development and lifelong learning process; good morals and professional ethics in providing nursing care; and nurse competencies in teamwork, communication, language, research, management, IT, life skills, and global literacy. The viewpoints on the development of the nursing curriculum focus on four elements: the learner, teaching and learning, course content, and instructor tasks. For learners, the admission criteria should include a minimum not only of knowledge, but also positive attitude, science, and art skills, since the nursing profession is both a science and the art of caring. Teaching and learning elements should be authentic, including exposure to real situations, an integrated network, and activities that improve nursing care. Course content was comprised of an updated curriculum, humanized nursing care, student center, theory and practice with moral integration, case-based study, critical thinking, multidisciplinary work, and love for the nursing profession. Instructor tasks are to elicit student ideas, provide opportunities to learn, support infrastructure, support technology use, and extra-curricular activities to develop the competencies of nursing students. Recommendations were that the curriculum administration should review the selection process of student candidates and instructional management to achieve expected outcomes of nursing characteristics in the future. The nurse lecturer should provide authentic and integrated instruction, decrease lecturing, cultivate a lifelong learning process, and sustain the nursing characteristics.