• 기본간호학회지
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• 제25권1호
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• pp.1-10
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• 2018

Purpose: The purpose of this study was to investigate effects of leadership, critical thinking disposition, and professional self-conception of nurse on happiness in nursing students. Methods: Data ware collected from 160 nursing students from March to May 2015, using self reported questionnaire. Descriptive statistics, t-test, ANOVA, correlation analysis and multiple regression were used to analyze the collected data. Results: Happiness in nursing students was correlated with leadership (r=.68, p<.001), critical thinking disposition (r=.36, p<.001) and professional self-conception of nurse (r=.57, p<.001). Factors significantly influencing happiness in nursing students were leadership (${\beta}=.48$, p<.001), professional self-conception of nurse (${\beta}=.17$, p=.032) and life satisfaction (${\beta}=.18$, p=.003), with a total explanatory power of 53.0%. Conclusion: The results of this study showed that leadership, critical thinking disposition, and professional self-conception of nurse should be promoted to increase happiness of nursing students.

• 대한통합의학회지
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• 제10권4호
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• pp.209-218
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• 2022

Purpose : This study examined how of nursing students affects their academic self-efficacy and communication ability on self-leadership. Methods : The subjects of this study included 269 nursing students enrolled in a college located in City B, South Korea during a period between June and July 2021. The collected data were analyzed using SPSS/WIN 22.0 program to compute frequency, percentage, mean and standard deviation and conduct t-test, ANOVA, Scheffe's test, Pearson Correlation Coefficient, and multiple regression analysis. Results : The nursing students had average academic self-efficacy of 3.10±.42, communication ability of 3.78±.53, and self-leadership of 3.16±.44. Among the self-leadership sub-factors, self-reward was the highest with 3.94±.74 points. The academic self-efficacy of the subjects demonstrated a significant difference according to happiness index (F=8.83, p<.001) and health (F=3.38, p=.035). The communication ability showed a significant difference depending on year of study (F=5.62, p<.001), happiness index (F=5.95, p<.001), and experience of clinical training (t=-3.57, p<.001). The self-leadership demonstrated a significant difference according to year of study (F=4.28, p=.006), satisfaction with major (F=7.37, p<.001), happiness index (F=3.68, p=.013), and experience of clinical training (t=-3.41, p<.001). A positive correlation was observed between the subject's academic self-efficacy and communication ability (r=.40, p<.001), as well as the academic self-efficacy and self-leadership (r=.45, p<.001). The communication ability (𝛽=.36, p<.001) was proven to be the strongest influential factor on the self-leadership, followed by academic self-efficacy (𝛽=.28, p<.001), satisfaction with major (𝛽=.13, p=.011), and experience of clinical training (𝛽=.13, p=.013). Conclusion : This study results imply that repeated studies that investigate the nursing students' academic self-efficacy, communication ability, and self-leadership are required. Furthermore, efforts should be made to develop programs aimed at enhancing nursing students' academic self-efficacy, communication ability, and self-leadership.

• 대한간호학회지
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• 제46권3호
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• pp.338-348
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• 2016

Purpose: The purpose of this study was to examine correlations between nurses' self-leadership and individual work role performance and correlations between self-leadership in nursing units and team members' work role performance. Methods: Participants were 202 conveniently selected general nurses from 5 general hospitals in Korea. The study was carried out on 35 nursing units. Data were collected during February 2015 with self-report questionnaires. Results: For factors affecting individual work role performance, self-expectation, self-goal setting, constructive thought, clinical career in the present nursing unit and marital status accounted for 44.0% of proficiency, while self-expectation, self-goal setting, constructive thought, and marital status accounted for 42.3% of adaptivity. Self-expectation, self-goal setting, constructive thought, self-reward, clinical career in the present nursing unit and position accounted for 26.4% of proactivity. In terms of team members' work role performance, self-reward and self-expectation in nursing units explained 29.0% of team members' proficiency. Self-reward and self-expectation in nursing units explained 31.6% of team members' adaptivity, and self-reward in nursing units explained 16.8% of team members' proactivity. Conclusion: The results confirm that nurses' self-leadership affects not only individual self-leadership but also team members' work role performance. Accordingly, to improve nurses' work role performance in nursing units of nursing organizations, improvement in nursing environment based on self-leadership education is necessary and nurses' tasks rearranged so they can appreciate work-autonomy and challenges of work.

• 임상간호연구
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• 제25권3호
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• pp.314-322
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• 2019

Purpose: The purpose of this study were to identify the influential factors of bullying of intensive care nurses and to suggest a final structural model based on identified relationships between nursing organizational culture, authentic leadership, self-esteem, and bullying in the workplace. Methods: Data were collected from 221 nurses at intensive care units in eight general hospitals using structured questionnaires and analyzed by structural equation modeling. Results: In this study, the average of bullying in the workplace was 1.34±0.40, nursing organizational culture was 3.31±0.47, self-esteem was 2.79±0.44, and authentic leadership was 3.61±0.60. The factors affecting nursing organizational culture were authentic leadership (β=.54, p<.001) and self-esteem (β=.24, p=.002) that had direct positive effects on the nursing organizational culture. The nursing organizational culture had also a direct effect on reducing workplace bullying (β=-.45, p<.001). Authentic leadership (β=-.24, p=.004) and self-esteem (β=-.11, p=.004) had indirect effects on workplace bullying, which was mediated by the nursing organizational culture. Conclusion: To understand and reduce workplace bullying, evaluating a nursing organizational culture should be preceded. Based on the finding of this study, an intervention for increasing authentic leadership and self-esteem of nurses can positively help to create the nursing organizational culture and then reduce workplace bullying.

• 간호행정학회지
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• 제11권3호
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• pp.233-241
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• 2005

Purpose: The purpose of this study was to understand the components of successful leadership and organizational structural barrier to apply leadership perceived by head nurses. Method: We collected the data using interviews from August 1 to August 31 in 2003. The participants of this study were 19 head nurses from two university hospitals in Pusan. Result: Three categories of successful leadership in nursing organization were identified; leadership, opportunity, authority. Leadership category included accepting nurses' opinions, providing comfortable work environment, and interpersonal harmony. Opportunity category included verbal convincing for professional development and emotional support. Authority category included accomplishment and competence. Head nurses included autonomy, incentives, and equal opportunity across to different discipline as power category. Barriers identified by head nurses were lack of opportunity and power from hospital level. They seem to be frustrated when they don't have enough support from hospital. Conclusion: We think that head nurses have to apply effective leadership to achieve organizational goal and harmonious nursing environment. Based on the barriers identified in the study, interdisciplinary managemental intervention can lead better quality of care and nurses' work satisfaction which could further enhance hospital productivity and quality of care.

• Journal of Hospice and Palliative Care
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• 제24권3호
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• pp.174-183
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• 2021

Purpose: This study aimed to investigate the effects of the nursing practice environment and self-leadership on person-centered care provided by oncology nurses. Methods: This cross-sectional study included 145 nurses who worked in oncology wards at eight university hospitals in Seoul, Daejeon, and Chungcheong Province with at least six months of experience. Data were collected using a self-administered survey and analyzed using descriptive statistics, Pearson correlation coefficients, the t-test, analysis of variance, and hierarchical multiple regression analysis in SPSS version 26.0. Results: Person-centered care was significantly correlated with the nursing practice environment (r=0.27, P<0.001) and self-leadership (r=0.40, P<0.001), and the nursing practice environment was correlated with self-leadership (r=0.380, P<0.001). Hierarchical multiple regression analysis showed that the nursing practice environment was a significant predictor of person-centered care (β=0.31, P<0.001), after adjusting for covariates including monthly salary, total clinical career, and the position of oncology nurses. Self-leadership was a significant predictor of person-centered care (β=0.34, P<0.001) after controlling for the nursing practice environment, along with covariates. The final model explained 18.7% of the variance in personcentered care. Conclusion: Our findings emphasize the importance of the nursing practice environment and nurses' self-leadership for providing person-centered care in oncology care units. Educational programs to reinforce nurses' self-leadership and administrative support for nursing practice are necessary to improve oncology nurses' capability to provide person-centered care.

• 간호행정학회지
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• 제3권1호
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• pp.5-15
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• 1997

Today's rapidly changing healthcare environment and increasingly professional nursing practice indicate that identifying leadership characteristic of nursing leaders and executives is a vital importance in today' s time and also mandate innovative leadership for nursing service. Therefore, the purpose of this study is to examined the transformational, transactional leadership styles of the Nurse Administrators. The sample consisted of sixteen mid-level nurse administrators, fifty head nurses of 5 General Hospital. Data for this study was collected from Sep. 20 to 29 by Bass' MLQ Questionnaire. The data was analyzed by frequency, percentage, one-way ANOVA. Major findings are as follows : Appropriate one-way ANOVA tests revealed that the differences for transformational and transactional leadership styles of nurse executives, mid-level nurse administrators as perceived by their immediate subordinates were statistically significant(P<.05). The scores of transformational and contingent reward behaviors were declined of the mid-level nurse administrators. The transactional scores of nurse administrators were lower than transformational ones, which is a desirable findings. The result of this study, the mid-level nurses administrators were perceived as the highest transformational leader by their subordinates. The nurse executives received the lower transformational leadership scores than mid-leval administrators. These results were opposit to the previous studies. Leader can aspire to these qualities of transformational leadership, building on the more traditional transactional dimensions. We can think that transformational leadership suggests a direction for developing a creative and rewarding approach to the leadership of professionalnursing practice environments. More research on transformational qualities in nursing service and controlled designs would be desirable for nursing service administration.

• 간호행정학회지
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• 제21권4호
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• pp.393-404
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• 2015

Purpose: This study was done to identify the effects of the Korean Enneagram program on college nursing students' ego-identity, interpersonal relationships and self-leadership. Methods: A nonequivalent control group pre-posttest design was used. Twenty-nine students were in the experimental group receiving the Korean Enneagram program, and 28 were in the control group with no treatment. Results: 'The experimental group will show higher scores for ego-identity (t=3.97, p<.001), interpersonal relationship (t=3.26, p=.002) and self-leadership (t=2.91, p=.007) compared to the control group 8 weeks after the program finished' was supported by significant differences in the scores between the two groups. Conclusion: The findings indicate that the Korean Enneagram Program has a significant effect on improving ego-identity, interpersonal skills and self-leadership in nursing college students and the program can be used as a tool to promote the ego-identity, interpersonal skills and self-leadership of nursing students.

• 한국보건간호학회지
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• 제37권1호
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• pp.66-79
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• 2023

Purpose: This study examined the self-esteem, self-leadership, and career identity of nursing students to identify the influence of self-esteem and self-leadership on career identity. Methods: This study was a descriptive survey of 192 students from six nursing colleges. The descriptive statistics, independent two-sample t-test, one-way ANOVA, Pearson correlation coefficient, and multiple linear regression analysis were used for statistical analyses. Results: The career identity correlated with self-esteem and self-leadership. A positive correlation was observed between self-leadership and self-esteem. The factors influencing career identity were self-esteem, satisfaction with the major, motivation (aptitude and interest), and desired career after graduation (hospital employment). The explanatory power of these variables was 42.3% in total. Conclusion: To develop a strong career identity for nursing students, it is essential to provide various educational programs that can increase self-esteem, improve awareness of the major, help students understand the roles and responsibilities of nurses, and provide opportunities to explore career options.

• 동서간호학연구지
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• 제23권2호
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• pp.107-114
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• 2017

Purpose: The purpose of this study is to investigate the influencing factors of self-leadership, academic self-efficacy and instructor-student interaction on self-directed learning in nursing college students. Methods: This study used a descriptive survey design. Participants were 190 nursing college students at three universities in Jeollanam-do and Gyeongsangnam-do. Data were collected from May 10 to June 12, 2016 using self-report questionnaires. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression with SPSS 19.0. Results: The results showed that the self-leadership of the nursing students was 3.49, academic self-efficacy, 3.17, instructor-student interaction, 3.71, and self-directed learning, 3.43, respectively. Self-directed learning of nursing college students was positively associated with self-leadership(r=.65, p<.001), academic self-efficacy(r=.61, p<.001) and instructor-student interaction (r=.36, p<.001). 001). Self-leadership, academic self - efficacy, major satisfaction, GPA 4.0 or above explained 65% of the total variance in self-directed learning among nursing college students. Conclusions: The findings of this study indicated that nursing interventions for increasing self-leadership, academic self-efficacy and major satisfaction should be developed to improve self-directed learning of nursing students. Additional studies for changes in the overall teaching and learning environment to promote the self-directed learning environment in nursing education should be conducted.