• 대한가정학회지
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• 제47권5호
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• pp.1-11
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• 2009

The purpose of this study was to examine the relationship between preschoolers’ self-perception, peer competence and giftedness. The subjects in this study were 101 preschoolers between the ages of 4 and 5 who attended childcare centers and private kindergartens in Pohang city area. The major findings of this study were as follows: Firstly, there were significant negative correlation between cognitive ability variables of self-perception and aggressive and asocial variables of peer competence. Secondly, there were significant positive correlation between cognitive ability variables of self-perception and humor variables of giftedness. Furthermore there were significant positive correlation between mother acceptance variables of selfperception and logical thinking, task commitment and humor variables of giftedness. Finally, there were significant negative correlation between hyper-distractible variables of peer competence and independence variables of giftedness.

• 한국산학기술학회논문지
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• 제17권6호
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• pp.598-608
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• 2016

본 논문은 임상간호사의 환자안전역량 강화를 위한 기초자료로 제공하기 위해 환자안전역량에 영향을 미치는 요인을 파악하고자 비판적 사고성향, 문제해결능력 및 자기효능감을 독립변수로 정하여 서술적 조사연구를 시행하였으며, 중소병원에 근무하는 6개월 이상 경력의 임상간호사 373명을 대상으로 하였다. 자료분석 결과 환자안전역량에 영향을 미치는 요인은 문제해결능력(${\beta}=.403$, p<.001)이 가장 큰 것으로 나타났으며 자기효능감(${\beta}=.156$, p=.005), 환자안전사고 보고 경험(${\beta}=.137$, p=.002), 비판적 사고성향(${\beta}=.130$, p=.018) 순으로 영향을 미치는 것으로 나타났다. 이들 변수는 대상자의 환자안전역량에 대해 42.3%(adj $R^2=.423$) 설명하였다(F=20.305, p<.001). 비판적 사고성향, 문제해결능력, 자기효능감은 학부과정에서부터 강조되는 것으로 실제 의료현장에서 환자의 안전을 최일선에서 다루는 임상간호사에게는 더욱이 필요한 요인이라고 볼 수 있다. 따라서 환자안전역량 강화를 위해서는 의료기관 자체 내에서 임상간호사를 위한 비판적 사고성향, 문제해결능력 및 자기효능감을 높이기 위한 교육프로그램과 같은 다양한 전략과 활동들이 요구된다고 생각된다. 또한 환자안전을 최우선으로 생각하고 환자안전사고 발생 시 적극적인 보고를 독려하는 한편 환자안전사고 보고를 저해하는 요인들을 면밀히 사정하여 보완하여 보고율 향상과 더불어 환자안전역량 강화에도 힘써야 할 것이다.

• 한국생활과학회지
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• 제13권6호
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• pp.833-845
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• 2004

This study examines different individual and environmental factors that affect children's self-control. For an analysis, locus of control, perceived competence, and achievement motivation were all included in individual variables. For family variables, mothers' parenting and patents' marriage conflict were examined. For classroom psycho-social environment, teacher support, peer relationship, class involvement, and teachers' supervision were used. The sample consisted of 548 fifth and sixth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, frequency, percentage, Pearson's correlation, and Hierarchical Regression. Several major results were found from the analysis: First, locus of control, perceived competence, and achievement motivation had a positive correlation with children's self-control. Second, mothers' affective parenting had a positive correlation with children's self-control. However, mothers' controlling parenting and parents' marriage conflict had a negative correlation with it. Third, teacher support, peer relationship, and class involvement had a positive correlation with children's self-control. In addition, teacher supervision had a positive correlation with girls' self-control. Fourth, class involvement, locus of control, and academic competence were important variables predicting boys' self-control. On the other hand, Class involvement, achievement motivation, academic competence, teacher's supervision, and mothers' controlling parenting were important variables predicting girl's self-control.

• 아동학회지
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• 제31권2호
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• pp.17-34
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• 2010

This study was aimed to at examining whether the effects of cooperative learning on children's social competence and self-esteem would be different in terms of young children's intellectual ability. To this end, a total of 64 five-year-old children attending two kindergartens in Kyunggi-Do were selected to participated in this study. Each child was tested on the short form of K-WPPSI and fell into one of two levels (high or low). The children in the experimental group took part in thirty-five 30~40 minute sessions of cooperative learning, while the control group engaged in individual learning. The results were as follows : First, children who participated in cooperative learning achieved higher improvements in social competence and self-esteem than children engaged solely in individual learning. Second, there were no any significant differences in improvement in terms of social competence and self-esteem between the high and the low intelligence levels. On the basis of these results, it could be concluded that cooperative learning had a number positive effects upon the levels of young children's social competence and self-esteem.

• 재활간호학회지
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• 제19권1호
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• pp.20-29
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• 2016

Purpose: The purpose of this study was to develop Situation, Background, Assessment, Recommendations(SBAR) program and to test the effects of the program on communication clarity, clinical competence, and self-efficacy for clinical nurses in cancer hospitals. Methods: This study applied a nonequivalent control group non-synchronized design. There were 28 participants in the intervention group and 27 in the control group. SBAR program consisted of 4 parts and applied for 6 weeks in the intervention group. Data were analyzed with ${\chi}^2$ test, Fisher's exact test, t-test and ANCOVA using the SPSS program. Results: Communication clarity, clinical competence and self efficacy were significantly increased in the intervention group compared to those in the control group. Conclusion: These results suggest that SBAR program may improve communication clarity, clinical competence and self-efficacy for clinical nurses in cancer hospitals. Therefore, it is required to actively take advantage of this program to improve communication clarity among medical staffs, clinical competence, and self-efficacy in clinical nursing practices.

• Child Health Nursing Research
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• 제22권2호
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• pp.117-125
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• 2016

Purpose: This study was done to examine the effect of direct practice of newborn health assessment on nursing student's clinical competence and self-efficacy and to propose effective strategies for clinical education on newborn care. Methods: Design was a nonequivalent control group quasi-experimental study. The direct practice program was composed of a lecture, demonstration, drill and feedback using a manikin, and repeated direct practice regarding newborn health assessment. Participants were 65 student nurses taking the pediatric nursing practicum in the nursery room at M hospital. The experimental group (n=33) participated in the direct practice program for newborn health assessment and the control group (n=32) received the traditional practice method. Nursing clinical competence was assessed by two nurse investigators and structured questionnaires were used to measure self-efficacy. Results: The experimental group's clinical competence was significantly higher than that of the control group (t=-4.82, p=.000). However no significant difference was found between the two groups for self-efficacy (t=1.264, p=.211). Conclusion: These findings indicate that the direct practice program is effective in improving nursing student's clinical competence, but it was not effective in increasing self-efficacy. Direct practice in various clinical education settings is recommended and longitudinal effects be evaluated.

• 대한가정학회지
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• 제32권4호
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• pp.193-208
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• 1994

This study investigated the causality of the children's self-perceived competence and related variables(age, sex, socio-demographic variables, family structure, the number of brother, home environmental process variables and peer group environmental variables.) The subjects of this study were 842 children at age five, seven, nine, eleven and thirteen attending kindergartens. elementary schools and junior high schools and their mothers in Seoul. This study employed children's self-perceived competence scales(The Pictorial scales for 5, 7, Qestionnaire for 9, 11, 13) home environment scales and peer group enviornment scales(the Pictorial scales for 5, 7 Qestionnaire for 9, 11, 13) Freqencies one way-ANOVA Pearson's Cronbach's αmultiple regression and path analysis were used for data-analysis. Major findings were as follows: 1. The results of the analysis of causal model showed that the variables that affected cognitive self-perceived competence directly were age, sex, parent's education economic status of the home the number of brother and peer's emotional support 2. The results of the analysis of causal model showed that the variables that affected social self-perceived competence directly were sex, economic status of the home, peer's emotional support and common activity. 3. The results of the analysis of causal model showed that the variables that affected physical self-perceived competence directly were age, sex, peer's emotional support and common activity.

• 동서간호학연구지
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• 제27권2호
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• pp.134-142
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• 2021

Purpose: This study aimed to identify the influence of communication competence and self-efficacy of nurses at children's hospitals on the nurse-parent partnership. Methods: Data were collected by surveying (from July 4th to August 4th, 2019) 162 nurses who had 6 or more months of experience across 15 children's hospitals in G City and B Metropolitan City. Using SPSS 23.0 for Windows for data analysis, t-tests, analysis of variance, Bonferroni tests, Pearson's correlation coefficient, and multiple regression analysis were performed. Results: The nurse-parent partnership showed significantly positive correlations with nurses' communication competence and with self-efficacy. There was a significantly positive correlation between nurses' communication competence and self-efficacy. The factors influencing the nurse-parent partnership were nurses' communication competence, job satisfaction, and self-efficacy; the total explanatory power of these variables was 47.0%. Conclusion: Since the communication competence of nurses at children's hospitals was identified as a major factor influencing the nurse-parent partnership, it may be meaningful to conduct basic research aimed at developing strategies to improve this partnership at children's hospitals.

• 근관절건강학회지
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• 제27권3호
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• pp.307-315
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• 2020

Purpose: This study sought to identify the effects of emotional intelligence, self-leadership, and critical thinking disposition on clinical reasoning competence among nursing students. Methods: Data were collected from 149 nursing college students using structured self-reported questionnaires, and analyzed using descriptive statistics, independent t-tests, one-way analysis of variance, Pearson correlation coefficients, and multiple regression analysis via the software SPSS version 25.0. Results: Clinical reasoning competence was positively correlated with emotional intelligence (r=.61, p<.001), self-leadership (r=.50, p<.001), and critical thinking disposition (r=.48, p<.001). Emotional intelligence (β=.46, p<.001), self-leadership (β=.24, p=.002), and age (β=-.15 p=.017) were identified as factors that influence clinical reasoning competence(Adjusted R2=.42). Conclusion: To enhance clinical reasoning competence among nursing students, their emotional intelligence and self-leadership need to be improved, and the age of students should be considered, as the level of clinical reasoning competence tends to decrease in students over 31 years old.

• 한국가족관계학회지
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• 제21권1호
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• pp.99-121
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• 2016

Objectives: The major purpose of this study was to analyze the relationships of parent-child relationship and self-differentiation with interpersonal competence among college students. Specifically, this study also attempted to find the differences of three major variables according to participant's general characteristics, to investigate the correlations among variables and to analyze the effects of related variables on interpersonal competence. Method: The participants were 388 college students in Jeollabuk-do province. The data were collected by self-administered questionnaire method. Results: First, there were significant differences in the level of interpersonal competence according to gender and the monthly family income. Second, correlational analyses results indicated that college students' interpersonal competence was positively related with parent-child relationship and self-differentiation, and the latter two variables were also positively correlated. Finally, the results of multiple regression analyses reported that interpersonal competence was influenced by intimacy with mother, I-position, and emotional cutoff, showing that I-position was the most influential variable. In addition, I-position was also found to be the powerful variable affecting all sub-factors of interpersonal competence. Conclusions: This study suggests the importance of providing education and/or counseling services focusing on strengthening the relationship with their parents and on increasing self-differentiation level for college students' greater interpersonal competence, which are considered as critical indices of their mental health and psychological well-being.