• Journal of Korean Academy of Nursing
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• v.34 no.3
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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.

• Journal of Family Resource Management and Policy Review
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• v.28 no.1
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• pp.1-11
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• 2024

The purpose of this study was to provide basic data to help individuals with disabilities in single-person households maintain a happy life by analyzing how interpersonal skills necessary for community adaptation and self-esteem, which are personal factors, affect life satisfaction. The self-esteem mediation effect was verified with SPSS Process Macro 4.3 using data on 828 single-person households sourced from the seventh wave of the Disability Employment Panel Survey(2022) conducted by the Employment Development Institute of the Korea Disability Employment Service. To examine the effects of interpersonal skills and self-esteem on life satisfaction, a multiple regression analysis was conducted. While it was found that higher self-esteem was associated with higher life satisfaction, interpersonal skills did not have a significant effect on this association. The path from interpersonal skills to life satisfaction via self-esteem was deemed statistically significant, suggesting that self-esteem mediates the relationship between interpersonal skills and life satisfaction. This study emphasizes the importance of interpersonal relationships for the life satisfaction of individuals with disabilities in single-person households in a modern society in which the problem of social isolation experienced by individuals in single-person households is emerging. Furthermore, it provides a direction for these individuals to become the main actors of their own lives.

• Journal of Korean Public Health Nursing
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• v.18 no.1
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• pp.61-73
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• 2004

This study is intended to suggest fundamental data necessary for developing MBTI program that can help improve interpersonal relation skills of nursing science major students and their cohesion. This study is pre-experimental research by one group pretest-post test design to examine the effect of MBTI(Myers and Briggs Type Indicator) basic program on the interpersonal relationship between nursing science major students and their group cohesion and the relationship between interpersonal relationship and their group cohesion. I selected 39 of sophomore students in the department nursing science of K university in I metropolitan city as test group. 35 of them joined post-test. Pretest and MBTI basic program were done before conducting MBTI program. Collected data were analyzed by SPSS window 7.5. The difference in test group before and after conducting program was examined by paired t-test. The correlation between interpersonal relationship and group cohesion was measured by using Pearson Correlation Coefficient. The findings are as follows. $\cdot$ The difference before and after conducting MBTI program by sub-factors of interpersonal relation: There was no significant difference, as the average figure of interpersonal relation in test group was 87.22 before conducting MBTI and 85.08 after conducting MBTI respectively. The average figure of sensitivity among the sub-factors of interpersonal relation was 7.71 before conducting MBTI and reduced to 7.08 after conducting MBTI and there was significant difference between before and after conducting MBTI(t=-2.484, p=.018) $\cdot$ The difference in group cohesion before and after conducting MBTI program: The average figure of group cohesion in test group was 56.68 before conducting MBTI and increased a bit to 56.80 after conducting MBTI\, but there was no significant difference between them. $\cdot$ The relationship between interpersonal relationship and group cohesion before and after conducting MBTI: As the relationship between interpersonal relationship and group cohesion before and after conducting MBTI is examined, there was positive correlation of the significance level. p<.05 before conducting MBTI(r=.320, p=.047), and of the significance level, p<.01 after conducting MBTI(r=.780, p=.000). The investigation on the relation between sub-factors of group cohesion and of interpersonal relation before conducting MBTI basic program revealed that there was positive correlation between openness, reliability, friendliness and satisfaction, and group intervention, between receptivity among group members and reliability, and between group atmosphere and satisfaction. The investigation on the relation between sub-factors of group cohesion and of interpersonal relation after conducting MBTI basic program revealed that there was positive correlation between openness, communication, understanding, friendliness and satisfaction. and group intervention. There was positive correlation between receptivity among group members and openness, communication, understanding, friendliness and satisfaction. There was positive correlation between openness, communication, friendliness and satisfaction, and group atmosphere. Based on the above findings, I realize that MBTI basic program is essential to the improvement of group cohesion. In addition, it is shown that the sub-factors of interpersonal relation such as openness, communication, friendliness, satisfaction, and understanding, and the sub-factors such as group intervention and receptivity among group members are major factors to improve interpersonal relationship and group cohesion. So, the future MBTI program should include sub-programs that deal with the above factors to improve interpersonal relationship and group cohesion.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.3
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• pp.118-128
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• 2021

This study aims to investigate factors that affect nursing students' communication skills. For the study, 232 nursing students in a certain region were surveyed from September to October 2020. The data was analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation, and stepwise multiple regression. As a result, empathy, self-acceptance, and interpersonal competence were found to have a significant effect on the students' communication skills with an explanatory power of 50.7%. As for the relationship between general characteristics and communication skills, variations were seen due to gender (F=-3.86, p=.000) and satisfaction with college life (F=3.02, p=.019). Also, self-acceptance (r=.346, p<.001), empathy (r=.531, p<.001), and interpersonal competence (r=.680, p<.001) had a statistically significant positive correlation with communication skills. In conclusion, to improve the communication skills of nursing students, it is necessary to have specialized communication programs that reflect the curriculum and also programs that help increase empathy and interpersonal competence based on the gender of the student.

• Journal of the Korea Society of Computer and Information
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• v.23 no.8
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• pp.123-131
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• 2018

The purpose of this study is to investigate the clinical nursing competence and self-efficacy of 4th and 2nd semester nursing college students who completed most of the performance-based nursing education curriculum. It was attempted to develop competency evaluation and competency-based curriculum. The collected data were analyzed using descriptive statistics, t-test, one-way ANOVA, $scheff{\bar{e}}$ test, Pearson's correlation coefficients and Stepwise multiple regression in SPSS WIN 24.0 program. The findings of this study were as follows. 1) The knowledge level of essential basic nursing skills received a score of 88.95. The overall average score of clinical performance was 3.15 out of 5. The mean score of self-efficacy was $4.14{\pm}0.57$ points on 6 points 2) Among the general characteristics of subjects, 'motivation of major selection' and 'satisfaction of practice time' differed in the knowledge of essential basic nursing skills, 'religion' and 'health status' differed in clinical performance ability and 'interpersonal relationship', 'motivation of major selection', 'major satisfaction', 'satisfaction of practice time', 'nursing satisfaction', 'desired working period' and 'average rating' differed in self-efficacy. 3) The self-efficacy showed a significant positive correlation with the clinical nursing competency including the knowledge of essential basic nursing skills and clinical performance ability. The nursing satisfaction, clinical performance ability, the knowledge of essential basic nursing skills, interpersonal relationship and average rating influenced significantly and explained 23.7% of the subjects' self-efficacy.

• Journal of the Korea Society of Computer and Information
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• v.24 no.1
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• pp.265-271
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• 2019

In this paper, the Software Education program for elementary school students in Multicultural families developed so that Multicultural students can adapt to national, school, peer, and teacher. The effects of Resilience, Communication skills and Interpersonal Relationshiop were investigated. The developed Software education program was designed in such a way that the target students became more intimate with each other and adapted to Korean culture, peers, and teachers through the analysis of the research subjects. Resilience test showed statistically significant difference in peer relationship and support, family support and interaction, teacher's interest and support, self - identity, and cultural acceptance. Communication ability test showed statistically significant differences in interpretation ability, self presentation ability, goal setting ability, and message conversion ability. The interpersonal Relationship test showed statistically significant differences in people's orientation toward people, facing people, and away from people. The results of this study indicate that the software education program for elementary school students in multicultural families has effects on adaptive flexibility, communication ability, and interpersonal ability. In the future, There is a need for continuous research with development and effectiveness of various software education programs for Multicultural students.

• Journal of the Korea Convergence Society
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• v.11 no.12
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• pp.401-408
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• 2020

The purpose of this study is to identify the factors affecting the communication skills of nursing students. Participants were 187 nursing students in K city, and the data were collected from November 20 to December 20, 2019, using a structured questionnaire. The data were analysed with descriptive statistics, Pearson's correction coefficient, and multiple regression using IBM SPSS 25.0. The results of study showed that average of emotional intelligence, interpersonal relationship competence, and columniation skill was 5.09 out of 7, 3.53, 3.56 out of 5 respectively. Stepwise multiple regression showed that the emotional intelligence, and interpersonal competence of nursing students were the main variables affecting their communication skills. We recommend that competence education programs for developing emotional intelligence and interpersonal competence should apply to nursing education courses.

• Korea Journal of Hospital Management
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• v.11 no.2
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• pp.16-31
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• 2006

Through investigating communication contents, extent of conflict, and its causes between medical residents and nurses/technicians, this study will provide the effective communication skills to ease interpersonal conflicts and maintain healthy partner relationships. This is a descriptive study to find out the communication contents, extent of conflicts and its causes between medical residents and nurses/technicians. Data were collected from April $1^{st}$, 2004 to April $8^{th}$, 2004 from 118 medical residents, 288 nurses, 85 radiology technicians and 107 laboratory technicians in 4 university hospitals in Seoul capital region. Data analysis was done with SPSS version 11.0 using descriptive statistics, ANOVA and chi-test. Interpersonal conflict towards medical residents were rated higher by nurses than technicians (Nurses > Technologists = Medical residents). Causes of conflict showed regional differences. In communication contents, all regions showed "Thank you" and "Well done" as most pleasant comments. Medical residents proved other medical residents' negative comments as most unpleasant and nurses and technicians proved residents' commanding phrases, disrespectful speech, and urging comments to be most unpleasant. Communication between the center members of the medical organization is very important in treating patients and understanding each other. For smooth conflict resolutions and maintaining healthy partner relationships, continued education and support for appropriate communication and interpersonal relationship skills is needed.

• Journal of People, Plants, and Environment
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• v.21 no.6
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• pp.523-532
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• 2018

In order to actively apply horticultural therapy to vocational education base schools, this study applied the learning theories based on behaviorism, cognitivism, and constructivism to improve the vocational skills of high school students with intellectual disabilities. The horticultural therapy program was carried out in total 12 sessions with three groups composed of 20 students each: 20 in the control group, 20 in the experimental group with a normal horticultural program, and 20 in the experimental group with a horticultural therapy program which applied the learning theories based on behaviorism, cognitivism, and constructivism. The results were analyzed with SPSS 12.0 using the Interpersonal Negotiation Strategies evaluation tool. The study found that in terms of interpersonal relationship, there was no significant difference between the pre and post tests within each group. However, in the post tests among the three groups, there was no significant difference between control group and experimental group with normal horticultural program (p=.82), but there was a significant difference between the control group and experimental group with the horticultural therapy program applying the learning theories based on behaviorism, cognitivism (p=.03). This proved that the horticultural therapy program applying the learning theories based on behaviorism, cognitivism is effective for improving interpersonal relationship. Ultimately the program is expected to be continuously, and systematically improved and applied as a learning method contributing to developing the basic vocational skills of persons with intellectual disabilities.

• The Journal of the Korea Contents Association
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• v.18 no.3
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• pp.499-508
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• 2018

This study explored the relationship between the Resilience and Organizational commitment, The police officers' perception on the resilience has been measured, and then how their perception on the resilience affects the organizational commitment has been examined. This study aimed at measuring the effects of police officers' perception on the resilience on organizational commitment By reviewing previous finding, police officers' resilience(Self-Regulation Skills(Regulation skills, Cause Analysis skills, Impulse control skills), Interpersonal Skills(Expansion skills, Communication skills, Empathy skills), Positive Capacity(Appreciate, Life satisfaction, Self-optimism)) were selected as independent variables, Organization Commitment(Affective commitment, Continuance commitment, Normative commitment) was selected as dependent variable. The result of analysis showed that Life satisfaction>Cause Analysis skills>Communication skills> Empathy skills> Appreciate> Impulse control skills influenced in Affective commitment (positive), Life satisfaction>Self-optimism>Regulation skills>Communication skills>Cause Analysis skills in Continuance commitment(positive), and Expansion skills>Empathy skills>Self-optimism>Life satisfaction>Impulse control skills in Normative commitment (positive).