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최명희(Choe, Myeong-Hui),박은하(Park, Eun-Ha) 한국웰니스학회 2021 한국웰니스학회지 Vol.16 No.4
본 연구는 간호대학생의 대인관계능력에 영향을 미치는 요인을 파악하기 위한 서술적 조사연구이다. 연구대상자는 G도에 소재한 두 곳의 대학에 재학 중인 1학년 간호대학생 180명이었다. 구조화된 설문지를 이용하여 2020년 9월 중 자료를 수집하였다. 수집된 자료는 SPSS 25 통계 프로그램을 이용하여 회귀분석을 실시하였다. 연구결과, 간호대학생의 대인관계능력에 영향을 미치는 요인은 공감, 자기주장, 자기효능감, 자아존중감이었으며, 이들의 설명력은 63.4%였다. 이러한 결과로 간호대학생의 대인관계능력 향상을 위하여 공감, 자기주장, 자기효능감, 자아존중감을 높일 수 있는 중재 프로그램이 필요할 것으로 생각한다. This study is a descriptive research to identify the factors affecting the relationship competence of nursing students. The subjects were 180 first-year nursing students enrolled in two universities located in the G-do of South Korea. The survey was conducted in September 2020 using the structured questionnaires. The data were analyzed by regression analysis using SPSS 25 statistical program. The results showed that the factors affecting relationship competence of nursing students were empathy, assertiveness, self-efficacy, and self-esteem, and their explanatory power for relationship competence was 63.4%. As a result, it is necessary to develop an intervention program to enhance empathy, assertiveness, self-efficacy, and self-esteem in order to improve relationship competence of nursing students.
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사회기술훈련이 취약 지역 지역아동센터 이용 아동의 문제행동, 사회기술 및 또래관계에 미치는 효과
최명희 ( Myeong-hui Choe ),이용미 ( Yong-mi Lee ) 한국간호과학회 정신간호학회(구 대한간호학회정신간호학회) 2015 정신간호학회지 Vol.24 No.3
Purpose: The purpose of this study was to investigate the effects of using a social skills training program to address problem behaviors, social skill, and peer relationship in children using a community child center in a vulnerable area. Methods: The research design was a non-equivalent control group pretest-posttest quasi-experimental study. Participants in the experimental group were 25 children, recruited from a community child center in G-city. Participants in the control group were 25 children, recruited from a community child center in S-city. Data were collected from September, 2014 to January, 2015. Outcomes were measured using the Child Problem-Behavior Screening Questionnaire (CPSQ), Social Skill Rating System (SSRS), and Peer Relational Skills Scale (PRSS). The experimental group participated in the social skills training weekly for 10 weeks. Statistical analysis was performed using the SPSS 18.0 program. Results: Significant differences were found in problem behaviors, social skills, and peer relationship scores between the two groups. Conclusion: This social skills training program was found to be effective in reducing problem behaviors and improving the social skill and peer relationship of these children, and is recommended for use in community health services as an effective nursing intervention for children in vulnerable areas.
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최명희(Myeong-Hui Choe),이하나(Ha-na Lee) 한국산학기술학회 2016 한국산학기술학회논문지 Vol.17 No.11
본 연구는 신규간호사의 현실충격의 개념을 정립하고 정의하기 위해 시행되었다. 연구 분석 방법은 Schwartz-Barcott와 Kim의 혼종모형(Hybrid model)을 이용하였으며, 자료 수집은 S시와 G시에서 일하고 있는 6명의 신규간호사와 현실충격과 관련된 문헌으로부터 수집하였다. 본 연구 결과, 신규간호사의 현실충격은 3개의 영역과 9개의 속성으로 도출되었다. 3개의 영역은 인지적 영역, 정서적 영역, 상황적 영역으로 도출되었다. 인지적 영역은 현실충격을 일으키는 요인을 인지하는 것이며, 정서적 영역은 현실충격을 일으키는 상황을 직면한 후 나타나는 부정적인 정서 반응이며, 상황적 영역은 현실충격을 일으키는 상황을 말한다. 즉, 신규간호사의 현실충격 정의는 신규간호사는 (i) 학교에서 배운 것과 실무와의 차이, (ii) 이상과 현실의 가치 차이를 인지하고 (iii) 선임 간호사들의 전문성 부족, (iv) 간호사로서 존중받지 못하는 현실, (v) 생각했던 것보다 역할가중을 경험하게 되면서 무력감, 관계의 어려움, 혼란, 압박감과 같은 부정적인 정서를 갖게 되는 것을 말한다. 결과적으로 본 연구는 신규간호사의 현실충격의 개념을 정립함으로 인해 신규간호사의 현실충격을 경감할 수 있는 전략에 실제적인 밑거름이 될 수 있는 자료를 제공했다는데 의의가 있다. This paper aims to understand the conceptual definition and the characteristics of reality shock in new graduate nurses. We analyzed the data using the hybrid model, initially introduced by Schwartz-Barcott and Kim. The data used in this study were collected from six recently graduated nurses who work in S-si and G-si. Another part of the data was obtained from literature review regarding Reality Shock. We categorized Reality Shocks in recently graduated nurses into nine attributes within a three-dimension model. The dimensions include "cognitive", "emotional", and "situational" domains. The cognitive domain is to be aware of the factor that causes Reality Shock. The emotional domain is the negative emotional responses that appear when facing a situation causing Reality Shock. The situational domain is the sort of circumstantial situations that cause Reality Shock. Reality Shock is defined as recently graduated nurses having several negative emotions, such as powerlessness, difficulty in peer relationships, confusion, and pressure due to (i) the differences between reality of nursing and what they have learned in school, (ii) the differences between an ideal situation and the real situation, (iii) the lack of expertise of senior nurses, (iv) a situation without the respect from colleagues, and (v) the overloaded role compare with the expectations. In conclusion, we provide a guideline for establishing a strategy to reduce Reality Shock in recently graduated nurses by identifying the concept of Reality Shock.
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초등학생의 학교폭력 유형에 따른 상태분노, 우울, 자아탄력성, 자아존중감
이용미(Lee, Yong Mi),박소영(Pak, So Young),최명희(Choe, Myeong Hui) 한국간호교육학회 2015 한국간호교육학회지 Vol.21 No.2
Purpose: The purpose of this study was to investigate differences in the states of anger, depression, resilience and self-esteem according to type of school violence involving elementary school students. Methods: The participants were 257 elementary school students in the 4th, 5th and 6th grades. Data was collected by structured questionnaires, and analyzed using descriptive statistics, χ²?test, t-test, ANOVA, and Pearson correlation coefficients with the SPSS/WIN 20.0 program. Results: There were significant differences among the states of anger (Fs=16.66, p<.001), depression (Fs=18.04, p<.001), resilience (F=12.77, p<.001) and self-esteem (F=10.39, p<.001) according to the type of school violence. Of all the groups, bully-victim exhibited the highest score for anger and depression, and the lowest score for resilience and self-esteem. Conclusion: Based on the findings, developing intervention programs that consider the psychological characteristics of elementary school students is necessary. Also, the results of this study suggest that integrative programs for students that can enhance resilience and self-esteem, such as self-discovery programs, and reduce anger, such as anger control programs, need to be developed.
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