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유아 부모의 양육스트레스와 사회적 지지가 부부관계에 미치는 영향
이정순(Lee Jeongsoon) 한국열린유아교육학회 2003 열린유아교육연구 Vol.8 No.2
본 연구에서는, 만 3세에서 6세 이하의 자녀를 둔 아버지, 어머니의 양육스트레스와 사회적 지지, 부부관계를 비교하고, 사회적 지지가 양육스트레스와 부부관계의 매개변인으로 작용하는가에 대해 검토했다. 연구결과, (1) 아버지는 어머니로부터 더 많은 자녀양육 지지를 받고 있는 것으로 나타났다. 어머니는 아버지보다 더 많은 양육스트레스를 느끼고 있으며 부부관계를 좀더 원만하게 지각하고 있는 것으로 나타났다. (2) 아버지, 어머니 모두 양육스트레스는 부부관계와 부정적으로 관계하고 있으며, 배우자의 사회적 지지는 양육스트레스와 부부관계를 매개하는 것으로 나타났다. (3) 아버지, 어머니 모두 부부관계를 예측하는 가장 중요한 요인은 사회적 지지의 ‘동료애’와 ‘정서적 지지’였다. This study examined the relationship between childrearing stress, social support, and husband- wife relationship. The results were derived from a survey of 328 pairs of fathers and mothers of preschool children. The principal results of this study were summarized as follows; (a) Fathers were supported more childrearing support from their partner, and mothers were perceived more childrearing stress, better husband-wife relationship. (b) For both father and mother, childrearing stress was negatively related to husband-wife relationship, while partner's support was positively related to husband-wife relationship. And partner's support mediated the relationship between childrearing stress and husband-wife relationship. That is, partner's support predicted higher husband-wife relationship. (c) For both father and mother, the most important indicator of husband-wife relationship was "companionship" and "partner's emotional support" in social support.
간호학생의 밀착형 실무진입 임상실습교육이 임상수행능력, 상태불안 및 임상실습 스트레스에 미치는 효과
장현숙(Jang, Hyunsook),이정순(Lee, Jeongsoon) 기본간호학회 2016 기본간호학회지 Vol.23 No.4
Purpose: The purpose of this study was to examine the effects of a intensive clinical training programfor nursing practice on the clinical competence, state anxiety, clinical practice stress in nursing students who were beginning their first clinical practice. Methods: This practice has been processed as a ‘Pre-Post design with a non-equivalent control group’. The participants were 177 students in a college of nursing. The students were divided into two groups: 89 students in the experimental group and 88 students in the control group. Results: The experimental group showed significant improvement in their clinical competence scores compared to the control group. The difference between the two groups was also significant. State anxiety in the experimental group significantly decreased compared to the control group. However, scores for stress during practice were not significantly different. Conclusion: The findings in this research reveal that the program, ‘Close clinical practice training for nursing students’ practice entry, contributes to improving students’ overall ability and performance, and reduces anxiety of nursing students as they start their first clinical practice. These findings can be utilized in helping nursing students improve the quality of their performance.