제1차 국제학술대회 ; 고등학생 의사소통 능력 진단 도구의 개발

김대희 ( Dae Hee Kim ),강경숙 ( Kyung Sook Kang ) 국어교육학회 2012 國語敎育學硏究 Vol.45 No.-

이 연구는 목적은 의사소통 능력의 구성 요소를 설정하고, 그에 맞추어 고등학생의 의사소통 능력을 측정할 수 있는 도구를 개발하는 데 있다. 의사소통의 네 가지 요소 중 메시지를 제외한 화자, 청자, 맥락을 변인으로 두고 의사소통 능력의 하위 범주를 설정하였다. 화자 변인에 의해서는 말하기 능력, 청자 변인은 듣기 능력, 그리고 화자와 청자 변인에 공통적으로 해당하는 태도와 사회적 관계, 맥락에 해당하는 공통 능력으로 구성하였다. `말하기 능력`의 세부 요소로는 유창성, 발화의 논리적 구성, 언어적 표현, 비언어적 표현, 자기표현의 5요소로 구분하였고, `듣기 능력`으로는 사실적 듣기, 추론적 듣기, 비판적 듣기, 공감적 듣기의 4요소로, `공통 능력`으로는 맥락, 사회적 관계, 태도의 세 가지로 구성하여 총 12개의 하위 요소로 구분하였다. 의사소통 능력을 구성하는 하위 영역별로 그것을 측정할 수 있는 문항을 개발하고, 전문가의 검토를 거쳐 문항을 1차로 확정한 후 고등학생을 대상으로 설문 조사를 실시하였다. 설문 결과에 대해 통계 분석을 통해 문항의 타당도와 신뢰도를 검증하여 적절하지 않은 문항을 제거하였다. 이러한 과정을 거쳐 최종적으로 고등학생의 의사소통 능력을 진단할 수 있는 도구를 도출하였다. The purpose of this study is to set components of communicative ability and to develop of inventory to measure communicative ability for high school students. The subcategories of communicative ability have been set based on speaker, listener, and context except message among four factors of communication. speaker-speaking ability, listener-listening ability and context-common ability. Speaking ability involves fluency, logical construction, verbal expression, nonverbal expression and self-expression. Listening ability contains explicit listening, inferential listening, critical listening and emphatic listening. Common ability involves communicative context, social relation, and attitude. The inventory has been set through several steps: 1) Developing initial inventories to measure communicative ability classified by subcategories 2) reviewing from 3 experts of communication area 3) surveying 479 high school students 4) verifying the validity and reliability 5) eliminating inappropriate inventories 6) setting inventory classified by subcategories to measure communicative ability.

일부 치위생학과 학생의 긍정적사고와 공감능력 및 의사소통능력과의 관련성

임선아(Sun-A Lim) 한국구강보건과학회 2021 한국구강보건과학회지 Vol.9 No.2

Objectives: This study investigates the relationship between of positive thinking and empathy ability on the communication ability of dental hygiene students. Methods: First, the research objectives and methods were explained to students enrolled in the department of dental hygiene in the G area, and 160 participants were selected. An independent t-test, a one-way ANOVA, and a Scheffé test were used to measure participants’ positive thinking, empathy ability and communication ability. The correlations of positive thinking and empathy ability with communication ability were analyzed using Pearson’s correlation test, and the factors that impact communication ability were analysed using a stepwise multiple regression. Results: Higher levels of positive thinking and empathy ability correlated with better communication ability. Subjective satisfaction, goal pursuit, cognitive empathy ability, and emotional empathy ability were identified as factors that impact the communication ability of dental hygiene students. Conclusions: A dental hygiene education program designed to improve the communication ability of dental hygiene students is needed. Communication ability is a core competency that can be increased by improving positive thinking and empathy ability.

에니어그램 성격유형별 간호대학생의 의사소통능력이 대학생활적응에 미치는 영향

원효진,박선향 한국보건복지학회 2018 보건과 복지 Vol.20 No.4

The purpose of this study was to investigate the effect of communication ability of nursing college students on adjustment to college life by enneagram personality type. This study was conducted on nursing college students of a university in C city. The final 182 samples were analyzed and frequency analysis, t-test, ANOVA, and multiple regression analysis were performed. The results are as follow. First, communication ability influencing social adjustment of emotional type nursing college students was role performance ability, self presentation ability, goal setting ability, and message conversion ability and communication ability influencing college environment adjustment was message conversion ability. Second, communication ability influencing academic adjustment of thinking type nursing college students was goal setting ability and communication ability influencing social adjustment was interpreting ability and goal setting ability. communication ability influencing college environment adjustment was interpreting ability and goal setting ability. Third, communication ability influencing academic adjustment of instinct type nursing college students was role performance ability, and communication ability influencing social adjustment was goal setting ability. Therefore, it can contribute to enhance the adaptability of college life by constructing a communication ability program considering nurse college students' enneagram personality type. 본 연구는 간호대학생을 대상으로 에니어그램 성격유형별 의사소통능력이 대학생활적응에 미치는 영향을 파악하고자 하였다. 최종 182부의 표본을 분석하였으며, 빈도분석, t-test, ANOVA, 다중회귀분석을 실시하였다. 그 결과는, 첫째, 감정중심유형 간호대학생의 사회적응에 영향을 미치는 의사소통능력은 역할수행능력, 자기제시능력, 목표설정능력, 메시지전환능력이었으며, 대학환경적응에 영향을 미치는 의사소통능력은 메시지전환능력이었다. 둘째, 사고중심유형 간호대학생의 학업적응에 영향을 미치는 의사소통능력은 목표설정능력이었으며, 사회적응에 영향을 미치는 의사소통능력은 해석능력, 목표설정능력으로 나타났고, 대학환경적응에 영향을 미치는 의사소통능력은 해석능력, 목표설정능력으로 나타났다. 셋째, 본능중심유형 간호대학생의 학업적응에 영향을 미치는 의사소통능력은 역할수행능력이었으며, 사회적응에 영향을 미치는 의사소통능력은 목표설정능력이었다. 이에 본 연구를 통하여 간호대학생의 에니어그램 성격유형을 고려한 의사소통능력 프로그램을 구성함으로써 대학생활적응력을 높이는데 기여할 수 있음을 기대해 볼 수 있다.

의사소통프로그램이 취업 준비생의 직업기초능력으로서의 의사소통능력, 인지ㆍ정서적 공감능력에 미치는 영향

박홍석,고혜신 한국취업진로학회 2018 취업진로연구 Vol.8 No.2

본 연구는 의사소통프로그램이 취업을 준비하는 여대생의 언어적ㆍ비언어적 의사소통능력과 인지적ㆍ정서적 공감능력에 미치는 효과를 검증하는데 그 목적이 있다. 의사소통프로그램은 Adler & Proctor(2015)의 ‘Looking Out, Looking In’을 기반으로 내용전달능력, 듣기능력, 공감형성능력의 세 가지 능력 배양에 중점을 두어 구성하였다. 연구목적에 따라 청년취업아카데미를 참여한 서울 소재 A여대 취업준비생 30명을 연구대상으로 실험집단과 통제집단 각각 15명씩 구성하였다. 실험집단에게는 3시간으로 구성된 8회기의 프로그램을 매주 실시하였으며, 통제집단에게는 별다른 프로그램을 시행하지 않는 것으로 연구를 설계하였다. 프로그램 효과 검증을 위해 사전, 사후에 사용된 검사 도구는 Navran(1967)이 개발한 의사소통능력척도(PCI)를 최은연(2004)이 성인용으로 수정한 의사소통능력척도와 Reiners, Corcoran, Drake, Shryane, & Vȍllm(2011)이 개발하고 강준(2012)이 한국어로 번안한 인지적ㆍ정서적 공감척도(QCAE)를 사용하였다. 보다 신뢰로운 연구결과의 제시를 위해 연구대상 수를 고려한 비모수 통계방법을 사용하여 프로그램 참여 유무에 따른 실험집단과 통제집단 간 차이 검증과 실험집단 내 시간에 따른 차이 검증 분석을 실시하였다. 두 집단 간 사전 동일성 및 사후 차이 검증을 위해 Mann-Whitney U test를 실시하였고, 실험집단 내 사전, 사후 간 변화 비교를 위해 Wilcoxon Signed- Ranks Test를 실시하였다. 연구결과, 의사소통프로그램을 처치하지 않은 통제집단과 달리, 실험집단은 의사소통능력과 인지ㆍ정서적 공감능력 모두에서 프로그램의 효과가 통계적으로 유의하게 나타났다. 연구 결과 중 의사소통능력의 하위요인인 비언어적 의사소통에서는 프로그램 효과가 나타난 반면, 언어적 의사소통능력은 향상되었지만, 통계적으로 유의하지는 않은 것으로 나타났다. 이와 같은 결과는 단순히 프로그램이 언어적 의사소통능력에 효과적이지 않았다기보다는 이미 언어적 의사소통능력이 비언어적 의사소통능력에 비해 현저히 높다는 점에서 기인한다고 보았다. 이는 지금까지의 여러 의사소통 연구에서 제안하는 주장과 일치하는 결과로 취업을 준비하는 대학생들에게 비언어적 의사소통능력 배양을 위한 교육의 필요성을 시사한다고 볼 수 있다. 그러므로 본 연구에서 제안한 의사소통프로그램은 앞으로 사회에 진출하게 될 취업준비생에게 반드시 필요한 직업기초능력 중 하나인 의사소통능력과 공감능력을 향상시키는데 효과가 있다는 점과 향후 의사소통능력의 배양을 위해 보다 구체적이고 전문적으로 세분화된 프로그램이나 교육 등의 개발 연구에 여러 기초자료 중 하나를 제공한다는 점에서 그 의의가 있다. This study is for verifying the effects of verbalㆍnonverbal communication ability and cognitiveㆍemotional empathy of job applicants by the communication training program. The communication program which was based on the 'Looking Out, Looking In' of Adler & Proctor (2015) focused on cultivating three abilities: content delivery ability, listening ability, and empathy formation ability. According to the purpose of the research, 30 students from A University who was participated in the ‘Youth Employment Academy’ were composed of experimental and control groups respectively. For the experiment group, 8 week program consisting of 3 hours was carried out weekly, and the study was designed that no program was applied to the control group. In order to verify the effectiveness of the program, We conducted pre-test and post-test of communication ability and empathy ability. The Primary Communication Inventory(PCI) developed by Navran(1967) and revised by Choi(2004) for Korean adults and The Questionnaire of Cognitive and Affective Empathy(QCAE) developed by Reiners, Corcoran, Drake, Shryane, & Vȍllm(2011) and validated by Kang(2012) in Korean was used. In order to present more robost research results, we conducted a non - parametric statistical method considering the number of research subjects and verified the difference between the experimental group and the control group according to the presence or absence of the program and verified the difference according to time within the experimental group. The Mann-Whitney U test was used to verify pre-, post-test scores between the two groups mutually, and the Wilcoxon Signed-Ranks Test was used to compare pre-, post-test changes in the subjective group. As a result, the experimental group showed statistically significant effects on the communication ability and the cognitive and emotional empathy ability, unlike the control group which was not conducted the communication program. The results showed that the nonverbal communication, which is a sub-factor of communication ability, showed the program effect but the linguistic communication ability was improved but not statistically significant. This result is due to the fact that the verbal communication ability is significantly higher than the non-verbal communication ability rather than merely the program was not effective in verbal communication ability. This result suggests the necessity of education to cultivate non-verbal communication ability for college students preparing for employment as a result of agreement with the suggestion in various communication studies so far. The communication training program suggested in this study is meaningful in that it is effective to improve communication ability and empathy ability, which is one of the basic skills of job, which is necessary for the job applicants who will enter into society in the future. and In order to cultivate communication ability in the future, it provides one of various basic materials for development study such as more specific and specialized subdivided programs and education.

다 학제 전공에서 본 대인 커뮤니케이션 능력의 구성요소에 대한 탐색적 연구: 대학생을 대상으로

강미선,임선영,차선경 한국소통학회 2019 한국소통학보 Vol.18 No.1

커뮤니케이션 능력은 전공이나 사회적 배경을 불문하고 모든 사람에게 필요한 기본 역량이다. 그 일환으로 대학의 여러 전공에서 의사소통 능력을 키우기 위한 교육을 하고 있으며, 다양한 학문영역에서 연구성과도 축적해 왔다. 커뮤니케이션을 잘하기 위해서는 자기표현, 경청, 감정교류, 상대에 대한 이해와 공감, 대화 주제에 대한 지식 등 많은 요소를 갖춰야 한다. 커뮤니케이션 능력은 다차원성의 복합적 개념이지만, 연구자의 전공이나 관심사에 따라 미시적 접근을 하는 경향이 강하다. 그런 이유로 아직까지 커뮤니케이션 능력의 구성요소에 대한 개념적 합의를 이루지 못한 상태이다. 본 연구에서는 커뮤니케이션 능력이 중요하게 다뤄지는 전공분야의 연구자들이 모여 학제 간 연구(미디어학과, 상담심리학과, 간호학과)로 출발했다. 연구목적은 대인 커뮤니케이션 능력을 구성하는 하위요소를 추출한 후 척도를 개발하고 타당성을 검증하는 것이다. 분석결과 6개 하위요인이 커뮤니케이션 능력의 구성요소로 나왔고 신뢰도와 타당도 역시 양호하였다; 사회적 평정심, 사회인지, 자기공개, 공감 및 진실성, 반응력, 경청. Communication competency is a basic capacity required by all people regardless of their major or social background. There is a long tradition of research tradition, such as teaching communication skills in various departments of universities and accumulating research results on communication ability in various academic fields. In order to communicate well, you must have many factors such as self-expression, listening, emotional exchange, sympathy and knowledge of conversation topics. Communication ability is a complex concept of multi- dimensionality, but it tends to approach micro approach according to researchers' interests and their majors. It has not yet reached conceptual agreement on the components of communication ability. Communication competency is a complex concept with many sub-elements. Nevertheless, there is a tendency to approach the micro approach according to the researchers' interests and their majors, and the conceptual agreement on the components of communication ability has not yet been achieved. This study was held in the field of interdisciplinary research (media department, counseling psychology department, nursing department). The primary purpose of the research is to verify that the measurement of communication ability is valid. As a result of the analyses, six sub-factors were found to be the components of communication ability and were highly valid; Social relaxation, Social cognition, Self-disclosure, Candour and Empathy, Speedy reaction, Listening ability.

Effects of the 4C Core Competencies on Work Ability among Dental Hygienists

Do-Young Kim,Kyeung-Ae Jang 한국치위생과학회 2019 치위생과학회지 Vol.19 No.4

Background: This descriptive study aimed to examine the relationship between the 4C core competencies and work ability among dental hygienists. Methods: From November 2018 to January 2019, data were collected-from 190 dental hygienists workong in dental clinics in Busan, Ulsan, and Gyeongsangnam province using structured questionnaires. For the general characteristics of the dental hygienists, frequency and percentage were calculated, and the level of the 4C core competencies and work ability of dental hygienists was calculated using means and standard deviations. A multiple regression analysis was conducted to analyze the effects of the 4C core competencies on work ability. Results: The mean scores for the 4C core competency levels of the dental hygienists were as follows: communication ability 3.34, critical thinking ability 3.41, creative problem-solving 3.40, and collaborative self-efficacy 3.27. Meanwhile the mean score for work ability level was 3.65. The predictive factors influencing work ability were communication ability and cooperative self-efficacy (p<0.001), and the sub-factors of critical thinking ability that affect work ability were sound conferences (p<0.01), intellectual fairness (p<0.05), intellectual enthusiasm (p<0.05), and self-confidence (p<0.001). Finally, the sub-factors of creative problem-solving ability that affect work ability were planning and execution (p<0.01) and performance evaluation (p<0.05). Conclusion: The current study showed that education programs covering the core competencies of dental hygienists, rather than the existing theoretical education program, should be developed and implemented to enhance 4C core competencies that affect work ability.

임상현장실습에서 응급구조(학)과 학생들과 환자간의 의사소통능력에 관한 연구

장재형,정예은,전소은,조근자 사단법인 한국응급구조학회 2022 한국응급구조학회지 Vol.26 No.3

Purpose: This study aimed to assess the quality of communication between paramedic students and their patients in clinical practice and to provide the students with the data, thus contributing to the qualitative improvement of communication. Methods: Data were collected from experienced paramedic students who consented online to participate in this study. The data collection period was from June 3 to July 12, 2022, and a total of 147 questionnaires with 92 questions were analyzed using SPSS statistics 28.0. Results: The number of students attending the lecture series as part of a communication credit accounted for 57.1% of the total. 92.5% of subjects responded yes to the necessity of education for communication. The level of total communication ability of subjects was 4.60 (±1.05) points (7 Likert scale). Among the subdivided levels of communication ability, the highest level was a physical examination-related interview (5.36±0.96), and the lowest was the completion part (3.93±1.51). There was a statistically significant difference in communication ability level according to school grade (F=4.709, p=.000). The highest correlation (r=.972, p<.001) showed between total communication ability and understanding of the point of view of the patient. Conclusion: Paramedic students work on their communication schools to be a better paramedic for patients. More educational content with a field-based situation in communication subject needs to be developed. Purpose: This study aimed to identify the level of communication ability between paramedic students and patients in clinical practice. In addition, it was performed to produce essential data contributing to the qualitative improvement of communication ability. Methods: Data were collected from paramedic students with clinical experience after they provided online consent. Data collection was performed from June 3 to July 12, 2022. One hundred forty-seven questionnaires with 92 items were analyzed using SPSS statistics 28.0. Results: 57.1% of students took communication as a subject despite 92.5% of respondents saying that communication education is necessary for them. The average level of participant communication ability was 4.60 (±1.05) points (measured on a 7-point Likert scale). Among the subdivided communication ability levels, the highest level was demonstrated in the physical examination-related interview (5.36±0.96), and the lowest was shown in the completion part (3.93±1.51). Furthermore, a statistically significant difference was found in communication ability level according to school grade (F=4.709, p=.000). The highest correlation (r=.972, p<.001) was obtained between total communication ability and understanding the patient’s point of view. Conclusion: Paramedic students should improve their communication skills to serve patients more effectively. Finally, more educational content should be developed on field-based situations in communication courses.

간호대학생의 문제해결능력이 셀프리더십에 미치는 영향: 비판적 사고 성향과 의사소통능력의 매개효과

우형원 ( Hyeong Woo ),김미연 ( Miyeon Kim ) 인문사회 21 2023 인문사회 21 Vol.15 No.1

연구 목적: 본 연구는 간호대학생의 문제해결능력과 셀프리더십의 관계에서 비판적 사고성향과 의사소통 능력의 매개효과를 확인하기 위함이다. 연구 방법: 경북 소재 대학교 간호학과 간호과정과 비판적 사고 교과를 수강한 2학년 157명을 대상으로 설문조사를 실시하였다. 수집된 자료는 SPSS/WIN 25.0프로그램을 이용해 기술통계, t-test, ANOVA, Scheffé test, Pearson’s correlation coefficients, mediating effect, Sobel test를 사용하였다. 연구 내용: 문제해결능력(β=.40, p <.001)과 비판적 사고 성향(β=.40, p <.001)이 셀프리더십에 유의한 영향을 미쳤고, Sobel test로 검증한 결과 유의하였다(z=4.85, p <.001). 문제해결능력(β=.45, p <.001)과 의사소통능력(β=.35, p <.001)이 셀프리더십에 유의한 영향을 미쳤고, Sobel test 결과 유의하였다(z=4.37, p <.001). 즉 문제해결능력이 셀프리더십과 관계에서 비판적 사고 성향과 의사소통능력이 유의한 부분 매개효과를 나타내었다. 결론 및 제언: 간호대학생 때부터 다양한 교수법을 제공하여 문제해결능력, 셀프리더십, 비판적 사고 성향, 의사소통능력의 간호역량을 향상시키는 것이 필요하다. This study was to confirm the mediating effect of critical thinking disposition and communication ability in the relationship between nursing students’ problem-solving ability and self-leadership. A questionnaires was conducted targeting 157 second-year students who took the nursing and critical thinking course at a college in Gyeongbuk. Data were analyzed through the SPSS/WIN 25.0 program using descriptive statistics, t-test, ANOVA, Pearson’s correlation coefficients, and Mediating effect, Sobel test. Critical thinking tendency (β=.40, p <.001) was found to have a statistically significant effect on problem-solving ability (β=.40, p <.001) and self-leadership. The results verified with the Sobel test were also significant (z=4.85, p <.001), and a significant partial mediating effect of critical thinking propensity was found in the relationship between problem-solving ability and self-leadership. Additionally, both problem-solving ability (β=.45, p <.001) and communication ability (β=.35, p <.001) were found to have a statistically significant effect on self-leadership. The results verified with the Sobel test were also significant (z=4.37, p <.001), and a significant partial mediating effect of communication ability was found in the relationship between problem-solving ability and self-leadership. It is necessary to provide a variety of teaching methods starting from nursing college and attempt to study each subject to improve students’ nursing competencies such as problem-solving ability, self-leadership, critical, and communication ability.

간호대학생의 의사소통능력, 자기주도학습능력, 셀프리더십이 문제해결능력에 미치는 영향

박경 사단법인 한국융합기술연구학회 2023 아시아태평양융합연구교류논문지 Vol.9 No.8

The study is a descriptive survey aimed to determine factors influencing Problem solving ability and its correlation to Communication Competency, Self-Directed Learning Ability, Self-leadership, and Problem Solving Ability of nursing college students. The data were collected from nursing students in one universities through structured questionnaires. Data were analyzed using SPSS/WIN 24.0, Descriptive statistics, t-test, ANOVA, Pearson's Correlation coefficients, Multiple regression, and Schéffe’s test. Based on the result, Communication Competency by general characteristics revealed that there are significant differences in Personality, Major satisfaction and Application Motivation. Self-Directed Learning Ability had a significant differences in Gender, Personnality. Self-Leadership had significantly the differences in Gender, Grade, Personality, Major satisfaction and Application Motivation. And there are significant differences in Grade, Major satisfaction and Application Motivation in Problem Solving Ability. Problem Solving Ability had significant positive correlation with Communication Competency, Self-directed Learning Ability Self-leadership, and Problem Solving Ability of nursing students. The factors influencing on the Problem Solving Ability presented that Communication Competency and Self-leadership. The explanatory power of the model was 73.0%. As a result, it’s necessary to prepare some strateges to improve program Communication Competency, Self-leadership and Problem Solving Ability improvement of nursing students. 본 연구는 일 지역 간호대학생을 대상으로 간호대학생의 의사소통능력, 자기주도 학습능력, 셀프리더십 및 문제해결능력 간의 관계를 확인하고 문제해결능력 영향요인을 파악하기 위한 서술적 조사연구이다. 본 연구의 자료수집은 구조화된 설문지를 이용하여 일 지역 간호대학생을 대상으로 편의표집하였다. 자료분석은 기술통계, t-test, ANOVA, Pearson's Correlation coefficients, Multiple regression, and Schéffe’s test를 사용하였다. 연구결과 일반적 특성에 따른 의사소통능력은 성격, 전공만족도, 선택동기에서 유의한 차이가 있었으며, 자기주도 학습능력은 성별, 성격에서 통계적으로 유의하였다. 셀프리더십은 성별, 학년, 성격, 전공만족도 및 선택동기에서 유의한 차이가 있었고, 문제해결능력은 학년, 전공만족도 및 선택동기에서 통계적으로 유의한 차이를 보였다. 변수들 간의 상관관계를 분석한 결과, 문제해결능력은 의사소통능력, 자기주도학습능력, 셀프리더십과 유의한 정적 상관관계가 있는 것으로 나타났다. 의사소통능력과 셀프리더십이 문제해결능력 영향요인으로 나타났으며, 모형의 설명력은 73.0%였다. 결론적으로 간호대학생의 문제해결능력의 향상을 위해서는 의사소통능력과 셀프리더십 향상을 위한 전략이 요구된다.

임상간호사의 의사소통능력 및 대인관계능력과 자기표현성이 조직 몰입에 미치는 영향

황혜정(Hwang Hye Jeong) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.19

본 연구는 간호사가 인지하는 의사소통능력과 대인관계능력, 자기표현성의 정도를 확인하고 조직 몰입에 미치는 영향을 파악하고자 시도되었다. 자료수집은 2019년 6월 10일부터 7월 20일까지 P 시에 위치한 병원급 이상의 의료기관에 근무하 는 간호사를 총 193명을 대상으로 하였다. 본 연구 결과, 임상간호사의 의사소통능력은 5점 만점 중에 평균 3.35(±0.40)점, 대인관계능력은 평균 3.44점(±0.46)점, 자기표현성은 평균 3.06(±0.39)점, 조직 몰입은 평균 2.93(±0.66)점으로 나타났다. 조직몰입은 의사소통능력(r=.361, p<.001)과 대인관계능력(r=.305, p<.001)에 상관관계를 보였고, 현재 병원 근무 경력의 10년 이상(β=-.380, p<.001)과 의사소통능력(β=.291, p<.001)은 조직몰입에 유의한 영향을 미치는 것으로 나타났다. 본 연구의 결과를 통해, 임상간호사의 의사소통능력과 대인관계능력을 강화하여, 조직 몰입과 근무 만족도를 높이는 방안을 모색할 수 있을 것이다. This study was conducted to identify clinical nurses’ perceptions of communication ability, interpersonal ability, and the degrees of self-expression, and to determine their effects on the clinical nurses’ organizational commitment. The data were gathered, from June 10 through July 20, 2019, from those nurses who worked at healthcare institutions at the hospital level or higher located in City P. The results of this study found that, out of 5 points, the clinical nurses averaged 3.35(±0.40) points in communication ability, 3.44(±0.46) points in interpersonal ability, 3.06(±0.39) points in self-expression, and 2.93(±0.66) in organizational commitment . It was also revealed that organizational commitment correlated with communication ability (r=.361,p<.001) and interpersonal ability(r=.305,p<.001), and that the nurses’ length of service at hospitals over 10years(β=-.380,p<.001) and their communication ability(β=.291,p<.001) significantly affected their organizational commitment. The results suggest that it is possible to explore solutions to improve clinical nurses’ organizational commitment and job satisfaction by enhancing their communication ability sand interpersonal ability.