조력기술 프리셉터 교육프로그램이 간호사의 치료적 조력기술에 미치는 효과 = The Effect of Helping Skill Preceptor Education Program on the Therapeutic Helping Skill of Nurse

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine type of helping skill of nurses and the effect of the helping skill preceptor education program on helping skill. To accomplish the purpose of this study, the hypothesis of this were establish as follows; The nurse which were given nursing counseling training program will higher skill, but nontherapeutic helping skill (evaluation, interpretation, sympathy, examine, solving type) were lower than before. The subject of this study were 39 nurse of G university hospital who volunteered to participate in this program. The subjects received training program for 12hours. The instrument used in this study was Sul(1990)`s helping skill measured scale. The statistical methods used means and Paired t-test. Paired t-test was run with SPSS/PC+ WINDOW(version 9.0) program. The conclusions based on the results are as follows; 1. The score about type of helping skill of preceptor nurses were therapeutic (6.29), nontherapeutic (2.97). The scores of type of nontherapeutic helping skill were examine .95) sympathy (.69), solving(.61), interpretation (.35), evaluation(.35), interpretation (.35), evaluation(.35) ordinary. 2. The helping skill preceptor education program for preceptor nurses is effective for increasing therapeutic helping skiThe purpose of the study was to investigate the relationships among the family function, the academic achievement and the achievement anxiety of high school students. The subjects of this study were 456 students who were first and second year of high school that located in Seoul. The data were gathered from 16th to 31st, October 2000. For the survey tool, it was used that the Family Assessment Device(FAD) of Epstein, Baldwin & Bishop (1983), the class record order and the Achievement Anxiety Test(AAT) of Alpert & Harber(1960). The data were analyzed by descriptive statistics, frequency analysis, t-test, ANOVA, Pearson and Spearman correlation coefficients of SAS program. The results of this study were following: 1. The mean score of the family function was 38.30 and the mean grade was 2.25. The high academic achievement was 29.9%, middle grade was 52.7%, and low grade was 18.1%. The mean score of achievement anxiety was 38.45 and the mean grade was 2.02. 2. The family function in adolescents was significantly different according to their academic achievement. The mean score of the low grade was 36.07. That was significantly lower than the mean score 38.94 of the middle grade (F=5.34. p=0.0051). The achievement anxiety in each group was significantly different according to their academic achievement (F=36.11, p=0.0001). The mean score of the high, middle and low grade were 41.57, 37.69 and 35.62. The facilitating anxiety was the highest in the low grade and the lowest in the high grade(F=28.41, p=0.0001). The debilitating anxiety of the low grade was significantly higher than the other groups (F=14.8ι, p=0.0001). And so, academic achievement was high as much as facilitating anxiety was high and debilitating anxiety was low. 3. The family function in adolescents was significantly different according to their school year and religion. That is, the mean score of the first school year and the second year were 39.87 and 37.29. The mean score of the first school year was significantly higher than that of the second school year(t=3.91, p=0.00001). The mean score of family function in the religious family(m=38.84) was significantly higher than that of no religious family (m=37.5). Also, the achievement anxiety in adolescents was significantly different according to their parent`s school career. The mean score of the group that the father`s and mother`s school career were below junior high school were 36.30 and 36.78. Those were significantly lower than the mean score 38.99 and 39.04 of the group that the father`s and mother`s school career were above college(F=3.62, 3 .05, p=0.267, 0.0484). 4. The subscale of family function, active problem solving was represented t