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간호대학생의 감성지능, 대인관계유능성, 돌봄효능감과의 관계

Title
간호대학생의 감성지능, 대인관계유능성, 돌봄효능감과의 관계
Other Titles
Relationship among Emotional Intelligence, Interpersonal Competence, and Caring Efficacy in Nursing Students.
Authors
박은주
Issue Date
2018
Department/Major
임상보건융합대학원 임상간호학전공
Publisher
이화여자대학교 임상보건과학대학원
Degree
Master
Advisors
신수진
Abstract
The purpose of this study was to provide fundamental data for the development of the nursing education program. This data can improve the caring efficacy by analyzing the correlations between emotional intelligence, interpersonal competence, and caring efficacy of nursing college students. The data were collected in May 2017 from 227 students both 3th and 4th students attending nursing colleges in Seoul, Gyeonggi, and Gyeongbuk province. Emotional intelligence was measured by tools originally developed by Wong and Law(2002) and later revised by Jung (2007). Interpersonal Competence was measured using the Interpersonal Competence Questionnaire(ICQ) developed by Buhrmester et al. (1988). This questionnaire was later translated and modified for Korean college students by Han and Lee (2010). Self-reporting caring efficacy was done using the Caring Efficacy Scale (Form B) developed by Coates (1997). This scale was modified by Chung (2016). The mean, standard deviation, percentage, t-test, ANOVA, and Duncan and Pearson's correlation coefficient of the collected data were calculated and being analyzed using SPSS V23.0. The results of this study are as follows. 1. The mean of emotional intelligence of the subjects was 5.01(±0.73); the maximum score was 7 per item. The mean of interpersonal competence was 3.37(±0.54); the maximum score was 5 per item. The mean of caring efficacy was 3.73(±0.62); the maximum score was 6 per item. 2. With regard to the general characteristics of emotional intelligence, there was a significant difference in following attributes: gender (t=2.293, p=.023), subjective mental health (F=28.366, p<.001), subjective physical health (F=14.034, p<.001), the standard of living (F=7.551, p=.001), satisfaction with major (F=18.230, p<.001), the relationship with clinical practice instructors (F=6.687, p=.002), and the relationship with the professors (F=7.725, p=.001). With regard to the general characteristics of interpersonal competence, there was a significant difference in following attributes: subjective mental health (F=12.756, p<.001), subjective physical health (F=6.371, p=.002), the standard of living (F=3.690, p=.027), satisfaction with major (F=9.050, p<.001), satisfaction with clinical practice (F=5.470, p=.005), the relationship with clinical practice Instructors (F=6.886, p=.001), and the relationship with the professors (F=6.157, p=.002). With regard to the general characteristics of caring efficacy, there was a significant difference in following attributes: subjective mental health (F=14.447, p<.001), subjective physical health (F=6.005, p=.003), the standard of living (F=3.953, p=.021), satisfaction with major (F=13.223, p<.001), satisfaction with clinical practice (F=9.793, p<.001), the relationship with clinical practice Instructors (F=16.658, p<.001), and the relationship with the professors (F=6.825, p=.001). 3. Emotional intelligence and interpersonal competence were positively correlated (r=.531, p<.001); interpersonal competence and caring efficacy were positively correlated (r=.556, p<.001); emotional intelligence and caring efficacy (R=.570, p<.001) were also found to be positively correlated. The results of this study suggest that caring efficacy has a positive correlation with emotional intelligence and interpersonal competence. The results also show that caring efficacy of nursing college students is higher when several associated attributes such as physical and mental health, the standard of living, satisfaction with major, satisfaction with one's clinical practice, and having a good rapport with one's professors and clinical nursing instructors are well balanced. On the other hand, if nursing college students are lack of the aforementioned attributes, they tend to exhibit low caring efficacy. Therefore, it is important for nursing education programs to facilitate the emotional intelligence and the interpersonal competence of their students for achieving better results in terms of caring efficacy.;본 연구의 목적은 간호대학생의 감성지능, 대인관계유능성, 돌봄효능감과의 상관관계를 분석함으로써, 돌봄효능감을 높일 수 있는 간호교육 프로그램 개발의 기초 자료를 제공하는 것이다. 자료수집은 2017년 5월에 이루어졌으며 서울시, 경기도, 경상북도의 간호대학에 재학중인 3학년, 4학년 간호대학생 227명을 대상으로 설문조사를 시행하였다. 감성지능은 Wong와 Law(2002)가 개발한 도구를 정현우(2007)가 번안, 수정한 도구로 측정하였고 대인관계유능성은 Buhrmester 등(1988)이 개발한 대인관계유능성 질문지(Interpersonal Competence Questionnaire: ICQ)를 한나리와 이동귀(2010)가 한국 대학생에 맞게 번안하고 수정한 도구를 사용하였으며 돌봄효능감은 Coates(1997)가 개발한 자기 보고식 돌봄효능감 척도(Caring Efficacy Scale, Form B)를 정진옥(2016)이 수정, 보완한 도구를 사용하여 측정하였다. 수집된 자료는 SPSS 23.0을 이용하여 평균, 표준편차, 백분율, t-test, ANOVA와 Duncan, Pearson’s correlation coefficient을 이용하여 분석하였다. 본 연구의 결과는 다음과 같다. 1. 대상자의 감성지능 정도는 문항 당 7점 만점 중 5.01(±0.73)점 이었으며, 대인관계유능성의 정도는 문항 당 5점 만점 중 3.37(±0.54)점, 돌봄효능감의 정도는 문항 당 6점 만점 중 3.73(±0.62)점 이었다. 2. 대상자의 일반적 특성에 따른 감성지능은 성별(t=2.293, p=.023), 주관적 정신건강(F=28.366, p<.001), 주관적 신체건강(F=14.034, p<.001), 생활수준(F=7.551, p=.001), 전공 만족도(F=18.230, p<.001), 임상실습 만족도(F=5.149, p=.007), 임상실습 지도자와의 관계(F=6.687, p=.002), 교수와의 관계(F=7.725, p=.001)에 따라 유의한 차이를 보였다. 대상자의 일반적 특성에 따른 대인관계유능성은 주관적 정신건강(F=12.756, p<.001), 주관적 신체건강(F=6.371, p=.002), 생활수준(F=3.690, p=.027), 전공 만족도(F=9.050, p<.001), 임상실습 만족도(F=5.470, p=.005), 임상실습지도자와의 관계(F=6.886, p=.001), 교수와의 관계(F=6.157, p=.002)에 따라 유의한 차이를 보였다. 대상자의 일반적 특성에 따른 돌봄효능감은 주관적 정신건강(F=14.447, p<.001), 주관적 신체건강(F=6.005, p=.003), 생활수준(F=3.953, p=.021), 전공 만족도(F=13.223, p<.001), 임상실습 만족도(F=9.793, p<.001), 임상실습지도자와의 관계(F=16.658, p<.001), 교수와의 관계(F=6.825, p=.001)에 따라 유의한 차이를 보였다. 3. 감성지능과 대인관계유능성은 양의 상관관계(r=.531, p<.001), 대인관계유능성과 돌봄효능감은 양의 상관관계(r=.556, p<.001), 감성지능과 돌봄효능감은 양의 상관관계(r=.570, p<.001)가 있는 것으로 나타났다. 이상의 연구 결과를 종합해 보면 간호대학생의 돌봄효능감은 감성지능 및 대인관계유능성과 상관관계가 있으며, 신체적, 정신적 건강상태의 주관적 건강상태 및 생활수준 정도, 전공 만족도, 임상실습 만족도, 임상실습지도자 및 교수와의 관계의 만족도가 높을수록 돌봄효능감이 높은 것으로 나타났다. 간호대학생의 돌봄효능감은 환자 돌봄에 대한 자기효능감으로 임상실습과정에서 다양한 대상자와 관계형성시 자신감과 편안함을 주는 필수적인 요소로써 정서적, 관계적 요소인 감성지능, 대인관계유능성을 통해 향상될 수 있다. 따라서 간호대학생의 주관적 건강상태 및 생활수준의 정도가 낮고 전공 만족도, 임상실습 만족도, 임상실습지도자 및 교수와의 관계 만족도가 낮은 간호대학생은 돌봄효능감이 낮을 수 있으므로 이들을 대상으로 돌봄효능감을 향상시킬 수 있는 정서적, 관계적 요소인 감성지능과 대인관계유능성을 고려하여 돌봄효능감 간호교육 프로그램이 개발될 필요가 있다.
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