• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.2
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• pp.101-110
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• 2020

Purpose: The purpose of this study was to identify the effects of ego-resilience, nursing professionalism and empathy on clinical competency and to suggest strategies for improving the clinical competency of general hospital nurses. Methods: Data collection was performed from Jan. 18th, 2019 to Feb. 14th. A total of 194 nurses from four general hospitals participated in this study. The collected data were analyzed with descriptive statistics, t-test, ANOVA, Kruskal-Wallis test, Scheffe test, Pearson's correlation and stepwise multiple regression analysis using SPSS 23.0. Results: The factors affecting the clinical competency of general hospital nurses included ego-resilience (β=.28, p<.001), nursing professionalism (β=.20, p=.011), empathic concern (β=.19, p=.003), working department (β=-.17, p=.008), total clinical career (β=.15, p=.011), and number of beds (β=.13, p=.033). These factors accounted for 33.0% of the clinical competency (p<.001). Conclusion: It is important to find ways to improve the level of empathy of general hospital nurses and there is a need to include education programs or practical interventions to strengthen empathy at the clinical level.

• Journal of Korean Biological Nursing Science
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• v.20 no.3
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• pp.196-203
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• 2018

Purpose: The study was performed to investigate the effects of empathy on interpersonal relationships through the mediating effect of ego-resilience in nursing students. Methods: Data were collected from June 5 to 30, 2018 using a self-report questionnaire measuring empathy, interpersonal relationships and ego-resilience. The sample was 204 nursing college students. SPSS WIN 23.0 programs were used to analyze the data. Results: Ego-resilience was positively related to empathy (r= .37, p< .001) and interpersonal relationships (r= .36, p< .001) and empathy was positively related to interpersonal relationships (r= .37, p< .001). Regression analysis showed that ego-resilience was affected by empathy (${\beta}=0.37$, p< .001), interpersonal relationships were affected by empathy (${\beta}=0.37$, p< .001). Interpersonal relationships were affected by empathy (${\beta}=0.28$, p< .001) and ego-resilience (${\beta}=0.26$, p< .001). Therefore ego-resilience mediates between empathy and interpersonal relationships. Conclusion: It is necessary to develop an effective intervention program to improve nursing students' empathy and ego-resilience.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.3
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• pp.259-268
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• 2018

Purpose: This study was to validate the Korean version of the Jefferson Scale of Empathy-Health Professions Students (K-JSE-HPS) in undergraduate nursing students. Methods: With a survey design, a total of 293 junior and senior nursing students were recruited and data were collected using a self-administered study questionnaire to measure their levels of empathy use the K-JSE-HPS. Using SPSS/WIN 22.0 and AMOS 22.0, data analysis was conducted with confirmatory factor analysis, criterion validity, and reliability. Results: For construct validity, confirmatory factor analysis showed an acceptable model fit (Goodness of Fit Index was 0.88) along with confirming convergent and discriminant validity (construct reliability was 0.70). For criterion validity, the scale was significantly related with the Interpersonal Reaction Index. For reliability, Cronbach's ${\alpha}$ coefficient for the scale was 0.87 and for the subscales were 0.84, 0.78, and 0.69, respectively. Conclusion: The findings show satisfactory construct and criterion validity and reliability of the Korean version of the JSE-HPS for measuring empathy in undergraduate nursing students.

• Child Health Nursing Research
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• v.24 no.2
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• pp.119-127
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• 2018

Purpose: This study examined the effects of an empathy ability improvement program on empathy ability and parenting efficacy among mothers of elementary school students. Methods: This was a quasi-experimental study using a pre-test/post-test control group design. The experimental group (n=23) completed an empathy ability improvement program, while 22 mothers were assigned to the control group. Pre-test and post-test analyses were conducted using the empathy ability scale and parenting efficacy scale. The data were analyzed using the $x^2$ test and test independent t-test. Results: The experimental group showed a statistically significant improvement in empathy ability (t=2.79, d=4.48, p=.008) and parenting efficacy (t=2.87, d=0.89, p=.006) in comparison to the control group. Conclusion: The results of this study indicate that empathy education may be effective for improving empathy ability and parenting efficacy in mothers of school-age children.

• Journal of Korean Society for Quality Management
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• v.44 no.4
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• pp.907-920
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• 2016

Purpose: This study was designed to examine the casual relationships among startup internship service quality and entrepreneurial capability, entrepreneurial intention in startup education. Also, we intended to explore significant factors on use entrepreneurial intention through causal model analysis in the viewpoint of total effect. Methods: Questionnaire, as a research tool, has gotten validity and reliability through literature study, exploratory study and pretest and sample 123 was selected. To carry out statistical treatment of pretest and main analysis, SPSS18.0 were employed and regression model was employed as analysis method. Results: Result of this study shows as follows. Three factors (empathy, responsiveness and assurance) have an effect entrepreneurial capability and entrepreneurial intention. We found that with an importance of empathy, responsiveness and assurance can be useful and significant factors in causal relationship of startup internship education. Conclusion: The present study shows that three factors(empathy, responsiveness and assurance) in via of entrepreneurial capability and entrepreneurial intention, were important factors that related startup education have to emphasize to raise performance, And also we confirmed new 5 factor 'empathy, responsiveness, assurance, reliability and tangibles'through this study. However, the present study has some limitations to be studied in the future.

• Journal of Child Welfare and Development
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• v.16 no.2
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• pp.47-66
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• 2018

This study aimed to identify any possible correlations among the empathy ability, peer relationships, and smartphone addiction of upper-grade elementary school students; the effects of empathy ability and peer relationships on smartphone addiction; and to verify the mediating effect of the empathy ability between peer relationships and smartphone addiction. To this end, the empathy ability, peer relationship, and smartphone addiction tests were conducted among 154 six-grade elementary school students in Gyeonggi and Our findings were as follows; First, in terms of the correlations among empathy ability, peer relationships, and smartphone addiction, the empathy ability and peer relationships were shown to have a positive correlation while the empathy ability and smartphone addiction turned out to have a negative correlation, which was also the case between peer relationships and smartphone addiction. Second, when it came to the effects of the empathy ability and peer relationships on smartphone addiction, the emotional empathy as part of the empathy ability and the esteem out of peer relationships were shown to have a negative effect on smartphone addiction, indicating that an increase of emotional empathy and esteem resulted in less smart phone addiction. Third, in terms of the effect of peer relationships on smartphone addiction with the empathy ability as a medium, peer relationships and smartphone addiction were shown to be partially mediated by the empathy ability. These findings are meaningful in that they could serve as the basic data for the development of smartphone addiction prevention programs for elementary school students.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.163-174
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• 2016

This study is intended to check the empathy and cultural competence of female college students majoring in aviation and tourism service. The number of study subjects was 274. And the descriptive statistics, t-test, ANOVA, Scheffe test, and pearson correlation coefficient of data was analyzed through SPSS 20.0. According to the results of study, an average mark of empathy was $3.72{\pm}0.35$, and an average mark of cultural competence was $3.48{\pm}0.47$. When the level of difference in empathy and cultural competence was examined according to the general characteristics, the level of empathy showed a significant difference in the purpose of visiting foreign countries and foreign language skills. And the level of cultural competence showed a significant difference in religion, foreign language skills, foreign friend, experience in international exchange, experience in cultural education abroad, a method of cultural education abroad, and a necessity for cultural education abroad. With regard to correlation, there was a positive correlation between empathy and cultural competence(r=.425, p<.001). And in case of sub-attribute, it was shown that the cognitive factor and emotional factor of empathy has a positive correlation with cultural competence. It was verified that an education plan making it possible to improve cultural competence is required by checking a mutual relationship between empathy and cultural competence through these study results.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.6
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• pp.1865-1874
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• 2016

This study was to identify the factors of ethical values in nursing students. The survey was conducted in two nursing colleges (n=180) using self-reported questionnaire. The data were analyzed with descriptive statistics, t-tests, ANOVA, Pearson's correlation coefficient and multiple regression analyses using SPSS/WIN 21 software. Influencing factors of ethical values were empathy(t=3.436, p=.001), teaching method except lecture(t=3.037, p=.003), and curriculum track at high school(t=2.309, p=.022). The model was statistically significant explaining 16.2% of the variance (F=11.185, p<.001). This study suggests that strategies for increasing nursing students' ethical values include reinforcing empathy, utilizing various type of teaching method except lecture in nursing ethics class, and allowing high school students applying to college of nursing regardless of their curriculum track.

• Journal of the Korea Convergence Society
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• v.10 no.1
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• pp.245-256
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• 2019

The study is aimed at examining the influence of empathy and pro-social behavior on school life happiness of multicultural and Korean adolescents through sports activities. The results of the analysis of total 461 adolescents participating in sports activities and not participating in sports activities are as follows. Adolescents participating in sports activities have higher levels of empathy, pro-social behavior and school life happiness than those who do not participate. And the more experience involved in sports activities, the higher the level of empathy, the level of pro-social behavior and the level of school life happiness. There is a significant correlation between empathy and pro-social behavior and school life happiness. Empathy and pro-social behavior factors affecting school life happiness are statistically influencing factors such as "relationship formation", "communication", "cooperation", "assistance", "emotional expression", and "comfort". The results of this study suggest the importance of dealing with empathy and pro-social behavior through sports activities in the school life happiness of multicultural families and Korean adolescents.

• The Korean Journal of Elementary Counseling
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• v.4 no.1
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• pp.263-284
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• 2005

The purpose of this study was to examine the effect of game-centered empathy training on the prosocial behaviors of elementary schoolers in a bid to suggest how their prosocial behaviors could be boosted. The research questions were posed as below: 1. Does game-based empathy training improve the overall empathy of school children? 2. Does game-based empathy training have a better effect on the cognitive empathy of school children or their emotional empathy? 3. Does game-based empathy training enhance the prosocial behaviors of school children? The subjects in this study were 62 children in their fourth year of D elementary school in Eumseong-gun, north Chungcheong province. They were divided into an experimental group and a control group, and a survey was conducted before and after the experimental group under-went empathy training for about six weeks. The instrument used in this study was David(1980)'s Interpersonal Reactivity Index adopted by Park Sung-hee(1996) to suit school children. Another instrument was Park Sung-hee (1997)'s inventory to assess the prosocial behaviors of children. The collected data were analyzed by SPSS 10.0 for Windows program, and reliability analysis and t-test were employed. The findings of the study were as follows: First, as for the effects of the game-based empathy training on the overall empathy of the elementary school youngsters that included both emotional and cognitive empathy, both groups got lower scores in posttest than in pretest. The experiment produced unexpected results, as the experimental group got significantly lower scores. This fact indicated that the game-based empathy training was ineffective. Second, the game-centered empathy training didn't exercise any influences on their cognitive and emotional empathy. The experiment had a reverse impact on the cognitive and emotional empathy of the experimental group, which implied that the training served as a factor to deteriorate the two types of empathy, and the hypothesis posed in this study was rejected. Therefore, which type of empathy could make a better progress by being exposed to the training couldn't definitely be determined. Third, the game-based empathy training didn't serve to Improve the prosocial behaviors of the elementary schoolers. There was no change in the experimental group, and this fact signified that there's something wrong with the attempt to develop school children's empathy to step up their prosocial behaviors. Based on the above-mentioned findings, the following conclusion was reached: First, the game-centered empathy training had no effects on boosting the overall empathy of the school children. Second, the game-centered empathy training couldn't be said to be effective in improving either cognitive empathy or emotional one. From a viewpoint of relativity, that could be said to affect emotional empathy more than cognitive one. Third, the game-based empathy training wasn't effective in improving prosocial behaviors. Rather, that resulted in interrupting the promotion of prosocial behaviors.