• Journal of Digital Convergence
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• v.16 no.10
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• pp.511-522
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• 2018

The purpose of this study was to measure the effect of REBT based cinema therapy program on depression, self-esteem, emotional expression and interpersonal relationship of depressed middle-aged women. The subjects of study were 44 middle-aged women with depression who were registered in the mental health center of G city (experimental group 23, control group 21). Data were analyzed using ${\chi}^2$-test, Fisher's exact test, t-test. The results of study suggested that the REBT-based cinema therapy was effective nursing intervention to reduce depression and improve self-esteem, emotional expression and interpersonal relationship skill in middle-aged women with depression. Therefore, REBT-based cinema therapy program could be used as a community psychosocial rehabilitation nursing intervention program.

• Journal of Technologic Dentistry
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• v.34 no.4
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• pp.457-469
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• 2012

Purpose: The purpose of this study is analyzing how much students of dental technology possess core competencies and cognition between dental technicians and students. Methods: The subjects of this study were dental technicians, dental technology students and a self-administered structured questionnaire survey wax conducted for 428 selected people. Collected data were analyzed using SPSS Win 20.0 statistics program and analysis techniques include the frequency, t-test, One-way ANOVA. Results: The results of the survey are as follows. The cognition of key competency according to the gender in the students showed differences in interpersonal ability, information ability and the requirement of key competency according to the gender in the students showed differences in speaking ability, listening ability, problem solving ability. The cognition of key competency according to the grade in the students showed difference in speaking ability, listening ability and the requirement of key competency according to the grade in the students showed difference in comprehension of organization ability. The speaking ability is the lowest in the cognition of key competency according to the gender, grade, experience of clinical training in the students and the skill ability is the highest in the requirement of key competency according to the gender, experience of clinical training in the students. The cognition of key competency according to the career in the dental technicians showed difference in problem solving ability, self-regulation and self-development ability, skill ability and the requirement of key competency according to the career in the dental technicians showed difference in writing ability. The cognition of key competency according to the educational background in the dental technicians showed difference in comprehension of organization ability. The foreign language ability is the lowest in the cognition of key competency according to the career, job in the dental technicians and the skill ability is the highest and the math ability is th lowest in the requirement of key competency according to the career, place of employment in the dental technician. Conclusion: This study can be used as basic data for dental technology that are available not only to field-oriented disciplines but also to overall higher education fields which aim to strengthen key competency.

• Journal of Industrial Convergence
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• v.21 no.9
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• pp.103-111
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• 2023

This study was therefore undertaken to investigate the effects of club activities on the communication skills and psychological well-being of nursing students. Convenience sampling method was applied for 101 students enrolled in the nursing department of university in K city, of which 78 subjects participated in club activities. Data was collected from October 31 to November 30, 2022. Data were analyzed by t-test, and hierarchical multiple regression.The average score for Communication skill was 3.97±0.47, psychological well-being values was 3.62±0.44. Statistically communication skill showed a significantly environmental control(β=.27,p=.010) and positive interpersonal relationships(β=.23, p=.026)accounting for 46.8% of the total change and psychological well-being were significantly influenced by communication(β=.29, p=.009) accounting for 47% of the total change. Based on the results of this study, educational strategies and programs are needed to improve the communication skill and psychological well-being of nursing students.

• Korean Journal of Child Studies
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• v.21 no.1
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• pp.19-33
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• 2000

This study explored the relationship between peer support, strategies used to cope with interpersonal stressors, and social skills among 4th and 5th graders. Instruments were the Social Support Appraisal Scale, the Self-Report Coping Scale, and the Teenage Inventory of Social Skills. Results showed that children used different coping strategies by the level of peer support. Children with more peer support were more active in seeking social support and in solving peer conflict. Children with more problems in peer relationships used more avoidance strategies such as internalization and externalization. Children with a high level of social skills were more likely to use approach strategies in peer conflict while children with a low level of social skills were more likely to employ avoidance strategies. Internalization was the most important strategy in explaining inappropriate peer relationships. For girls, social skill was the most essential variable in their peer relationships.

• Perspectives in Nursing Science
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• v.8 no.2
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• pp.121-128
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• 2011

Sensitive issues are both common and problematic for health care providers because sensitive issues may interfere with the future provider-client relationship and effective care. Most current training for providers focuses on a particular issue, but this is inadequate because many issues may be sensitive, and which issues will be sensitive is unpredictable. We argue that issues become sensitive when they activate one or more of three common triggers, fear, stigma, and taboo. A cycle of negative internal and interpersonal responses to the sensitive issue often leads to unresolved health issues for clients and stress and feelings of inadequacy for providers. We recommend integrated pre-service and in-service skill building to help individual health care providers respond appropriately to a wide variety of sensitive issues. We also identify specific policies and procedures to strengthen organizational support for caregivers so that providers can address these sensitive issues effectively with their clients.

• International conference on construction engineering and project management
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• 2009.05a
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• pp.970-977
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• 2009

Organizational personnel must have well-developed interpersonal skills to deal with the different stakeholders and departments, to work at different levels in the hierarchy, and to meet varying performance requirements. Many leadership development and mentoring programs are designed to expose students as well as construction professionals to contemporary leadership techniques and skills. Leadership skills generally separate into three decision-making styles with varying degrees: 1) Autocratic, 2) Participate, and 3) Free-rein. This paper describes the study of leadership styles among 174 construction professionals and addresses the most appropriate leadership style for a project executive and a project manager in relation to compare with the characteristic leadership style and job functions. The study supports the growing importance of leadership skills as a component of managerial functions and provides a benchmark to identify a dominant leadership skill for a specific managerial position.

• The Journal of Korean Academic Society of Nursing Education
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• v.3
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• pp.34-45
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• 1997

Aspects of nursing student's clinical experiences are anxiety provoking. High anxiety may contribute to decreased learning. The purpose of this study was to identify the level of anxiety and potentially anxiety-producing clinical experience, the relation between the level of anxiety and their Trait-Anxiety and State-Anxiety. Finally, it is aimed at getting preparing data for guidance of students which can enhance learning effect of students for clinical experience. The samples of this study were 36 junior students(1 semester experience) and 44 senior students (3 semester experience) from Junior College of Nursing in Seoul on September 1996. The tools of this study were two kinds ; questionare of Spielberg' STAI measuring State and Trait-Anxiety, and author's for measuring the level of Anxiety producing situations and 10cm visual analogue scale was also used for measuring self stated level of anxiety on clinical setting. The collected data were analyzed by SPSS using percentage, t-test, ANOVA and Pearson correlation coefficient. The results of this study were as follows : 1. The self perception of anxiety level was 4.3/10cm and the level of anxiety in clinical setting situations was 3.5/5. 2. Among 20 questions for perception of anxiety-producing situations in the clinical setting. 'deficit of nursing knowledge' was the highest item(4.18), 'vagueness of role'(4.11), 'lack of nursing skill'(4.00), 'evaluation by faculty'(4.00) 'fear of making mistakes'(3.81) 'initial clinical experience on a unit'(3.76) 'initial application of nursing knowledge'(3.74) in turn. 3. The level of State-anxiety of senior students was higher than junior's (p=0.005)and the level of Trait-Anxiety of insufficient interpersonal relationship and unhealthy students were higher than others (p=0.015) There was no differences according to the student's grade in level of anxiety. 4. Both of self-stated anxiety and situationa anxiety of unhealthy students were high (p=0.007, p=0.000) and the level of self-stated anxiety of unsatisfied students for selection major and clinical experience were high (p=0.050, p=0.009). 5. Self-stated anxiety and situation anxiety (p=0.0000), self-stated- anxiety and Trait-anxiety(p=0.003), situation anxiety and Trait-anxiety(p=0.004), and Trait-anxiety and state-anxiety(p=0.000) of the students were interrelated. By the above conclusion, the nursing students still feel anxiety on clinical experience and on making a mistake due to the lack of their nursing knowledge and skill. And the students are afraid of the faculties' evaluation. In addition, the students who are not healthy and have not sufficiently interpersonal relationship feel more anxiety. But, since there was no difference significantly between each grade, we think it is needed that further study on the same topic in large samples. And, we have to equip the students with much nursing knowledge and philosophy apparently before the students have clinical experience. Finally, the faculty have to reduce the students' anxiety by making a climate of acceptance in clinical setting with good personality.

• Journal of Korean Academy of Nursing
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• v.30 no.5
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• pp.1230-1242
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• 2000

The purpose of this research was to uncover the expertise of ICU nursing in Korea, and to describe nurses' practice based on the degree of skill acquisition. A total of 18 ICU nurses participated in the study. The data was collected through individual in-depth interviews and it was managed using the NUDIST 4.0 software program. The data was analyzed using interpretive phenomenology suggested by Benner. Four properties of expertise of ICU nursing were identified. These are 1) concern and love toward patients; 2) knowledge; 3) skill, and 4) abilities in interpersonal relationships. And the characterisitcs of four levels of skill acquisition, that is advanced beginner, competent, proficient, and expert, were described with exemplars. The results of this study might help nurse researchers clarify and elaborate on the concept of expertise in ICU nursing, and enable them to understand how the process of skill acquisition occurs in the ICU setting. They might also help nurse managers establish educational goals for ICU nursing for student or novice nurses.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.3
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• pp.389-398
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• 2018

This study examined the influence of problem solving ability, communication skill and self-efficacy on clinical competence of nursing students. The research subjects were 184 grade 4 nursing students in D and G city. Data were collected from September 1 to September 10, 2016 and analyzed by independent t-test, one-way ANOVA, Pearson's correlation, and stepwise multiple regression using the IBM SPSS/WIN 20.0 program. The results showed that the problem solving ability was 3.60, communication skill was 3.79, and self-efficacy was 3.45. The clinical competence was positively correlated with problem solving ability, communication skill and self-efficacy. Problem solving ability (${\beta}=0.283$, p<0.001), self-efficacy (${\beta}=0.249$, p<0.001), motivation for nursing (${\beta}=0.182$, p=0.002), communication skills (${\beta}=0.176$, p=0.016), and interpersonal relationships (${\beta}=0.101$, p=0.082) explained 42.8% of the total variance in clinical competence of nursing students. The most significant predictors of clinical competence were problem solving ability, followed by self-efficacy and communication skills. Therefore, it is necessary to develop an empowerment program to improve problem solving ability, self-efficacy and communication skills of nursing students.

• The Journal of the Korea Contents Association
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• v.13 no.12
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• pp.309-320
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• 2013

The purpose of this study was to examine the effectiveness of interventions for improving the social skills for people with schizophrenia by using method of meta-analysis. For the purpose of the study, master's theses, doctoral dissertations, and journal articles published in korea up to July, 2013 were systematically reviewed. As a result, a total of 22 studies were eligible for the inclusion criteria. The mean effect sizes and test for homogeneity of effect size(Q-statistic) were analyzed by using Comprehensive Meta-Analysis software 2.0. The main findings of the study were as follows. First, the average effect sizes for total social skill training programs were ES=0.838 of interpersonal capacity, ES=0.782 of social behavioral skills, ES=0.601 of self-assertiveness skills, and ES=0.293 of symptoms. Second, by analysing the moderate variables of the effect size for social skill training programs, 'a place of training', 'a major of trainer', 'running times' and 'sessions' were statistically significant. Based on the study results, the research and practice implications were discussed.