• 제목/요약/키워드: assertiveness

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액션러닝 기반 간호윤리교육이 간호대학생의 자기표현성과 윤리적가치관에 미치는 효과 (The Effects of an Action Learning-based Nursing Ethics Education on Self-assertiveness and Ethical Values)

  • 김월주;박진희
    • 근관절건강학회지
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    • 제24권3호
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    • pp.179-186
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    • 2017
  • Purpose: The purpose of this study was conducted to evaluate the effects of an action learning-based nursing ethics education on the self-assertiveness and ethical values in nursing students. Methods: The study was a non-equivalent control group pretest-posttest design. This study was carried out from October 19 to December 11, 2015. Participants were fifty-six undergraduate nursing students who assigned to either an action learning-based nursing ethics education or traditional lecture. Outcomes were measured assessed self-assertiveness and ethical values using questionnaires. Results: There was a significant improvement in the self-assertiveness in the experimental group who received an action learning-based nursing ethics education than the control group who undertook the traditional lecture (p=.017). However, ethical values were not statistically signigicant between two groups (p=.347). Conclusion: This study demonstrated that an action learning-based nursing ethics education for undergraduate students is very effective in promoting self-assertiveness compared to the traditional lecture.

종합병원 간호사의 자기주장과 간호사-의사의 협업에 대한 태도의 관계 (Relationship between Assertiveness and Attitudes toward Nurse-Physician Collaboration in General Hospital Nurses)

  • 이상민;손수경
    • 동서간호학연구지
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    • 제21권2호
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    • pp.156-164
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    • 2015
  • Purpose: This study was conducted to identify the relationship of assertiveness and attitudes toward nurse-physician collaboration in general hospital nurses. Methods: The subjects were 196 clinical nurses from two general hospitals in P city. Data were collected from August 1 to 30, 2014 and analyzed by SPSS 18.0 program using descriptive statistics, t-test, ANOVA, $Sheff{\acute{e}}^{\prime}s$ test, and Pearson's correlation coefficients. Results: The mean scores of assertiveness and attitudes toward nurse-physician collaboration were $3.20{\pm}.42$ and $3.20{\pm}.30$, respectively. Assertiveness and attitudes toward nurse-physician collaboration according to the general characteristics showed significant differences on the numbers of advisors and job satisfaction. There was a significant positive correlation between assertiveness and attitudes toward nurse-physician collaboration. Conclusion: Based on results of this study, additional variables related to attitudes toward nurse-physician collaboration need to be identified. Educational programs to improve the attitudes toward nurse-physician collaboration should be developed.

중환자실 간호사를 위한 자기주장훈련의 효과 (Effects of Assertiveness Training for ICU Nurses)

  • 조용애;김금순
    • 임상간호연구
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    • 제19권2호
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    • pp.255-264
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    • 2013
  • Purpose: This study was done to examine the effects of assertiveness training on Intensive Care Unit (ICU) nurses' assertive behavior, job stress, communication conflict, and self-esteem toward improving their communication skills and coping. Methods: The assertiveness training program was developed to a 10-hour program consisting of 3 sessions. The goals were to understand assertive behavior and learn how to practice assertive communication in general conflict situations and/or a difficult conflict situation in the ICU. Participants were 65 nurses recruited from a tertiary teaching hospital and of these, 27 nurses completed the program. Data were collected from Jan. 30th to Mar. 28th, 2009 using a questionnaire which included demographic characteristics, assertive behaviour scale, job stress scale, communication conflict inventory-specific, and self-esteem scale. Data were analyzed using SPSS v. 14.0 for $x^2$ test and t-test. Results: ICU nurses in the experimental group had a significant increase in aspects of assertive behavior and a decrease in job stress. Conclusion: The results of the study indicate that assertiveness training is effective in increasing ICU nurses' assertive behavior and decreasing job stress through reinforcement of assertiveness behavior.

이성교제를 하는 십대여학생의 성접촉과 자아존중감.자기주장의 관계 (Relationship between the level of Sexual Contacts and Self-Esteem, Self-Assertiveness of Teenage Girls Who Have or Had Boyfriends)

  • 이선경
    • 여성건강간호학회지
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    • 제7권2호
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    • pp.212-228
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    • 2001
  • This is a cross-sectional descriptive correlation study that aimed to understand the relationship between the level of sexual contacts during the dates and psycho-social factors in teenage girls who have or had boyfriends. The purpose of this study was to describe the relationship between sexual contacts and self-esteem and self- assertiveness. The subjects of the study were 6,130 teenage girls who have or had boyfriends. They were selected convienently 12,733 teenage girls from 254 secondary schools located in 7 large cities and 9 provinces in Korea. A structured questionaire was used it included items one general characteristics, the levels of sexual contacts, self-esteem and self-assertiveness. Seven levels of sexual contacts were rated they were holding a hand, putting arms around each other's shoulders, kiss, french kiss, touching breast, petting genitalia, and sexual intercourse during the dates. Self-esteem and self-assertiveness were measured by the "Self-esteem scale" of Rogenberg (1971) and the questionaires developed by S. B. Chang et al(2000), respectively. The self-reported questionaires were collected from October 2, to October 28, 2000 and analyzed by using SPSS 10.0 Program. The data were analyzed by descriptive statistics, reliability, One-way ANOVA with Duncan method & Scheffe method. The results of the analysis were as follows. 1.An average Percentage of the respondents who have (46.1%) or had (53.9%) boyfriends was 48.1% (n=6,130) and the most common sexual contact during the dates was french kiss (26.7%, n=1,634). While 7.5%(458) of respondents had a sexual intercourse, 13.7%(842) of respondents didn't have any sexual contact during the dates. 2. Distribution of starting point of the first sexual contact demonstrates that 1,950 respondents (31.8%) held partner's hand at the first date and 1,367 respondents (22.3%) put arms around each other's shoulders at the 2nd or 3rd date. Sexual contacts such as kiss, french kiss, touching breast, petting genitalia, or sexual intercourse were experienced mostly at the later than the 10th date. However, surprisingly large number(1.7%) of respondents had genital contact and sexual intercourses at the first date. 3. The means of self-esteem and self-assertiveness socres of the respondents who have or had boyfriends are 27.43$({\pm}4.03)$ and 17.96$({\pm}2.55)$, respectively. The range of scores for self esteem was 10-40, 40 with most self esteem. The range of scores for self assertiveness was 7-21, 21 with most self assertiveness. 4. As sexual contacts proceeded, the means of self-esteem and self-assertiveness values decreased. In detail, the respondents having no or light sexual contacts (kiss, putting arms around each other's shoulder, holding a hand) had similar self-esteem values($p{\leq}0.05$). However, ones having relatively intensive sexual contacts (french kiss, touching breast) showed significantly lower self-esteem values($p{\leq}0.05$). Same trend has been obtained for self-assertiveness value. 5. The higher values of self-esteem and self-assertiveness values the respondents had, the later they started the moderate sexual contact (kiss, french kiss) during the dates. Interestingly, among the respondents having intensive sexual contacts (petting genitalia, sexual intercourse) during the dates, those who experienced the such contacts at the first date or later than 10th date have higher self-esteem and self-assertiveness values than one experienced the such contacts during the 2nd$\sim$9th dates, giving U-shape curve. 6. There was a significant relationship between self-esteem and self-assertiveness in girls who have or had boyfriends($P{\leq}.001$). In conclusion, the research shows that self-esteem and self-assertiveness values are significantly related with the sexual contacts of the teenage girls who have or had boyfriends. These results strongly suggest that proper sex education program for teenage girls should contain the program on improving the self-esteem and self-assertiveness. We believe that sex education program is the one of the best ways to prevent the unwanted sexual contacts and pregnancy of teenage girls.

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미혼 여성의 성적 자기주장 영향요인 (Factors Influencing Sexual assertiveness of Unmarried Women)

  • 김효정
    • 한국산학기술학회논문지
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    • 제19권10호
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    • pp.467-474
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    • 2018
  • 본 연구는 미혼 여성의 자기효능감과 성역할 고정관념이 성적 자기주장에 미치는 영향을 파악하고자 실시된 서술적 조사연구이다. 연구의 대상자는 이성교제의 경험이 있는 미혼 여성으로 자료수집은 2018년 7월 17일부터 19일까지 온라인을 통하여 이루어졌다. 최종 190명이 연구의 대상자였으며 자료 분석은 SPSS 24.0 프로그램을 이용하였다. 변수 간의 상관관계는 Pearson's correlation을 실시하였고, 성적 자기주장에 미치는 영향을 파악하기 위해서 다중회귀분석을 실시하였다. 연구결과, 대상자의 일반적 특성 중 나이, 현재 이성친구 유무, 이성교제 횟수, 성경험 유무에 따라 성적 자기주장 점수가 유의한 차이를 나타내었다. 성적 자기주장은 자기효능감과 정적 상관관계(r=.149, p=.041), 성역할 고정관념과는 부적 상관관계(r=-.579, p<.001)를 보였다. 성적 자기주장에 영향을 미치는 요인은 성경험 유무와 성역할 고정관념이었으며 이들은 41.7%를 설명하였다. 본 연구는 대학생이 아닌 미혼 여성을 대상으로 하여 성적 자기주장에 영향을 미치는 요인을 파악했다는 점에서 의의가 있으며, 미혼 여성의 성적 자기주장을 높이기 위하여 성역할 고정관념을 고려한 프로그램이 필요할 것이다.

자기주장훈련 프로그램이 간호사의 부정적 평가에 대한 두려움, 자기주장행동 및 의사소통에 미치는 효과에 관한 융합 연구 (A Convergence Study about the Effects of Assertiveness Training on Nurses' Fear of Negative Evaluation, Assertiveness Behavior, and Communication Competency)

  • 김경임;김수진;김보영
    • 한국융합학회논문지
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    • 제9권10호
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    • pp.487-495
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    • 2018
  • 본 연구는 자기주장훈련 프로그램이 간호사의 부정적 평가에 대한 두려움, 자기주장행동 및 의사소통에 미치는 효과를 확인하고자 수행되었다. 연구설계는 비동등성 대조군 전후 설계에 의한 유사실험 연구이다. 연구대상은 G시에 소재한 2개 대학교 간호대학원생으로 실험군 14명, 대조군 18명 총 32명이었다. 자료 수집 기간은 2018년 3월 13일부터 2018년 5월 8일까지이었다. 실험군에게는 주 1회, 180분씩 총 6회기 본 프로그램을 진행한 후 교육 전과 후에 구조화된 설문지를 이용하여 측정하였다. 자료 분석 방법은 Fisher's exact test, $x^2-test$, t-test를 사용하였다. 연구결과 자기주장훈련 프로그램이 간호사의 자기주장행동과 의사소통에서 유의한 차이가 나타났다. 본 연구는 융복합 기반 시대 흐름에 맞춰 간호사의 자기 주장능력과 의사소통능력 함양을 위한 효과적인 훈련방안 개선에 기여하고자 한다.

남자 대학생의 심리사회적 성숙도와 피임 자기효능감이 성적 자기주장에 미치는 융복합적 영향 (Influence of Psycho-Social Maturity and Self-efficacy for Contraceptive on Sexual Assertiveness of Male University Students)

  • 박정숙;김보미;권영은
    • 디지털융복합연구
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    • 제14권9호
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    • pp.461-470
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    • 2016
  • 본 연구는 남자 대학생의 심리사회적 성숙도와 피임 자기효능감, 성적 자기주장의 관계를 확인하고 남자 대학생의 성적 자기주장에 미치는 요인을 파악하기 위한 연구이다. 자료 수집은 A시 소재의 2개 대학에 재학 중인 남자 대학생 200명으로 설문지를 이용하여 2015년 7월 1일부터 7월 30일까지 실시하였다. 자료 분석은 SPSS WIN 22.0을 이용하여 기술통계, 상관관계, 다중회귀분석을 하였다. 연구 결과, 심리사회적 성숙도와 피임 자기효능감, 성적 자기주장은 유의한 상관관계가 있었으며, 대상자의 성적 자기주장에 영향을 미치는 유의한 변수는 피임 자기효능감과 심리사회적 성숙도였고, 전체 설명력은 33%이었다. 따라서 성적 자기주장에 미치는 요인을 바탕으로 남자 대학생의 성적 자기주장을 향상시킬 수 있는 성교육 프로그램의 개발이 필요하다고 사료된다.

대학생의 자기주장과 성폭력 피해에서 폭음의 조절역할 (The Moderating Role of Binge Drinking on the Self-Assertiveness-Sexual Victimization Relationship among College Students)

  • 홍현기;김희송;이정은;정수현;지형기;김기평;표주연;김종한;현명호
    • 스트레스연구
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    • 제25권2호
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    • pp.93-97
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    • 2017
  • 본 연구는 대학생의 자기 주장성과 폭음 수준이 성폭력 피해를 예측하는지 알아보았고, 폭음 수준이 자기 주장성과 성폭력 피해 여부 간에 조절 역할을 하는지 탐색해 보았다. 대학생 405명이 연구에 참여하였고 익명성 보장을 위해 모바일 기반 설문 응답을 사용하였다. 설문지에 응답하지 않은 12명의 참여자를 제외한 393명(남: 161명, 여: 232명)의 자료를 분석하였다. 로지스틱 회귀분석을 통하여 자기 주장성, 폭음 수준, 자기 주장성과 폭음의 상호작용을 예측 변인으로, 성폭력 피해여부를 기준 변인으로 설정하여 분석하였다. 분석 결과 자기 주장성과 폭음 수준이 성폭력 피해 확률을 유의하게 예측하는 것으로 나타났다. 즉, 자기 주장성 수준이 낮을수록, 폭음 수준이 높을수록 성폭력 피해 확률이 유의함을 나타냈다. 또한 자기 주장성과 폭음의 상호작용이 성폭력 피해 확률을 유의하게 예측하였다. 상호작용에 대한 단순 주 효과 분석을 실시한 결과 폭음 수준이 낮은 집단의 경우 자기 주장성이 성폭력 피해 확률을 유의하게 예측한 반면, 폭음 수준이 높은 집단의 경우 자기 주장성이 성폭력 피해 확률을 유의하게 예측하지 않는 것으로 나타났다. 이러한 결과를 통하여 대학생의 성폭력 피해 예방을 위한 프로그램 적용 시 자기 주장성 훈련만이 아니라 건전한 음주 교육이 병행되어야 할 것을 제안하였다.

학습자 질문 중심 교수법의 효과: 보건학부를 중심으로 (Lesson with Students Generated Questions: Based on a Department of Health Science)

  • 안영미;황수진
    • 한국간호교육학회지
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    • 제21권2호
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    • pp.266-275
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    • 2015
  • Purpose: The aim of this study was to evaluate the effect of student question-centered lessons for bi-directional faculty-student communication. Methods: This study performed one-group pretest-posttest design; participants were university students majoring in health science (nursing 58, physical therapy 45) in city C. Data was collected and the program was conducted from March 3 to June 14, 2014. Measurements employed were the ARCS model of motivational design, self-assertiveness, learning satisfaction, and interpersonal relationship. Data was analyzed through frequency statistics, descriptive statistics, and repeated measurement of one-way analysis of variance with the SPSS 19.0 program. Results: In this student question-centered lesson participants exhibited significant enhanced satisfaction in terms of learning motivation, learning satisfaction, self-assertiveness, behavioral assertiveness, general assertiveness, and sensibility regarding interpersonal relationships. Conclusion: The results suggest that student question-centered lessons are applicable to a variety of subjects. Also, for comparative purposes, a faculty-centered lesson will be undertaken.

청소년들 자기표현과 외모 관심에 따른 교복제품 구매행동에 관한 연구 (The Buying Behavior for School Uniforms according to Adolescents' Assertiveness and Appearance Concerns)

  • 정혜정;김하연;이유리
    • 한국의류학회지
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    • 제32권5호
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    • pp.777-787
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    • 2008
  • The purpose of this study is to identify impacts of adolescent consumers' assertiveness and appearance concerns on their buying behaviors when they buy school uniforms. This research examined information sources and purchase evaluative criteria as related variables of clothing buying behaviors. The Internet survey was carried out to middle and high school students in Seoul. A total of 907 data were analyzed by factor analysis, frequency analysis and step-wise multiple regression analysis. The results of this study were as follows: From a result of factor analysis on adolescent consumers' assertiveness, appearance concerns and information sources and purchase evaluative criteria for buying school uniforms, each four variances showed factorial structures clearly. School uniform consumers' assertiveness and appearance concerns had significant influences on information sources and purchase evaluative criteria. Especially, an impact of conformity appearance concern was inclined to be high on information sources and purchase evaluative criteria.