Journal of the Korea Academia-Industrial cooperation Society (한국산학기술학회논문지)

The Korea Academia-Industrial cooperation Society (한국산학기술학회)
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Relationship of Academic Stress, Sociality and Self-Directed Learning in Nursing Students

일 대학 간호대학생의 학업스트레스, 사회성 및 자기주도적 학습간의 관계

  • KIM, EUN-HEE (College of Nursing, Research Institute of Nursing Science, Catholic University of Daegu)
  • 김은희 (대구가톨릭대학교 간호대학, 간호과학연구소)
  • Received : 2016.03.14
  • Accepted : 2016.05.12
  • Published : 2016.05.31
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Abstract

The purpose of this study is to investigate the levels of academic stress, sociality, and self-directed learning in nursing students, and to examine the relationship between the variables. Data were collected using a self-administered questionnaire from 208 students in the first and second years of a nursing program. This study was performed from December 5 to December 10, 2015. The data were analyzed with SPSS WIN 18.0 software (SPSS Inc., Chicago, IL, USA). The results were as follows. The mean score of academic stress was $3.20{\pm}0.53$, that of sociality was $2.91{\pm}0.25$, and that of self-directed learning was $3.33{\pm}0.33$. There was a negative correlation between academic stress and self-directed learning (r=-0.16, p=0.024) and a positive correlation between sociality and self-directed learning (r=0.17, p=0.015). Higher academic stress correlated with lower self-directed learning, while higher sociality correlated with higher self-directed learning. The results indicate that the levels of academic stress, sociality, and self-directed learning in nursing students can influence the quality of nursing education. Thus, there is a need to develop programs to reduce academic stress and to help improve sociality and self-directed learning for nursing students.

본 연구는 간호대학생의 학업스트레스, 사회성 및 자기주도적 학습의 정도를 조사하고, 제 변수간의 관계를 파악하고자 시도되었다. 자료수집은 2015년 12월 5일부터 10일까지 일 대학교 간호학과의 1학년과 2학년 학생 208명을 대상으로 자가 보고형 설문지를 통해 이루어졌으며, 수집된 자료는 SPSS WIN 18.0(SPSS Inc., Chicago, IL, USA) 프로그램을 이용하여 분석하였다. 연구결과, 대상자의 학업스트레스는 평균 $3.20{\pm}0.53$점, 사회성 $2.91{\pm}0.25$점, 자기주도적 학습태도는 $3.33{\pm}0.33$점이었다. 일반적 특성과의 차이에서 학업스트레스는 전공만족도(F=6.37, p=0.002)와 가족관계에 따라 유의한 차이를 나타내었고(F=4.60, p=0.033), 사회성은 일반적 특성에 대한 유의한 차이를 보이지 않았으며, 자기주도적 학습은 종교(F=6.61, p=0.011)와 전공만족도(F=4.66, p=0.010)에 대해 유의한 차이를 나타내었다. 변수 간 상관관계는 학업스트레스와 자기주도적 학습 간 부적 상관관계를 보였으며(r=-0.16, p=0.024), 사회성과 자기주도적 학습 간에 정적 상관관계를 나타내었다(r=0.17, p=0.015). 결론적으로 효율적인 간호교육을 위해 초기부터 간호대학생의 학업스트레스를 경감시키고 사회성과 자기주도적 학습을 증가시킬 필요가 있으며, 이를 위한 프로그램 개발이 요구된다.

Keywords

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