한국융합학회논문지 (Journal of the Korea Convergence Society)

  • 제9권2호
  • /
  • Pages.267-276
  • /
  • 2018
  • /
  • 2233-4890(pISSN)
  • /
  • 2713-6353(eISSN)
한국융합학회 (Korea Convergence Society)
권호 표지
DOI QR코드

DOI QR Code

원예활동프로그램이 간호대학생의 정서지능과 스트레스 대처에 미치는 효과

The Effect of Horticultural Activities Program on Emotional Intelligence and Stress Coping in Nursing College Student

  • 양경미 (전남대학교 간호과학연구소) ;
  • 박현정 (광주대학교 간호학과)
  • 투고 : 2017.12.13
  • 심사 : 2018.02.20
  • 발행 : 2018.02.28
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구의 목적은 원예활동프로그램이 4학년 간호대학생의 정서지능과 스트레스 대처에 미치는 효과를 검증하고자 하였다. 연구방법은 비동등성 대조군 전후 설계의 유사실험연구(Non-equivalent control group pretest-posttest design)이다. 연구대상은 G지역의 2개 대학의 4학년 간호대학생으로 실험군 29명, 대조군 30명이었다. 프로그램은 1회당 80분, 주 2회씩, 5주간 총 10회기로 운영하였다. 사전 사후조사는 동일하게 구조화된 설문지를 사용하여 정서지능, 스트레스 대처를 측정하였다. 자료분석은 SPSS WIN 21.0 프로그램을 이용하여 빈도분석(Frequency analysis), 기술통계(Descriptive statistics), ${\chi}^2-test$, t-test, Fisher's exact test, Kolmogorov-Smirnov, independent t-test, paired t-test를 이용하였다. 연구결과는 원예활동프로그램을 적용 후 정서지능(t=-3.33, p=.002)과 스트레스 대처(t=-2.35, p=.023)는 두 집단 간에 유의한 차이가 있었다. 이 연구 결과를 통해 원예활동프로그램은 4학년 간호대학생의 정서지능과 스트레스 대처 향상에 효과가 있음을 확인하였다.

The purpose of this study was to verify the effectiveness of horticultural activities program for 4th grade nursing students' emotional intelligence and stress coping. The study method was a non-equivalent control group pretest-posttest design. Participants were recruited with 4th grade nursing students from two nursing colleges. They were assigned to the experimental group (n=29) or the control group (n=30) using a computerized blocked randomization. Horticultural activities program was consisted of 10 sessions which were 2 times a week for 80 mins at each session during 5 weeks. Pretest and posttest were used to measure emotional intelligence and stress coping using the same structured questionnaires. Data was analyzed using frequency analysis, descriptive statistics, ${\chi}^2-test$, t-test, Fisher's exact test, Kolmogorov-Smirnov, independent t-test and paired t-test. The result showed a significant difference that the experimental group's emotional intelligence(t=-3.33, p=.002) and stress coping(t=-2.35, p=.023) score was higher than the control group's. The results of this study suggests that the horticultural activities program is effective in terms of emotional intelligence and stress coping for $4^{th}$ grade nursing students.

키워드

참고문헌

  1. Jimenez, C., Navia-Osorio, P. M., & Diaz, C. V.(2010). Stress and health in nov- ice and experienced nursing students. Journal of Advanced Nursing. 66(2). 442-455. https://doi.org/10.1111/j.1365-2648.2009.05183.x
  2. J. S. Han, (2015). Factors Affecting Nursing Students Adjustment to College Life. Journal of the Korea Academy Industrial Cooperation Society 4459-4466. http://www.dbpia.co.kr/Article/NODE072160
  3. H. Y. Koo, H. S. Im, (2013). Comparison of factors influencing satisfaction of clinical practice between associate and bachelor nursing students.. Journal of Korea Contents Association. 13(1). 311-321. DOI: http://dx.doi.org/10.5392/JKCA.2013.13.01.311
  4. Y. R. Yeom, K. B. Choi, (2013). Effects of a Meditation Program on Stressful Life Events and the Quality of Life with Nursing Students. Journal of East-West Nursing Research 19( 2), 104-113. http://dx.doi.org/10.14370/jewnr.2013.19.2.104.
  5. S. C. Choi, H. W. Park. (2005). The effect of social emotional issues on stress and depression self-esteem. Korean journal of social welfare. 57(4). 177-196.
  6. A. K. Han, O. S. Kim, J. S. Won. (2007). A Study on Job Stress and Coping Method by the Personality Types of Clinical Nurses Clinical Nursing Research. 13(2). 125-136.
  7. Steptoe. A. (1991). In: Cooper CL, Payne R, editors. Personality individual differences and stress. Chichester : John Wiley. Psychological coping. individua differences and physiological stress responses.
  8. H. J. Kim. (2015). Relation between Emotional Intelligence and Self-Esteem in Nursing Students. Journal Korean Acad Soc Home Care Nurs. 22(2). 228-236.
  9. Leventhal, H., & Cameron, L. (1987). Behavioral theorises and problem of compliance. Patients education and counselling. 117-138.
  10. S. Lee, (2010). Emotional Intelligence and Job Stress of Clinical Nurses in Local Public Hospitals. Journal of Korean Academy of Nursing Administration. 16(4). 466-474. https://doi.org/10.11111/jkana.2010.16.4.466
  11. H. T. Park, (2014). Journal of the Korea Academia-Industrial cooperation Society - A study on the effect of emotional intelligence on adjustment to college life in first year nursing college students, 15(3), 1576-1583. https://doi.org/10.5762/KAIS.2014.15.3.1576
  12. Y. S. Song. (2002). Effects of a Meditation Program on Stressful Life Events and the Quality of Life with Nursing Students. Journal of the Korean Data Analysis Society . 15(2). http://uci.or.kr/G704-000930.2013.15.2.002
  13. S. Y. Yim, M. H. Park. (2015). Effects of Laughter Therapy Program on Perceived Stress and Depression in Nursing College Students. Journal of The Korea Contents Society. 15(11). 288.
  14. M. L. Yoo. (2010). expression training on the improvement of adjustment in early childhood educational institute and the reduction of kindergartener's daily stress : Kunkuk University, Ph.D.thesis
  15. S. M. Kim. (2010). The effect of horticultural theraphy on stress and mental health for the middle school students : Korea University, Ph.D.thesis
  16. H. Y. Son. (2011). Effects of Horticultural Activities on Stress and Academic Motivation ofMiddle School Male Students : Catholic University, Ph.D.thesis
  17. S. Y. Kang. (2012). Effects of horticultural therapy on the self-esteem, social-supporter and stress of the high school students : Korea University, Ph.D.thesis.
  18. K. Y. Park, K. H. Han, S. Lee, J. K. Suh. (2010). Effect of Group Horti-Therapeutic Program on Ego-Resilience and Stress of Newly-enlisted Soldiers. Journal of Korean Institute Of Forest Recreation. 6. 45-46.
  19. E. S. Han, S. Y. Yoon, B. J. Choi. (2012). Effects of Plant Planting Program on Stress and Parental Efficacy in Mothers with Disabled Chil. Plants, And Environment Society For People. 15(2). 73-78.
  20. M. K. Ha. (2012). Effects of Horticultural Activities on Psychological Well-Being, Job stress, Burnout and Teacher-efficacy of Women Teacher in Middle School : University of Seoul. Ph.D.thesis
  21. W. G. Kim. (2004). Society For People, Plants, And Environment - A Short-term Intensive Horticultural Therapy Based on Logotherapy to Improve Quality of Life and Stress Reduction for the Frail Elderly, 2011, 63-64.
  22. J. G. Seo. (2004). Application & practice of horticultural therapy process. : Dankook University
  23. Law, K. S., Wong, C., & Song, L. J. (2004). The construct and criterion validity of emotional intelligence and its potential utility for managements studies. Journal App Psychol. 89(3). 483-496. https://doi.org/10.1037/0021-9010.89.3.483
  24. Wong. C. S. & Law. K. S. (2002). The Leadership Quarterly - The effects of leader and follower emotional intelligence on performance and attitude. An exploratory study. 13(3). 243-274.
  25. W. Jung. (2007). Empirical study on the effect of emotional intelligence on organizational effectiveness : Pusan University, Ph.D.thesis
  26. Moos. R. H. & Billings. A.g. (1982). Conceptualizing and measuring coping resources and processes. In L. Goldverger & S. Breznita(Eds.) : Handbook of stress Theoretical and clinical aspects, Free Press, New york. . 212-230.
  27. S. R. Park. (2011). Validity of Korean Coping Response Inventory(Adult Form) : Kyungnam University, Ph.D.thesis.
  28. K. H. Woo. (2011). Effect of the Horticultural Therapy Based upon Theory of Emotional Intelligence on the Improvement of Emotional Quotient and Sociality of Children in the Dual-income Family : Korea National University of Education, Ph.D.thesis.
  29. D. W. Seok. J. H. Lee. Y. O. Jeong. (2009). The Effects of Plant Raising Activities in Home Upon School Student' Emotion Intelligenc. Institute of Agriculture & Life Sciences. 43(6). 45-52.
  30. S. M. Kang, S. H. Bae. (2015). The Mediating Effect of Emotional Intelligence on the Relationship between Emotional Labor and Psychological Well-being of Clinical Nurses. The Journal Muscle and Joint Health. 22(3). 185-194. https://doi.org/10.5953/JMJH.2015.22.3.185
  31. Relf. P. D.,(1982). Dynamic of horticultural theraphy, Rehab. Lit. 142. 147-150.
  32. M. H. Cheon. (2003). Cheongju National University of Education. Ph.D.thesis. Review of horticultural theraphy to apply emotionally disturbed elementary students.
  33. S. J. Gun, J. E. Song, G. C. Son. (2008). Effect of Gestalt Horticultural Therapy Program of Based upon the 7th Curriculum on the Improvement of Self-Esteem and Academic Achievement in Agricultural High School Students. Society For People, Plants, And Environment. 40-42.
  34. J. S. Kang. (2004). Effect of horticultural therapy on the mental health and stress in female college students : Hancyong University, Ph.D.thesis.
  35. Y. J. Moon. (2012). Effect of Horticultural Activities Program on the Stress, Self-Esteem and Quality of Life in a High School Students : Dankook University, Ph.D.thesis.
  36. Relf. P. D. (1981). Rehabilitation Literature - Dynamics of Horticulture therapy. 42(5-6). 147-150.
  37. Y. H. (2006). Geun Effect of horticultural therapy on the changes of mentality, sociality of mental disorder persons : The University of Seoul.
  38. Diener, E., Lyubomirsky, S., King, L. (2005). Psychological Bulletin - The Benefits of Frequent Positive Affect: Does Happiness Lead to Success?.". 131(6). 803-855. https://doi.org/10.1037/0033-2909.131.6.803