DBPIA-NURIMEDIA

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1 한국간호교육학회지제 22 권제 2 호, 2016 년 5 월 J Korean Acad Soc Nurs Educ Vol.22 No.2, , May, 간호대학생의간호전문직관, 학업적실패내성과사회적자기효능감이대학생활삶의만족도에미치는영향 * 전해옥 1) 서론 연구의필요성경제협력개발기구의 2015년삶의만족도지수에의하면, 한국은 5.8점으로 34개회원국가운데 27위로하위수준을기록했다 (Organization for Economic Co-operation and Development [OECD], 2015). 한국보건사회연구원의발표자료에의하면, 한국청소년의 79.4% 가사회가불평등하다고생각하며, 전체청소년의 60% 가한국사회가불안정하다고생각하는것으로나타나, 사회에대한만족도가낮은것을알수있다 (Korea Institute for Health and Social Affairs [KIHASA], 2015). 오늘날의대학생들은사회 경제적인불안정과경쟁적인학업성취, 진로결정및취업준비, 대학생활적응과관련하여많은심리적어려움에직면해있으며, 간호대학생의경우다른학과의학생과비교하여의학적, 간호학적전문적지식습득의어려움뿐만아니라, 전공수업과실습이병행되는교과과정으로인해학업스트레스가높은것으로보고되고있다 (Choi & Park, 2013). 선행연구에서간호대학생은많은전공관련스트레스를경험하게되는데, 이에적절히대응하지못할경우신체적, 정신적건강문제가발생하며, 학업성취도저하로학업포기에영향을주는것으로나타났다 (Song, 2012). 또한간호대학생에게있어학업과관련된스트레스에대한대처능력은대학생활적응에영향을주는주요한변수인것으로파악되어 (Jeon & Yeom, 2014), 학업적요인의중요성을알수 있다. 학업적실패내성이란학업적실패경험이긍정적이고바람직한방향으로영향을주게되어, 실패경험에대해건설적으로받아들이는경향성을의미하는데, 실패경험후느끼는감정적인반응과실패를극복하기위해이후어떤행동을취할것인가하는행동적반응에대한경향성을포함하는개념이다 (Clifford, 1984). 이러한학업적실패내성은스트레스나위험을유발하는상황에긍정적으로반응하고효율적으로대처하여, 그상황에적응할수있는능력을의미하는자아탄력성 (ego-resilience) 과유사하나, 학업적실패경험에국한된다는차이점이있다 (Luthar, 1991). 학업적실패경험은학습자에게학습에대한동기를저하시킬수있으며, 좌절감이나우울감등부정적인정서를유발할수있을뿐만아니라, 이후수행에서성공에대한기대를떨어뜨릴수있다 (Kim, 2002). 그렇기때문에학업적실패내성을높이는것은개인의학교적응력및만족도향상에도움이될수있을것으로예측할수있으며, 학업적실패내성이높은간호대학생의경우전공관련학업스트레스에있어보다효율적으로대처할수있고, 대학생활삶의만족도에있어중요한요인이될수있을것이다. 간호전문직관이란전문직으로서간호에대한체계화된견해와간호활동과정, 간호사직업에대한의식적인견해를의미한다 (Yeun, Kwon, & Ahn, 2005). 간호전문직관은가치관에근거를두고있고, 행동의기준을제공하고있기때문에간호대학생및간호사에게매우중요한요인이되며 (Weis & Schank, 2000), 간호대학생의간호전문직관은전공만족도, 사 주요어 : 간호, 개인적만족도, 전문직관, 자기효능감 * 이논문은 2015 학년도에청주대학교보건의료과학연구소가지원한학술연구조성비 ( 특별연구과제 ) 에의해연구되었음. 1) 청주대학교간호학과, 조교수 ( 교신저자 beaulip@cju.ac.kr) Received: January 30, 2016 Revised: March 31, 2016 Accepted: April 10, 2016 한국간호교육학회지 22(2), 2016 년 5 월 171

2 전해옥 회성및자아존중감과유의한관련이있는것으로파악되었다 (Kwon & Yeun, 2007). 이처럼간호전문직관은간호교육을통해형성되기시작하여, 간호의정체성을고취시키는특성을가지고있기때문에간호대학생에게있어간호전문직관정립과발달은중요한요인이된다. 자기효능감이란목표를달성하는데요구되는특정행동을성공적으로수행할수있다는자신감의지각정도를의미하는데 (Bandura, 1977), 사회적자기효능감은사회적상황과관련하여개인이적절한사회적관계를유지하기위해자신의능력과기술을효과적으로사용할수있다는자신감을의미하며, 성공적인사회적적응을위한동기요인이되며전제조건이된다 (Scheier, Botvin, Diaz, & Griffin, 1999). 따라서사회적자기효능감이높은사람들은사회적관계에필요한자신의능력과기술이충분하다고믿기때문에, 사회적상황을회피하기보다는적극적으로참여하게되고, 사회적상황에잘적응할것으로기대된다. 선행연구에서간호대학생의자기효능감은의사소통유형, 감정조절, 대처행위등에유의한관련성이있음이보고되고있는데 (Han et al., 2008), 다양한임상관련사회적상황에대한대처능력향상및적절한사회적관계유지에대한훈련이필요한간호대학생에게있어사회적자기효능감의수준은대학생활의삶의만족도에영향을줄수있음을예측해볼수있다. 삶의만족도란자신의삶에대하여인지적으로만족스럽다고평가하는정도와정서적인행복감이포함된것으로삶에대한전반적인만족감을의미한다 (Diener, Emmons, Larsen, & Griffin, 1985). 한국청소년은입시위주의주입식교육을받고있어, 실제로대다수의청소년들이대학에입학하여자신의가치관및정체성에대해고민하기시작하며, 이로인해대학입학후심한스트레스를받거나, 심리적으로불안정한상태에놓이게된다 (Kim & Lim, 2012). 그러므로한국의대학생은삶의질영역중장래에대한준비와관련된과업영역의삶의질이가장낮고, 이로인해대학생의 66.8% 가상당한피로감을호소하는것으로나타났다 (Lee & Lee, 1998). 외국의대학생을대상으로한연구에서도, 삶의만족도는부적응적대처능력과함께우울에영향을주는중요한요인으로파악되었으며 (Mahmoud, Staten, Hall, & Lennie, 2012), 대학생의삶의만족도는외로움, 자아존중감과함께인터넷중독에영향을주는요인으로작용하는것으로나타났다 (Bozoglan, Demirer, & Sahin, 2013). 이처럼대학생의삶의만족도는대학생활에대한만족감뿐만아니라심리적, 정신적건강을위해중요한요인이지만, 노인, 중년기여성을대상으로한연구에비해, 대학생을대상으로삶의만족도를파악한연구는부족하며, 인구사회학적요인및신체적, 심리적요인에만국한되지않고, 간호대학생으로서학업적 상황적요인을고려한 인지적측면에서대학생활삶의만족도에영향을주는요인을파악한연구가필요하다. 이에본연구에서는간호대학생의대학생활에영향을줄수있는간호전문직관, 학업적실패내성, 사회적자기효능감과대학생활삶의만족도의정도를파악하고, 이에영향을주는요인을파악하여, 간호대학생의대학생활삶의만족도향상및사회 심리적인건강향상에도움이되는중재프로그램개발의기초자료로활용하고자한다. 연구목적본연구의목적은간호대학생의간호전문직관, 학업적실패내성, 사회적자기효능감과관련하여대학생활삶의만족도에영향을미치는요인을파악하기위함이며, 구체적인목적은다음과같다. 간호대학생의간호전문직관, 학업적실패내성, 사회적자기효능감과대학생활삶의만족도의정도를파악한다. 간호대학생의인구사회학적특성및학업관련특성에따른대학생활삶의만족도의차이를파악한다. 간호대학생의간호전문직관, 학업적실패내성, 사회적자기효능감과대학생활삶의만족도간의관계를파악한다. 간호대학생의간호전문직관, 학업적실패내성, 사회적자기효능감이대학생활삶의만족도에미치는영향을파악한다. 연구방법 연구설계본연구는간호대학생의간호전문직관, 학업적실패내성, 사회적자기효능감이대학생활삶의만족도에미치는영향을파악하기위한서술적상관관계조사연구이다. 연구대상 A시소재의일개 4년제대학의간호학과에재학중인학생을대상으로학업및교과과정특성을고려하여각학년별로고르게분포할수있도록하여편의표집하였다. 본연구에서필요한대상자수는선형다중회귀분석을기준으로 G*power 프로그램을이용하여검정력.95을유지하도록하고, 다중회귀분석시효과크기 (effect size) 는 small (.02) 과 medium (.15) 의중간단계인.08, 유의수준 (alpha) 은.05, 예측변수는 5개로설정하였을때, 최소표본수는 165명인것으로나타났다 (Faul, Erdfelder, Lang, & Buchner, 2007). 이에본연구에서사용된 170명의대상자수는충분한것으로파악되었다. 172 한국간호교육학회지 22(2), 2016 년 5 월

3 간호대학생의간호전문직관, 학업적실패내성과사회적자기효능감이대학생활삶의만족도에미치는영향 연구도구 간호전문직관간호전문직관을측정하기위해 Yeun 등 (2005) 이개발한간호전문직관측정도구를 Han, Kim 과 Yun (2008) 이요인분석을통한구성타당도검증을통해 18문항으로축소한도구를사용하였다. 본도구는전문직자아개념 6문항, 사회적인식 5문항, 간호의전문성 3문항, 간호계의역할 2문항, 간호의독자성 2문항으로구성된다. 전혀그렇지않다 1 점에서 매우그렇다 5 점까지의 Likert 척도로구성되어있다. 점수가높을수록간호전문직관이잘정립되어있음을의미한다. Han 등 (2008) 의연구에서도구의신뢰도인 Cronbach's α=.94이었으며, 본연구에서 Cronbach's α=.79였다. 학업적실패내성학업적실패내성을측정하기위해, Kim (2002) 의학업적실패내성척도를사용하였다. 이척도는행동, 감정및과제수준선호의 3개의하위척도로구성되어있으며, 각하위요인당 6문항씩총 18문항으로이루어져있다. 각문항은 전혀아니다 1점에서 매우그렇다 6점까지의 Likert 척도로구성되어있으며, 점수가높을수록학업적실패내성이높은것을의미한다. 도구개발시검사의안정성을위해 4주뒤실시한재검사신뢰도는평균.74로나타났고, 구인타당도와준거- 관련타당도에관한증거도충분한것으로판명되었으며, 청소년과대학생모두적용이가능하며표준화된검사도구로활용되고있다. 도구의개발당시신뢰도인 Cronbach's α=.80이었으며, 본연구에서의 Cronbach's α=.79이었다. 사회적자기효능감사회적자기효능감을측정하기위하여한국판사회적자기효능감척도를 Cho와 Lee (2001) 가대학생을대상으로수정한것을사용하였다. 본도구는한국판사회적자기효능감척도의 8가지사회적상황과한국의대학생들이발표불안을많이경험하는것으로보고한 5가지발표상황을추가하여 13가지사회적상황을평정하도록구성되어있다. 이척도는사회적상호작용에서의효능감 (6문항) 과당면한사회적상황에서수행평가와관련된효능감 (7문항) 의 2개의하위척도로구성되어있으며, 전혀해낼수없다 0점에서 정말잘해낼수있다 10점에이르기까지 Likert 척도로구성되어있다. Cho와 Lee (2001) 의연구에서요인분석을통한타당도검증을거쳤고, 반분신뢰도는.94였으며, 2주간격검사- 재검사신뢰도는.86이었다. Cho와 Lee (2001) 의연구에서도구의신뢰도인 Cronbach's α=.93이었으며, 본연구에서도구의 Cronbach's α=.92였다. 대학생활삶의만족도대학생활삶의만족도를측정하기위하여, Diener 등 (1985) 이개발한삶의만족도측정도구를사용하였다. 대학생활삶의만족도란대학생개개인이자신이바라는대학생활에서느끼는주관적인만족감과그에대한태도이며, 과거의삶을비롯하여현재처한상황에대한종합적이고보편적인만족을의미한다. 총 5문항으로구성되어있으며, 지난한달동안나는어떻게느꼈는지에대해 매우그렇지않다 1점에서 매우그렇다 7점까지의 Likert 척도로구성되어있으며, 점수가높을수록삶의만족도가높음을의미한다. 이도구는도구개발시검사- 재검사신뢰도는.85였으며, 청소년과대학생을포함한넓은범위의연령집단에서사용되었으며, 신뢰도와타당도가검증되었다. 도구개발당시신뢰도인 Cronbach's α =.87이었고, 본연구에서의 Cronbach's α=.78이었다. 자료수집방법본연구는구조화된설문지를사용하여, 본연구의목적을설명하고, 자발적으로연구참여를동의한대상자에게서면연구참여동의서를받은후자가보고식으로설문지를작성하도록하였다. 자료수집기간은 2015년 9월 1일부터 10월 16 일까지였으며, 각학년별로 50부씩배포된총 200부의설문지중 177부가수거되었으며, 분석에적합하지않거나설문내용이미흡한 7부를제외한 170부를분석에사용하였다. 설문조사는본인의의사에따라언제든지철회할수있으며, 연구목적이외에는사용하지않을것과개인정보의비밀이보장됨이사전에설명되었고, 설문조사를완료한대상자에게는소정의선물이제공되었다. 연구의윤리적고려본연구에서는대상자의윤리적고려를위해, 자료수집전에서면으로작성된연구설명서를통해연구의목적, 설문소요시간, 설문의익명성보장, 설문중원치않을경우본인의의사에따라언제든지철회할수있음과어떠한신체적, 정신적불이익이없음에대해자세히공지되었다. 이후자발적으로설문에응하는대상자에한해서면으로참여동의서를받은후자가기입방식으로설문조사를시행하였다. 작성된설문의내용은코드화하여연구자가열람할수있는곳에만보관하였고, 익명으로코드화한자료와설문결과는연구종료와함께폐기될것임을공지하였고, 이를준수하고있다. 설문을완성한모든대상자에게는소정의선물을제공하여답례를하였다. 한국간호교육학회지 22(2), 2016 년 5 월 173

4 전해옥 자료분석방법자료분석은 IBM SPSS/WIN 21.0 program을이용하였다. 대상자의인구사회학적특성과학업관련특성및제변수를파악하기위해서빈도와백분율, 평균과표준편차를산출하였다. 간호대학생의인구사회학적특성및학업관련특성에따른대학생활삶의만족도는 t-test, one way ANOVA와 Pearson s correlation으로분석하였으며, one way ANOVA결과유의한차이가있다고나타난항목은 scheffe test로사후분석을시행하였다. 간호대학생의간호전문직관, 학업적실패내성, 사회적자기효능감과대학생활삶의만족도간의상관관계를파악하기위해 Pearson s correlation으로분석하였으며, 간호대학생의간호전문직관, 학업적실패내성, 사회적자기효능감이대학생활삶의만족도에미치는 Hierarchical multiple regression을시행하였다. 연구결과 대상자의인구사회학적 학업관련특성대상자의평균연령은 22.0 (±1.6) 세이며, 여학생이 69.4% 로많은비중을차지하였으며, 3학년이 29.4% 로가장많았으나학년별로비교적고른분포를보였다. 거주유형으로는자취를하는경우가 40.0% 로가장많았다. 학과공부를위해사용하는시간은평일 1-2시간이라고응답한경우가 38.8% 로가장많았으며, 2-3시간 24.1%, 3-4시간 15.3% 순이었다. 간호학과공부에대한부담감에대해 심하게느낀다 고응답한경우가 47.1% 로가장많았으며, 매우심하게느낀다 고응답한경우도 7.6% 나되는것으로파악되었다. 간호학과공부에있어어려운점을복수응답으로조사한결과, 많은공부량 (n=117), 경쟁적인학습분위기 (n=93), 전문적인의학지식 (n=78), 임상실습과병행 (n=47), 시간관리의어려움 (n=26) 순이었다. 간호학과에대한비전수립에대해서는 명확한비전이있다 고응답한경우가 43.5% 로가장많았으나, 비전이없거나명확하지않은경우도 40.0% 를차지하였다. 간호학과에대한만족도에대해서는 만족한다 고응답한경우가 55.9% 로가장많았다 (Table 1). 대상자의간호전문직관, 학업적실패내성, 사회적자기효능감과대학생활삶의만족도의정도대상자의간호전문직관은 90점만점에평균 (±9.01) 점이었고, 학업적실패내성은 108점만점에평균 (±9.93) 점을나타냈다. 감정적측면의학업적실패내성은 36점 만점에평균 (±5.81) 점, 행동적측면의학업적실패내성은 36점만점에평균 (±4.18) 점, 과제수준선호와관련된학업적실패내성은 36점만점에평균 (±5.22) 점이었다. 사회적자기효능감은 130점만점에평균 (±19.30) 점이었으며, 하위항목별로살펴보면, 사회적상호작용효능감은 60점만점에평균 (±9.52) 점이었고, 당면한사회적상황의수행평가효능감은 70점만점에평균 (±11.05) 점을나타냈다. 대학생활삶의만족도는 35점만점에평균 (±4.82) 점을나타냈다 (Table 2). 간호대학생의인구사회학적특성및학업관련특성에따른대학생활삶의만족도의차이간호대학생의인구사회학적특성및학업관련특성에따른대학생활삶의만족도의차이를분석한결과, 간호학과에대한비전수립정도 (F=13.62, p<.001) 와간호학과에대한만족도 (F=4.47, p=.005) 의정도에따라서대학생활삶의만족도에도유의한차이가있는것으로나타났다. 간호학과에대해비전이없거나명확하지않은경우보다명확하거나매우명확한비전을가지고있는간호대학생의경우대학생활삶의만족도가높은것으로나타났으며, 간호학과에대해매우만족하는경우, 보통수준으로만족하는경우보다만족도가높은것으로나타났다 (Table 3). 대상자의간호전문직관, 학업적실패내성, 사회적자기효능감과대학생활삶의만족도간의관계간호대학생의간호전문직관은대학생활삶의만족도 (r=.19, p=.015) 와정적상관관계가있는것으로나타났으며, 학업적실패내성은사회적자기효능감 (r=.36, p<.001) 과대학생활삶의만족도 (r=.32, p<.001) 와유의한정적상관관계가있는것으로나타났다. 사회적자기효능감은대학생활삶의만족도 (r=.31, p<.001) 와정적상관관계가있는것으로나타났다 (Table 4). 간호대학생의간호전문직관, 학업적실패내성, 사회적자기효능감이대학생활삶의만족도에미치는영향본연구에서간호대학생의간호전문직관, 학업적실패내성과사회적자기효능감이대학생활삶의만족도에미치는영향을규명하기위하여위계적회귀분석을실시하였다. 1단계에서인구사회학적특성과학업관련특성중대학생활삶의만족도에유의한차이를보였던간호학과비전수립정도및 174 한국간호교육학회지 22(2), 2016 년 5 월

5 간호대학생의간호전문직관, 학업적실패내성과사회적자기효능감이대학생활삶의만족도에미치는영향 <Table 1> Demographic and Academic Characteristics of the Subjects (N=170) Characteristics Categories n(%) Mean±SD Age (yr) 22.0±1.6 Gender Male 52(30.6) Female 118(69.4) Grade Grade 1 40(23.5) Grade 2 45(26.5) Grade 3 50(29.4) Grade 4 35(20.6) Living arrangement Living with family 31(18.2) Self-boarding 68(40.0) Dormitory 64(37.6) Others 7(4.1) Times for academic studies (day) <1 hour 14(8.2) 1 <2 hours 66(38.8) 2 <3 hours 41(24.1) 3 <4 hours 26(15.3) 4 <5 hours 10(5.9) 5 hours 13(7.6) Sense of the burden of academic studies None 8(4.7) Moderate 69(40.6) Severe 80(47.1) Very severe 13(7.6) Difficulties in studying of nursing A lot of study burden 117(30.2) (Multiple choices) (n=388) Competitive learning atmosphere 93(24.0) Professional medical knowledges 78(20.1) Parallel with academic and clinical practice. 47(12.1) Time management 26(6.7) Personal relationships 8(2.0) Others 19(4.9) Establishment vision about nursing science No vision or unapparent vision 68(40.0) Apparent vision 74(43.5) Very apparent vision 28(16.5) Satisfaction in nursing science Very good 25(14.7) Good 95(55.9) So-so 45(26.5) Relatively poor 5(2.9) <Table 2> Level of Nursing Professionalism, Academic Failure Tolerance, Social Self-efficacy and College Life Satisfaction of the Subjects (N=170) Variables Mean±SD Obtained range Possible range Nursing professionalism 71.16± Academic failure tolerance 60.52± Emotional aspect 19.49± Behavioral aspects 22.10± Preference level of task 18.97± Social self-efficacy 75.47± Social interaction self-efficacy 36.62± Performance assessment self-efficacy by situations 38.74± College life satisfaction 22.13± 한국간호교육학회지 22(2), 2016 년 5 월 175

6 전해옥 <Table 3> Differences of College Life Satisfaction by Demographic and Academic Characteristics of the Subjects (N=170) Characteristics Categories College life satisfaction Mean±SD t or F p Scheffe test Age (yr) Gender Male 21.94± Female 22.21±4.79 Grade Grade ± Grade ±5.53 Grade ±4.99 Grade ±4.65 Living arrangement Living with family 21.52± Self-boarding 22.13±4.93 Dormitory 22.48±4.36 Others 21.71±5.56 Times for academic <1 hour 22.29± studies (day) 1 <2 hours 22.02± <3 hours 21.45± <4 hours 23.46± <5 hours 22.40± hours 21.77±6.34 Sense of the burden of None 22.88± academic studies Moderate 22.88±4.41 Severe 21.74±5.10 Very severe 20.15±4.56 Establishment vision No vision or unapparent vision a 20.18± <.001 a<b, a<c about nursing science Apparent vision b 22.80±4.27 Very apparent vision c 25.22±3.51 Satisfaction in nursing Very good a 24.12± a>c science Good b 22.50±4.49 So-so c 20.73±5.16 Relatively poor d 17.80±4.60 * Pearson s correlation <Table 4> Correlations among Nursing Professionalism, Academic Failure Tolerance, Social Self-efficacy and College Life Satisfaction (N=170) Variables Nursing professionalism Academic failure tolerance Social self-efficacy r (p) Academic failure tolerance.05 (.506) Social self-efficacy.08 (.283).36 (<.001) College life satisfaction.19 (.015).32 (<.001).31 (<.001) 전공만족도를투입하였으며, 2단계에서는주요변수인간호전문직관, 학업적실패내성과사회적자기효능감를독립변수로, 대학생활삶의만족도를종속변수로투입하였다. 간호학과비전수립정도및전공만족도는명목척도로서가변수 (dummy variables) 로변경하여분석하였다. 위계적회귀분석 1단계에서간호학과에대해명확한비전이있는경우 (β=.24, p=.006) 와매우명확한비전이있다고응답한경우 (β=.36, p<.001) 비전이없거나명확하지않은경우에비해, 간호대학생의대학생활삶의만족도향상에유의한영향을미치는요인으로파악 되었으며, 회귀모형도유의한것으로나타났고, 대학생활삶의만족도에대한설명력은약 13% 였다 (F=5.95, p<.001). 간호전문직관, 학업적실패내성과사회적자기효능감의주요변수를투입하여대학생활삶의만족도에영향을미치는요인을탐색한위계적회귀분석 2단계에서간호학과비전수립정도 (β=.27, p=.006), 학업적실패내성 (β=.17, p=.031) 과사회적자기효능감 (β=.19, p=.012) 이대학생활삶의만족도에통계적으로유의한영향을미치는변수로나타났다. 이들변인은간호대학생의대학생활삶의만족도의약 21% 를설명하고있 176 한국간호교육학회지 22(2), 2016 년 5 월

7 간호대학생의간호전문직관, 학업적실패내성과사회적자기효능감이대학생활삶의만족도에미치는영향 <Table 5> Influencing Factors on College Life Satisfaction among Nursing Students College life satisfaction Variables Model 1 Model 2 β t p β t p Establishment vision about nursing science (1=Apparent vision) * (1=Very apparent vision) * < Satisfaction in nursing science (1=Very good) * (1=Good) * (1=Relatively poor) * Nursing professionalism Academic failure tolerance Social self-efficacy F (p) 5.95 (<.001) 6.38 (<.001) R 2 ( R 2 ) (.089) Adjusted R * Dummy variable. (N=170) 었다 (F=6.38, p<.001)(table 5). 논의 본연구는간호대학생의대학생활삶의만족도향상을위한전략으로학과특성을고려하여간호전문직의학문적영향과사회적자기효능감영향을고려하여삶의만족도에영향을미치는요인을파악함으로써, 간호대학생에대한이해를도모하고향후재학기간중삶의만족도향상을위한중재개발의기초자료를마련하고자시도되었다. 본연구에서간호대학생은학과공부를위해사용하는시간은평일 1-2시간이라고응답한경우가 38.8% 로가장많았으나, 평일 3-4시간을공부한다고응답한경우도 15.3% 를차지하였다. 간호학과공부에대한부담감에대해심하게느끼거나매우심하게느끼는경우가총 54.7% 로나타났는데, 대상자의학년이 3-4학년이아닌 1학년부터 4학년까지고른분포를보였다는점에서간호학과대학생들의공부에대한부담감이학년과상관없이높은수준임을알수있다. 본연구에서간호학과공부에있어 많은공부량, 경쟁적인학습분위기, 전문적인의학지식, 임상실습과병행, 시간관리 순으로어려움을호소하였다. Whang (2006) 의연구에의하면, 최근많은학생들이높은취업률로인해간호학전공을선택하였으나, 전공분야의생소함, 많은양의학업과임상실습에대한적응스트레스등으로다른학과의대학생보다스트레스를더많이받는것으로나타났다. 이러한간호학과에대한어려움이해결되지않는다면, 긴장, 불안, 우울등으로인해심리적건강이위협받을수있다. Han, Yang, Bae와 Yang (2014) 의연구에의하면, 학업스트레스특히임상실습스트레 스는교수지지가높을수록유의하게감소하는것으로나타났는데, 이를위해학과차원의사회적지지및교수와선배들의현실적인정서적지지가도움이될것으로사료된다. 대상자의간호전문직관은평균 점으로 100점으로환산했을때, 79점으로비교적높은수준이었다. 간호사를대상으로한 Yoon, Choi, Lee, Lee와 Park (2013) 의연구에서간호전문직관환산점수인 66.8점보다높은수준이다. Song (2010) 의연구에서는간호학공부를시작한학생의전문직자아개념은높고, 전공이후는상대적으로낮으며, 간호사초기에는이보다더낮고, 간호사경력이쌓이면서높아진다고보고하였다. 실제로임상에서의현실적경험에직면한간호사들의전문직자아개념이간호학생보다낮을수있고, 경력이쌓이고업무에익숙해지면서전문직자아개념이긍정적으로향상된다고파악된다. 이렇듯간호전문직관은간호대학생의학년별시기에따라다를수있고, Weis와 Schank (2000) 의연구에의하면, 간호전문직관은전문직으로서간호에대한체계화된견해와간호사의활동이나직분에대한직업의식적견해로서간호활동에있어서기준과행동에있어중요한역할을하기때문에높은수준의간호전문직관이임상에서간호사가되어서도유지될수있도록학년별로체계적인교육이뒷받침되어야할것이다. 본연구에서간호대학생의학업적실패내성은평균 60.52점으로 100점으로환산했을때, 56점으로학업적실패에있어내성이낮은수준임을알수있다. 특히감정적측면, 행동적측면, 과제수준선호와관련된학업적실패내성중과제수준선호와관련된학업적실패내성점수가가장낮은것으로나타났다. 과제수준선호란과제난이도에대한선호수준을포함하는개념으로, 실패에대해두려움을가지고기피하려는 한국간호교육학회지 22(2), 2016 년 5 월 177

8 전해옥 사람은어렵고도전적인과제보다쉬운과제를선호할것이기때문에, 난이도가높은어려운과제를선호하는사람들이일반적으로높은학업적실패내성을가지고있음을의미하는것이다 (Kim, 2002). 간호학과는전공관련학업량이많고, 3-4 학년학생들은임상실습을수행하면서많은과제로인해신체적, 심리적으로어려움을호소한다. 이를고려해볼때학업상황에서실패를경험하는것은성취기대의저하와무력감, 열등감과좌절감등의부정적인정서를유발할수있기때문에 (Lee & Cho, 2001), 간호학과학생의학업적실패내성을높일수있는전략이필요함을알수있다. Trzeniewski 등 (2006) 은대학생의자존감은대학생활의적응에중요한요인이며, 학업성취에긍정적인영향을주어학업성취도향상에도움이되는심리적변인으로언급했으며, 학업성취도향상에성공한학생은전공학문에대해높은가치를가지며자존감이높아진다고보고하였다. 그러므로학업적실패내성을높일수있는전략으로대학생들의학업적측면에서자존감향상을위해이에영향을주는요인을파악하고, 이를교수법, 교과외프로그램등에반영하여적용할필요가있다. 본연구에서간호대학생의사회적자기효능감은평균 점이었으며, 100점으로환산했을때, 58점으로중간수준이었다. 특히사회적상호작용효능감이주시상황수행평가효능감보다높은것으로나타났다. Wei, Russell과 Zakalik (2005) 의대학신입생을대상으로한외국의연구에서사회적자기효능감의수준을 100점으로환산한결과가 21.80점인것을비교해본다면, 한국의간호대학생의사회적자기효능감의수준이높은것으로나타났다. 이러한연구결과는본연구대상자의학년이 1-4학년으로고르게분포되어대학신입생을대상으로한 Wei 등 (2005) 의연구에서보다연령에따른성숙효과가있었고, 간호학과에국한된연구대상자의특성때문인것으로파악된다. Wei 등 (2005) 의연구에서사회적자기효능감은대학생의애착불안및외로움, 우울과유의한관련이있는변수로파악되었으며, Han 등 (2008) 에서도간호대학생의자기효능감은의사소통, 감정조절, 대처행위등에영향을주는주요한요인으로파악되어, 이들의사회적자기효능감을높이기위한전략이필요함을알수있다. 특히점수가낮았던당면한사회적상황에서의수행평가효능감을높이기위한전략으로문제가되는사회적상황을회피하기보다는적극적으로참여할수있는환경을조성하고, 각상황별문제해결전략을훈련할수있는기회를제공하여, 이에대한사회적자기효능감을높여줄수있어야한다. 본연구에서대상자의대학생활삶의만족도는평균 점으로 100점으로환산했을때, 약 61점수준이었다. 같은도구로측정한 Park과 Kwon (2006) 의연구에서대학생의삶의만족도점수인 19.07점보다는높은수준이었다. 본연구에서 연령, 성별, 학년에따라서는삶의만족도에유의한차이가없는것으로나타났으나, 간호학과에대해비전이없거나명확하지않은경우보다명확하거나매우명확한비전을가지고있는간호대학생의경우삶의만족도가높은것으로나타났으며, 간호학과에대해매우만족하는경우, 보통수준으로만족하는경우보다삶의만족도가높은것으로나타났다. 본연구에서간호학과에대해서는 만족한다 고응답한경우가 55.9% 로가장많은비율을차지하여전반적으로삶의만족도가다른학과의대학생에비해높았던것으로사료된다. 그러나본연구에서비전이없거나명확하지않은경우도 40.0% 를차지하였는데, 이들의삶의만족도향상을위해, 간호학과에대한올바른이해와비전정립을위해학과차원에서필요한정보를제공하고, 사회 심리적지지를통해이를격려해주어야한다. 특히학년별로학과만족도및간호학과비전수립을위해접근해야하는방법이다를수있기때문에, 이를위해같은길을걷고있는선후배간의멘토링제도와간호학도로서다양한진로에대한이해를도울수있는체험및견학의기회가마련되어야할것이다. 본연구에서간호대학생의간호전문직관과사회적자기효능감이높을수록대학생활삶의만족도가높은것으로나타났으며, 학업적실패내성이높을수록사회적자기효능감과대학생활삶의만족도가높은것으로나타났다. 간호학과비전수립정도가간호대학생의삶의만족도에약 13% 의설명력을갖는변수로파악되었으며, 최종모형에서간호학과비전수립정도, 학업적실패내성과사회적자기효능감이삶의만족도의약 21% 의설명력을갖는변수로나타났다. Song (2012) 의연구에서간호대학생은대인관계보다는당면과제로인한생활스트레스를더받고있었고, 당면과제의생활스트레스가높을수록삶의질은낮게나타났으며, 간호대학생의대학생활만족도가높을수록삶의질은높은것으로파악되었다. 그러나일반대학생을대상으로한 Park과 Kwon (2006) 의연구에서는자아존중감, 진로정체감, 부모와의대화및종교가삶의만족도의 42.8% 를설명한다는연구결과가나타났는데, 이를비교하여파악해볼때, 간호대학생에게있어학업적실패내성과사회적자기효능감과같은자기내적인요인과학업적요인이다른학과의대학생에비해중요한요인임을알수있다. Mahmoud 등 (2012) 의연구에서대학생의삶의만족도는부적응적대처능력과함께우울에영향을주는중요한요인으로파악되어, 정신건강에영향을줄수있음을알수있다. 이에대학차원에서간호대학생의삶의만족도향상을위해학업적실패내성과사회적자기효능감을향상을위해, 이에영향을주는긍정적요인을강화시켜줄필요가있다. 뿐만아니라, 치료적, 간호학적측면에서도정신건강향상을위해간호학과만족도가낮은학생과간호학과에대한명확 178 한국간호교육학회지 22(2), 2016 년 5 월

9 간호대학생의간호전문직관, 학업적실패내성과사회적자기효능감이대학생활삶의만족도에미치는영향 한비전이정립되지않은학생에게관심을갖고, 학업적실패내성과사회적자기효능감향상을위한중재를적용할필요가있다. 결론및제언 본연구는간호대학생의간호전문직관, 학업적실패내성, 사회적자기효능감과관련하여대학생활삶의만족도에영향을미치는요인을파악하고자시도되었다. 본연구결과간호대학생중간호학과공부에대한부담감에대해심하게느끼거나매우심하게느끼는경우가 54.7% 로높게나타났으며, 많은공부량, 경쟁적인학습분위기, 전문적인의학지식, 임상실습과병행 에대해어려움을경험하는것으로나타났다. 대상자의대학생활삶의만족도는평균 22.13점으로중간정도수준으로간호학과에대해매우만족하는경우, 간호학과에대해명확한비전을가지고있는경우삶의만족도가높은것으로나타났다. 간호학과비전수립정도가간호대학생의대학생활삶의만족도에약 13% 의설명력을갖는변수로파악되었으며, 간호학과비전수립정도, 학업적실패내성과사회적자기효능감이삶의만족도의약 21% 의설명력을갖는변수로나타났다. 본연구결과를바탕으로간호대학생의삶의만족도향상을위한중재를계획할때, 학업적실패내성과사회적자기효능감을향상시킬수있는전략을반영할필요가있다. 특히과제수준선호와관련된학업적실패내성향상을위한전략으로간호학과의학업및과제관련측면의긍정적요인을강화시켜주고, 이를교수법, 교과외프로그램등에반영하여적용할필요가있다. 또한사회적자기효능감중당면한사회적상황의수행평가효능감을높이기위한전략으로문제가되는사회적상황을회피하기보다는적극적으로참여할수있는환경을조성하고, 각상황별문제해결전략을훈련할수있는기회를제공해주어야한다. 이상의연구결과를토대로간호대학생의대학생활삶의만족도를향상시킬수있는간호중재프로그램을개발하여구조적, 내용적측면의간호학과대학환경개선에이를반영하여적용하고, 효과를파악하기위한후속연구를제언한다. 본연구는일개대학의간호대학생의대상으로한연구이기때문에연구결과를일반화함에제한점이있다. 이에추후연구에서는표본추출에있어이러한제한점을보완하고, 성적및학업성취도와연계하여학업적실패내성을파악하고, 간호대학생의삶의만족도에영향을줄수있는개인적, 사회경제적, 환경적요인등다양한요인들에대한포괄적인탐색을통해향후간호대학생의삶의만족도향상및심리적, 정신적건강향상에기여할필요가있다. References Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), Bozoglan, B., Demirer, V., & Sahin, I. (2013). Loneliness. self-esteem, and life satisfaction as predictors of internet addiction: A cross-sectional study among Turkish university students. Scandinavian Journal of Psychology, 54(4), Cho, M. S., & Lee, Y. H. (2001). The effect of probability, cost judgemental biases for negative social event and self efficacy in social situation on social anxiety. The Korean Journal of Clinical psychology, 20(1), Choi, J., & Park, M. (2013). Methodological triangulation method to evaluate adjustment to college life in associate nursing college students. The Journal of the Korea Contents Association, 13(7), Clifford, M. M. (1984). Thoughts on a theory of constructive failure. Educational Psychology, 19, Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49, Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G*POWER 3: a flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, Han, K. S., Park, Y. J., Kim, K. M., Oh, Y. J., Jin, J. H., & Kang, H. C. (2008). Communication style, self efficacy, emotional regulation, and ways of coping among nursing students. Journal of Korean Academy of Psychiatric and Mental Health Nursing, 17(1), Han, K. S., Yang, Y. K., Bae, M. H., & Yang, S. H. (2014). Social support, academic stress, clinical practice stress in college student of nursing. The Korean Journal of Stress Research, 22(1), Han, S., Kim, M., & Yun, E. K. (2008). Factors affecting nursing professionalism. The Journal of Korean Academic Society of Nursing Education, 14(1), Jeon, H. O., & Yeom, E. (2014). The influence of gender role conflicts, academic stress coping ability, and social support on adaptations to college life among male nursing students. The Journal of the Korea Contents Association, 14(12), Kim, A. (2002). Development of standardized student motivation 한국간호교육학회지 22(2), 2016 년 5 월 179

10 전해옥 scales. Journal of Educational Evaluation, 15(1), Kim, K., & Lim, J. (2012). Effects of optimism and orientations to happiness on psychological well-being of college students. Journal of the Korean Home Economics Association, 50(1), Korea Institute for Health and Social Affairs. (2015, December). Some causes of the psycho-social anxiety in Korea and how to address them. Retrieved January 20, 2016, from Kwon, Y. M., & Yeun, E. J. (2007). A correlation study on nursing professional values, department satisfaction, sociality, self-esteem among nursing students. Journal of Korean Academy of Nursing Administration, 13(3), Lee, J., & Lee, H. (1998). A study on quality of life among college student in Korea. The Journal of Korean Society for Health Education, 15(2), Lee, J. S., & Cho, N. H. (2001). The effects of students` success or failure experience on their achievement motivation and emotion. The Journal of Educational Research & Development, 22(2), Luthar, S. S. (1991). Vulnerability and resilience: A study of high risk adolescents. Child Development, 62(3), Mahmoud, J. S., Staten, R. T., Hall, LA., & Lennie, T. A. (2012). The relationship among young adult college students depression, anxiety, stress, demographics, life satisfaction, and coping styles. Issues in Mental Health Nursing, 33(3) Organization for Economic Co-operation and Development. (2015, August) How s life. Retrieved January 20, 2016, from Park, H. S., & Kwon, B. S. (2006). Satisfaction with life and it's predictors of college students. Journal of Korean Academy of Psychiatric and Mental Health Nursing, 15(1), Song, H. R. (2010). Comparative study of professional self-concept and caring perception in nurses and nursing students. Unpublished master s thesis, Eulji University, Daejeon. Song, Y. S. (2012). Stressful life events and quality of life in nursing students. The Journal of Korean Academic Society of Nursing Education, 18(1), Scheier, L. M., Botvin, G. J., Diaz, T., & Griffin, K. W. (1999). Social skills, competence, and drug refusal efficacy as predictors of adolescent alcohol use. Journal Drug Education, 29(3), Trzeniewski, K. H., Donnellan, M. B., Moffitt, T. E., Robins, R. W., Poulton, R., & Caspi, A. (2006). Low self-esteem during adolescence predicts poor health, criminal behavior a limited economic prospects during adulthood. Developmental Psychology, 42(2), Wei, M., Russell, D. W., & Zakalik R. A. (2005). Adult attachment, social self-efficacy, self-disclosure, loneliness, and subsequent depression for freshman college students: A longitudinal study. Journal of Counseling Psychology, 52(4), Weis, D., & Schank, M. J. (2000). An instrument to measure professional nursing values. Journal of Nursing Research, 32(2), Whang, S. J. (2006). The relationship between clinical stress, self efficacy, and self-esteem of nursing college students. Journal Korean Academy Society Nursing Education, 12, Yeun, E. J., Kwon, Y. M., & Ahn, O. H. (2005). Development of a nursing professional values scale. Journal of Korean Academy of Nursing, 35(6), Yoon, H. K., Choi, J., Lee, E., Lee, H., & Park, M. (2013). Effects of decision making competency, nursing professionalism, and job satisfaction on turnover impulse among nurses. Journal of Korean Academy of Nursing Administration, 19(5), 한국간호교육학회지 22(2), 2016 년 5 월

11 간호대학생의간호전문직관, 학업적실패내성과사회적자기효능감이대학생활삶의만족도에미치는영향 The Influence of Nursing Professionalism, Academic Failure Tolerance and Social Self-efficacy on College Life Satisfaction among Nursing Students * Jeon, Hae Ok 1) 1) Assistant Professor, Department of Nursing, Cheongju University Purpose: This study examined the effects of nursing professionalism, academic failure tolerance and social self-efficacy on college life satisfaction among nursing students. Methods: Data were collected between September 1 and October 16, 2015 via a self-reported questionnaire from 170 nursing students using convenient sampling methods. The survey included questions about nursing professionalism, academic failure tolerance, social self-efficacy, and college life satisfaction. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and hierarchical multiple regression with IBM SPSS/WIN Results: Establishment vision about nursing science (β=.27, p=.006), academic failure tolerance (β=.17, p=.031) and social self-efficacy (β=.19, p=.012) of nursing students were identified as significant predictors of college life satisfaction, after adjusting for establishment vision about nursing science and satisfaction in nursing science. This model explained 21.0% of the college life satisfaction in nursing students (F=6.38, p<.001). Conclusion: These results suggest that academic failure tolerance and social self-efficacy were significant factors influencing the college life satisfaction of nursing students. Also, as a strategy for improving the college life satisfaction of nursing students, it is necessary to develop programs that can help to establish apparent vision and to improve satisfaction in nursing science. Key words : Nursing, Personal satisfaction, Professionalism, Self-efficacy * This work was supported by the research grant of Cheongju University in Address reprint requests to : Jeon, Hae Ok Department of Nursing, Cheongju University #10-203, 298 Daesung-ro, Sangdang-gu, Cheongju, Chungcheongbuk-do, , Korea Tel: 개인정보표시제한 Fax: beaulip@cju.ac.kr 한국간호교육학회지 22(2), 2016 년 5 월 181

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