Objectives:The purpose of this study was to investigate the relationship among the factors of communication ability according to self-awareness and other-awareness in some dental hygiene students. Methods: A self-reported questionnaire was completed by 260 dental hygiene students in Gwangju and Jeonnam from June 14 to 28, 2016. After explanation of the purpose of the study, an informed consent was written by the students. The effect size was calculated by G*power 3.1 program. The study instruments comprised the general characteristics of the subjects, self-awareness, other-awareness, and communication ability. Data were analyzed by independent test, one way ANOVA, Scheffé test, stewise multiple regression test, and Pearson's correlation test using SPSS 18.0. Results: Communication ability had a significant positive correlation with self-awareness(r=0.427, p<0.001) and other-awareness (r=0.460, p<0.001). The higher level of self-awareness and other-awareness was proportional to communication ability. The influencing factors of communication ability included private self-awareness(=0.227), public self-awareness(=0.170), social anxiety(=0.182), and external other-awareness(=0.282). Conclusions: To improve the communication ability in the dental hygiene students, it is important to improve self-awareness and other-awareness. The implementation of communication skill in the curriculum will enhance the dental hygiene students competency.Key Words: awareness, communication, dental hygiene, students 색인: 의사소통, 인식, 치위생학, 학생

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한국치위생학회 ABSTRACTObjectives: The purpose of the study was to investigate the related factors of clinical practice satisfaction and social support in dental hygiene students. Methods: A self-reported questionnaire was filled out by 420 dental hygiene students in Gwangju and Jeonnam from March 8 to April 8, 2014. Except 26 incomplete answers, 394 data were analyzed. The instrument consisted of general characteristics of the subjects(7 questions), social support(7 questions), and satisfaction level with clinical practice(22 questions). The instrument for satisfaction level with clinical practice included self-esteem(1 question), interest and usefulness(2 questions), knowledge application(1 question), place of clinical practice(1 question), and influence by practice leader(1 question). Cronbach alpha was 0.773 in the study. The instrument of social support was adapted from Park and reconstructed. Social support included emotional support(11 questions), self-esteem support(7 questions), and informative support(4 questions). Social support was score by Likert 5 scale and higher score showed the higher social support. Results:The dental hygiene students got a mean of 3.11±0.55 in clinical practice satisfaction. They got 3.35 points in satisfaction with major and 3.32 in satisfaction with curricula(p<0.001). They got a mean of 3.68±0.55 in social support. They got 3.69±0.57 in emotional support; 3.81±0.59 in self-esteem support; and 3.53±0.66 in informative support. The influencing variables on satisfaction with clinical practice were self-esteem support(B=0.202), satisfaction with major(B=0.234), and satisfaction with curricula (B=0.128). Conclusions:There was a close relationship between satisfaction with clinical practice and social support. In order to enhance the satisfaction with clinical practice, it is necessary to connect self-esteem support with major satisfaction and curricula satisfaction.

Objectives: This study investigates the relationship between of positive thinking and empathy ability on the communication ability of dental hygiene students. Methods: First, the research objectives and methods were explained to students enrolled in the department of dental hygiene in the G area, and 160 participants were selected. An independent t-test, a one-way ANOVA, and a Scheffé test were used to measure participants’ positive thinking, empathy ability and communication ability. The correlations of positive thinking and empathy ability with communication ability were analyzed using Pearson’s correlation test, and the factors that impact communication ability were analysed using a stepwise multiple regression. Results: Higher levels of positive thinking and empathy ability correlated with better communication ability. Subjective satisfaction, goal pursuit, cognitive empathy ability, and emotional empathy ability were identified as factors that impact the communication ability of dental hygiene students. Conclusions: A dental hygiene education program designed to improve the communication ability of dental hygiene students is needed. Communication ability is a core competency that can be increased by improving positive thinking and empathy ability.