The Effects of College Life Adaptation Program on Nursing Students College Life Adaptation and Nursing professional attitude

Abstract

The purpose of this study was to investigate the effects of college life adaptation program on nursing students′ college life adaptation and nursing professional attitude. College life adaptation program of a freshman at college which consists of two area : theory-practice and liberal-cultivation of character and college freshman for 70 hours, 5 a week in 10 session for 2 weeks. The collected data were analyzed using paired t-test, ANOVA. As a result of the study, the score for college life adaptation(t=11.42, p=<.000) and nursing professional attitude(t=12.45, p=<.000) increased significantly after college life adaptation program. The conclusion, this study showed that college life adaptation program was effective in improving nursing students′ college life adaptation and nursing professional attitude.

A Study on the Nursing Students Experience in Adaptation Program

“…The freshman period is an important period that determines the success or failure of university life. University adaptation program for freshmen nursing students is absolutely necessary [13]. In the study, there were significant differences in university adaptation and nursing professional attitudes before and after the university adaptation program.…”

“…In Jeong-min's study of university students, people with high activity levels in their social adaptation adapt well. On this wise, while many of these studies are conducted through descriptive statistics on attachment, friendship, stress coping, career identity, professional attitude, self-esteem, daily life, motivation for major selection, self-efficacy, decision-making capability, and satisfaction with university life, which are variables that affect university adaptation of nursing students [12], [13], [14], [15], [16]. Many studies, including attachment, friendship, coping with stress, career sense, professional attitude, self-respect, daily life, motivation for major selection, self-efficacy, decision-making ability, and satisfaction with college life, are conducted through descriptive statistics [15], [16], [17], [18], [19].…”

Development of a College Life Adaptation Program for Freshman Student-Athletes

“…상호작용을 활성화하는 등 신입생들이 대학생활에 쉽게 적 응할 수 있도록 다양한 노력을 기울여왔다 (Hong, 2016). (Hong, 2016;Kim & Kang, 2016) 자아존중감 수준, 자기효능감 수준, 스트레스 수준, 인성 (Kim, 2015;Song & Jung, 2020;Yoo & Kim, 2016) 등이 제시되고 있다. 국내 선행 연구를 살펴보면 간호학과 (Kim, 2015;Park, 2014;Lee, & Kim, 2018;Cho, 2014), 치위생과 (Choi & Lee, 2013), 유아교육과 (Lee, 2018;Shu et al, 2012)등 다양 한 전공의 신입생을 대상으로 그들의 대학생활적응을 돕기 위해 프로그램을 개발하고 제공하였다.…”

The Mediating Effects of Emotional Stability and Social Support in the Relationship between Major Satisfaction and Academic Adjustment of College Freshmen Majoring in Nursing and Health Science

“…대학생활 적응은 대학 환경 내에서 생활하면서 학업, 대인 관계 및 정서적 측면에서 대학생활의 요구에 대처하여 갈등 과 불균형을 초래하지 않고 조화로운 상태를 유지하는 적절 한 반응을 의미하는데 (Choi JH et al, 2013), 최근의 대학 생활 적응 관련 연구들을 보면, 학업적응 수준이 사회적, 정 서적, 환경적, 일반적인 적응보다 낮은 수준으로 나타나고 있다 (Choi JH et al, 2013;Kim YH, 2015). 학업적응은 대학 내에서 학업과 관련된 생활에 적응하는 수준으로, 학업에 대한 동기, 적용과 학업수행, 학업환경에 대한 만족을 포함한다 (Park WJ, 2009).…”

“…따라서 본격적으로 전문화된 지식을 배우는 대학에서의 학업적응은 신입생의 미래와 성공과 사회의 발전을 위해서 매우 중요하다고 볼 수 있다. 선행연구들에서 밝혀진 대학생의 학업적응 관련요인 들로는 자존감 (Chung AK et al, 2013), 자아탄력성 (Park WJ, 2009;Lee MR et al, 2015), 부정적 정서 (Dyson et al, 2006;Park WS et al, 2013), 정서지능 (No SL et al, 2014), 학업 자기효능감 (Jang KM, 2005;Chung AK et al, 2013) (Choi JH et al, 2013;Kim GM et al, 2013;Kim YH, 2015). 또한, 전공계열에 따른 학업적응 연구 (Kim HS et al, 2006;Kim YH, 2013 (Yang KH et al, 2012;Choi HJ et al, 2012;Kim YH, 2015 (Lee GW et al, 2013;Jeon HO et al, 2014) …”