표제지

목차

ABSTRACT 11

I. 서론 15

1. 연구 필요성 15

2. 연구 목적 19

3. 연구 가설 20

4. 용어 정의 21

1) 임파워먼트 21

2) 임파워먼트 프로그램 21

3) 강인성 21

4) 스트레스 대처전략 22

5) 전문직 자아개념 22

6) 전공만족 22

II. 문헌고찰 23

1. 임파워먼트 23

1) 임파워먼트의 개념과 구성요소 23

2) 임파워먼트의 결과 26

2. 간호대학생과 간호사의 임파워먼트 27

1) 간호대학생의 스트레스와 임파워먼트 29

2) 간호사의 임파워먼트 31

3. 임파워먼트 관련 변인 33

1) 강인성 33

2) 스트레스 대처전략 34

3) 전문직 자아개념 36

4) 전공만족 38

4. 임파워먼트 프로그램의 효과 39

III. 이론적 기틀 45

IV. 연구 방법 46

1. 연구 설계 46

2. 연구 대상 47

1) 연구 대상자 선정 47

2) 표집 크기와 방법 48

3. 연구 도구 49

1) 임파워먼트 49

2) 강인성 49

3) 스트레스 대처전략 50

4) 전문직 자아개념 50

5) 전공만족 50

6) 프로그램 만족도 51

4. 임파워먼트 프로그램 개발 51

1) 연구자 준비 51

2) 임파워먼트 프로그램의 개발 과정 51

3) 임파워먼트 프로그램 구성 54

5. 연구 진행 절차 69

1) 사전조사 69

2) 중재 69

3) 사후조사 1 69

4) 사후조사 2 70

6. 자료 분석 71

V. 연구 결과 72

1. 대상자의 일반적 특성과 사전 동질성 검정 72

2. 연구 변수의 사전 동질성 검정 74

3. 연구 도구의 신뢰도 검정 76

4. 연구 변수의 정규성 검정 77

5. 임파워먼트 프로그램의 효과 검증 78

1) 제 1가설: 임파워먼트 프로그램에 참여한 실험군은 참여하지 않은 대조군에 비해 임파워먼트 정도가 증가할 것이다. 78

2) 제 2가설: 실험군은 대조군에 비해 강인성 정도가 증가할 것이다. 86

3) 제 3-1가설: 실험군은 대조군에 비해 문제해결 중심 대처전략 정도가 증가할 것이다. 88

4) 제 3-2가설: 실험군은 대조군에 비해 사회적 지지추구 중심 대처전략 정도가 증가할 것이다. 90

5) 제 3-3가설: 실험군은 대조군에 비해 회피 중심 대처전략 정도가 감소할 것이다. 92

6) 제 4가설: 실험군은 대조군에 비해 전문직 자아개념 정도가 증가할 것이다. 94

7) 제 5가설: 실험군은 대조군에 비해 전공만족 정도가 증가할 것이다. 96

6. 임파워먼트 프로그램의 만족도 98

VI. 논의 99

1. 임파워먼트 프로그램이 간호대학생의 임파워먼트에 미치는 효과 99

2. 임파워먼트 프로그램이 간호대학생의 강인성, 스트레스 대처전략, 전문직 자아개념 및 전공만족에 미치는 효과 103

3. 임파워먼트 프로그램 평가 105

VII. 결론 및 제언 109

1. 결론 109

2. 제언 113

참고문헌 114

부록 127

부록 1. 참가자 서면 동의 설명문 및 동의서 127

부록 2. 설문지 129

Table 1. Studies on Empowerment Program 41

Table 2. Construct, Topics and Educational Objectives of Empowerment Program 55

Table 3. Empowerment Program 64

Table 4. Homogeneity Test of General Characteristics between Experimental and Control Groups 73

Table 5. Homogeneity Test of Dependent Variables between Experimental and Control Groups 75

Table 6. Reliability test 76

Table 7. Normality test 77

Table 8. Repeated Measure ANOVA on Empowerment 79

Table 9. Comparison of Empowerment Program on Empowerment within Group 79

Table 10. Repeated Measure ANOVA on Personal Competence 81

Table 11. Comparison of Empowerment Program on Personal Competence within Group 81

Table 12. Repeated Measure ANOVA on Group Orientation 83

Table 13. Comparison of Empowerment Program on Group Orientation within Group 83

Table 14. Repeated Measure ANOVA on Self-determination 85

Table 15. Comparison of Empowerment Program on Self-determination within Group 85

Table 16. Repeated Measure ANOVA on Hardiness 87

Table 17. Comparison of Empowerment Program on Hardiness within Group 87

Table 18. Repeated Measure ANOVA on Problem Solving 89

Table 19. Comparison of Empowerment Program on Problem Solving within Group 89

Table 20. Repeated Measure ANOVA on Social Support Seeking 91

Table 21. Comparison of Empowerment Program on Social Support Seeking within Group 91

Table 22. Repeated Measure ANOVA on Avoidance 93

Table 23. Comparison of Empowerment Program on Avoidance within Group 93

Table 24. Repeated Measure ANOVA on Professional Self-concept 95

Table 25. Comparison of Empowerment Program on Professional Self-concept within Group 95

Table 26. Repeated Measure ANOVA on Major Satisfaction 97

Table 27. Comparison of Empowerment Program on Major Satisfaction within Group 97

Table 28. Nursing Students Satisfaction on Empowerment Program 98

 This study was conducted to develop and confirm the effectiveness of empowerment program applying to nursing students. The study design is a nonequivalent control group design with repeated measures as quasi-experimental design.

A total of 42 subjects were recruited to this study with 21 subjects in experimental group and 21 in the control group respectively from junior students of the nursing department of M college in C city.

This study used 29 questions of personal inner empowerment scale of Bolton and Brookings(1998) revised by Joo(2006) for empowerment, 30 questions for hardiness scale of Bartone, Ursano, Wright, and Ingraham(1989) translated and verified by Lee(2005) and revised by the investigator, 33 questions for stress coping strategy scale of Amirkhan(1990) revised Shin(2002), 27 questions for professional self-concept scale of Arthur(1995) revised by Sohng and Noh(2006), 13 questions for major satisfaction scale of Ha(2000) and Nam(2010).

The experimental intervention was carried out from 4th July 2011 to 28th July 2011 for 150minutes a cycle, twice a week, for 4 weeks, a total of 20 hours empowerment program. The empowerment program components in this study used personal competence, group orientation, self determination of Bolton and Brooking(1998). The topics of empowerment were self orientation, self esteem, communication, personal relations, motivation, autonomy and self leadership. The training methods were lecture, presentation, personal activity, group activity group discussion, modeling, and homework, and for training material, videos, e-book, and MBTI were used.

Data was collected from July 4th 2011 to August 25th 2011. Data was analyzed using descriptive statistics with PASW Statistics 18.0, χ² test with Fisher's exact test, t-test, Repeated measure ANOVA and paired t-test.

The results of this study are as follows:

1) There was no significant difference on homogeneity test result depending on general characteristics of age, gender, religion, residence type, school record, satisfaction of the college life, and nursing choice motivation between study group and control group and the two groups are homogeneous since there was no significant difference in the dependent variable.

2) This study showed empowerment program is effective to increase empowerment as the empowerment score of the participated group was significantly increased(F=24.011, p〈.001).

(1) This study showed empowerment program is effective to increase personal competence as the score of the participated group was significantly increased compared to that of the non participated group(F=29.869, p〈.001).

(2) This study showed empowerment program is effective to increase group orientation as the score of the participated group was significantly increased compared to that of the non participated group(F=8.718, p=.005).

(3) This study showed empowerment program is effective to increase self determination as the score of the participated group was significantly increased compared to that of the non participated group(F=6.574, p=.014).

3) This study showed empowerment program is effective to increase hardiness as the score of the participated group was significantly increased compared to that of the non participated group(F=35.601, p〈.001).

4) This study showed the use of stress copying strategy between the participated and the non participated groups.

(1) This study showed empowerment program is effective to increase problem solving coping strategy as the score in the participated group was significantly increased compared to that of the non participated group(F=29.869, p〈.001).

(2) This study showed empowerment program is effective to increase social support seeking coping strategy as the score in the participated group was significantly increased compared to that of the non participated group(F=4.292, p=.045).

(3) This study showed empowerment program is effective to increase avoidance coping strategy as the score in the participated group was significantly increased compared to that of the non participated group(F=4.299, p=.045).

5) This study showed empowerment program is effective to increase professional self-concept as the score of the participated group was significantly increased compared to that of the non participated group(F=15.197, p〈.001).

6) This study showed empowerment program is effective to increase major satisfaction as the score in the participated group was significantly increased compared to that of the non participated group(F=4.416, p=.042).