| Myoung Sook Kim | 4 Articles |
Purpose
The purpose of this study was to investigate the association between self-control, social responsibility, transformational leadership, and career preparation behavior, and to identify factors influencing career preparation behavior. Methods The participants were 215 nursing students in one university located in J-city. Data collection was conducted between June 1st and June 19th, 2020, and was analyzed using independent t-test, one way ANOVA, Scheffé test, Pearson correlation coefficients, and stepwise multiple regression analysis with SPSS/WIN 20.0. Results The career preparation behavior showed a significant positive correlation with social responsibility (r=.44, p<.001), and transformational leadership (r=.44, p<.001). The significant predictors of career preparation behavior were academic year (β=.36, p<.001), social responsibility (β=.28, p=.002), transformational leadership (β=.25, p=.004), and reason for application (β=.14, p=.015). These factors explained 36.0% of the career preparation behavior in the regression model (F=19.87, p<.001). Conclusion The findings indicate that grade, social responsibility, transformational leadership, and reason for application impact career behavior preparation. It is necessary to provide systematic career preparation behavior programs considering academic year, social responsibility, transformational leadership, and reason for application of nursing students. Citations Citations to this article as recorded by
PURPOSE
This study was conducted to examine the relationship among metacognition, emotional intelligence, and self-leadership in nursing students, and to investigate factors influencing self-leadership. METHODS A descriptive survey design was used for this study. Participants were 216 nursing students in one university located in J-city, in South Korea. Data were collected from May 30 to June 8, 2018, and analyzed using independent t-test, one way ANOVA, Scheffé test, Pearson correlation coefficients, and stepwise multiple regression analysis with SPSS/WIN 20.0. RESULTS Self-leadership had significantly positive correlations with metacognition (r=.61, p<.001) and emotional intelligence (r=.61, p<.001). Significant predictors of self-leadership were metacognitive control (β=.28, p<.001), regulator of emotions (β=.25, p<.001), self-emotional appraisal (β=.17, p=.006), metacognitive knowledge (β=.15, p=.021), and perceived leadership level (low) (β=−.10, p=.043). These factors explained 49.0% of the variance. CONCLUSION The findings show that self-leadership should be strengthened by increasing the metacognition and emotional intelligence of nursing students. Citations Citations to this article as recorded by
PURPOSE
Nursing students are expected to show self-leadership. For this study, leadership life skills and achievement motivation were examined for their influence on self-leadership in student nurses. METHODS A descriptive study was conducted using a self-report questionnaire completed by 239 nursing students. Data were analyzed using t-test, one way ANOVA, Scheffé test, Pearson correlation coefficients, and stepwise multiple regression analysis with SPSS 20.0 program. RESULTS The mean score for self-leadership was 3.49, for leadership life skills, 3.65, and for achievement motivation, 3.42. There were significant differences in self-leadership according to task orientation (β=.25, p < .001), responsibility (β=.24, p < .001), challenge spirit (β=.22 p < .001), future orientation (β=.16, p=.001), leadership life skills (β=.08, p=.009), and interpersonal relationships (β=−.09, p < .001). The explanation power of the regression model was 51.1% and it was statistically significant (F=41.87, p < .001). CONCLUSION The results of this study show that factors influencing self-leadership are leadership life skills and achievement motivation. Therefore, it is necessary to develop intervention programs to improve self-leadership in nursing students for enhancement of task orientation, responsibility, challenge spirit, future orientation, and leadership life skills. Citations Citations to this article as recorded by
PURPOSE
This descriptive study was done to identify effects of perceived organizational support (POS) on job involvement and organizational citizenship behavior (OCB) in hospital nurses. METHODS Data were collected from Oct. 1 to Nov. 15, 2011. Participants in this study were 324 nurses working in 6 general hospitals in S, K, and C cities. Data were analyzed using descriptive statistics, t-test, ANOVA, Scheffe test, Pearson correlation coefficients, and multiple regression. RESULTS POS was positively correlated with job involvement, and OCB (altruism, conscientiousness, courtesy, sportsmanship and civic virtue). Factors influencing job involvement were POS and marital status, which accounted for 15.7% of the variance, marital status influenced altruism, which accounted for 4% of the variance, POS influenced conscientiousness, which accounted for 10% of the variance, religion and marital status influenced courtesy, which accounted for 6.5% of the variance, age influenced sportsmanship, which accounted for 7.9% of the variance, and POS and clinical career influenced civic virtue, which accounted for 23.1% of the variance. Job involvement mediated on the relation between perceived organizational support and organizational citizenship behavior. CONCLUSION The results of the study indicate that hospital administrators should explore ways of improve POS for better job involvement, conscientiousness, and civic virtue. Citations Citations to this article as recorded by
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