CAJ | 학술논문

目的：了解本科护生主观幸福感的现状,探讨其影响因素。方法采用整群分层随机抽样,使用一般资料问卷、人际反应指数问卷、幸福感指数问卷对557名本科护生进行问卷调查。结果本科护生主观幸福感得分(10.43±2.86)分,共情能力得分(52.31±9.15)分；不同性别、年级、学生干部、单亲家庭及成绩情况的本科护生主观幸福感比较,差异有统计学意义( t值分别为-3.79,172.97,2.52,-2.56,4.07；P<0.05)。主观幸福感与共情能力总分、观点采择、想象、同情关心呈正相关( r值分别为0.10,0.14,0.10,0.20；P<0.05),与个人痛苦呈负相关(r=-0.17,P<0.05)。性别、年级、共情的同情关心维度及个人痛苦维度是本科护生主观幸福感的影响因素。结论教育工作者应该在不同阶段给予本科护生针对性的引导,以提高本科护生的主观幸福感水平。
목적：료해본과호생주관행복감적현상,탐토기영향인소。방법채용정군분층수궤추양,사용일반자료문권、인제반응지수문권、행복감지수문권대557명본과호생진행문권조사。결과본과호생주관행복감득분(10.43±2.86)분,공정능력득분(52.31±9.15)분；불동성별、년급、학생간부、단친가정급성적정황적본과호생주관행복감비교,차이유통계학의의( t치분별위-3.79,172.97,2.52,-2.56,4.07；P<0.05)。주관행복감여공정능력총분、관점채택、상상、동정관심정정상관( r치분별위0.10,0.14,0.10,0.20；P<0.05),여개인통고정부상관(r=-0.17,P<0.05)。성별、년급、공정적동정관심유도급개인통고유도시본과호생주관행복감적영향인소。결론교육공작자응해재불동계단급여본과호생침대성적인도,이제고본과호생적주관행복감수평。
Objective To investigate the status of subjective well-being and its influencing factors among undergraduate nursing students. Methods By using stratified cluster sampling method,557 undergraduate nursing students were investigated by questionnaires including general information questionnaire, Interpersonal Reactivity Index-C( IRI-C) and Index of Well-being Scale. Results The total average score of subjective well-being was (10. 43 ± 2. 86),and the total average score of empathy was (52. 31 ± 9. 15). There were significant differences in gender, grade, the student cadres and single-parent families ( t= -3. 79, 172. 97, 2. 52, -2. 56, 4. 07, respectively;P<0. 05). The global empathy, dimension of perspective taking, imagine, sympathy and care were positively related to subjective well-being (r =0. 10, 0. 14, 0. 10, 0. 20,respectively;P <0.05),and the dimension of personal distress was negatively related to subjective well-being (r= -0. 17,P<0. 05). Stepwise regression analysis revealed that the impact factors of subjective well-being were gender, grade, the dimension of sympathy and care, personal distress. Conclusions In order to improve the subjective well-being of the undergraduate nursing students, the educator should help them with targeted guidance in their different stages.