This study was conducted to develop Positive Psychological Capital Enhancement Program for nursing students and test the effects on positive psychological capital, mental health, interpersonal relationships and self directed learning.
The study design is Nonequivalent control-group pretest-postt...
This study was conducted to develop Positive Psychological Capital Enhancement Program for nursing students and test the effects on positive psychological capital, mental health, interpersonal relationships and self directed learning.
The study design is Nonequivalent control-group pretest-posttest design which is quasi-experimental study. A total of 57 subjects were recruited to this study with 28 subjects in experimental group and 29 in the control group respectively from senior students of the nursing department of J college in J city. Data was collected from April 11st to May 11st 2016. As a preliminary investigation, positive psychological capital, mental health interpersonal relationships and academic work for nursing students were measured, and experimental treatment was carried out to experimental group for 120 minutes a cycle, 2 to 3 times a week, for 5 weeks, a total of 11 times of Positive Psychological Capital Enhancement Program.
Data was analyzed using real number and percentage, average and deviation, χ²test and Independent Samples t-test, Cronbach's , Shapiro-Wilk, Repeated measure ANOVA, paried t-test with SPSS/PC WIN 21.0 program.
The result of this study can be summarized as follows.
1) Hypothesis 1: As a result of verifying 'The degree of positive psychological capital of experimental group who participated in Positive Psychological Capital Enhancement Program will be higher than that of control group who did not participate in', experimental group was significantly higher than control group(t=-10.33, p=.000), and in that the interaction between time and group were significant, the Hypothesis 1 was supported(F=132.82, p=.000).
2) Hypothesis 2: As a result of verifying 'The degree of mental health of experiment group who participated in Positive Psychological Capital Enhancement Program will be higher than that of control group who did not participate in', the degree of Psychiatric symptoms of experimental group was lower than that of control group and thus mental health significantly higher, so experimental group was significantly higher than control group(t=7.64, p=.000), and in that interaction between time and group were significant, the Hypothesis 2 was supported(F=96.69, p=.000).
3) Hypothesis 3: As a result of verifying 'The degree of interpersonal relationships of experimental group who participated in Positive Psychological Capital Enhancement Program will be higher than that of control group who did not participate in', experimental group was significantly higher than control group(t=-7.20, p=.000), in that interaction between time and group were significant, the Hypothesis 3 was supported(F=68.72, p=.000).
4) Hypothesis 4: As a result of verifying 'The degree of academic work of experimental group who participated in Positive Psychological Capital Enhancement Program will be higher than that of control group who did not participate in', experimental group was significantly higher than control group(t=-2.18, p=.038), in that interaction between time and group were significant, the Hypothesis 4 was supported(F=109.50, p=.000).
In conclusion, the Positive Psychological Capital Enhancement Program developed in this study has been identified as an effective intervention for changing positive psychological capital effectively, lowering psychiatric symptoms and improving interpersonal relationships and self directed learning for nursing students. Therefore, it is recommended that such Positive Psychological Capital Enhancement Program are applied to the major adjustment program or graduate guidance program to cope with stressful situation in university life well and therefore used to improve mental health, interpersonal relationships and self directed learning.
This study was conducted to develop Positive Psychological Capital Enhancement Program for nursing students and test the effects on positive psychological capital, mental health, interpersonal relationships and self directed learning.
The study design is Nonequivalent control-group pretest-posttest design which is quasi-experimental study. A total of 57 subjects were recruited to this study with 28 subjects in experimental group and 29 in the control group respectively from senior students of the nursing department of J college in J city. Data was collected from April 11st to May 11st 2016. As a preliminary investigation, positive psychological capital, mental health interpersonal relationships and academic work for nursing students were measured, and experimental treatment was carried out to experimental group for 120 minutes a cycle, 2 to 3 times a week, for 5 weeks, a total of 11 times of Positive Psychological Capital Enhancement Program.
Data was analyzed using real number and percentage, average and deviation, χ²test and Independent Samples t-test, Cronbach's , Shapiro-Wilk, Repeated measure ANOVA, paried t-test with SPSS/PC WIN 21.0 program.
The result of this study can be summarized as follows.
1) Hypothesis 1: As a result of verifying 'The degree of positive psychological capital of experimental group who participated in Positive Psychological Capital Enhancement Program will be higher than that of control group who did not participate in', experimental group was significantly higher than control group(t=-10.33, p=.000), and in that the interaction between time and group were significant, the Hypothesis 1 was supported(F=132.82, p=.000).
2) Hypothesis 2: As a result of verifying 'The degree of mental health of experiment group who participated in Positive Psychological Capital Enhancement Program will be higher than that of control group who did not participate in', the degree of Psychiatric symptoms of experimental group was lower than that of control group and thus mental health significantly higher, so experimental group was significantly higher than control group(t=7.64, p=.000), and in that interaction between time and group were significant, the Hypothesis 2 was supported(F=96.69, p=.000).
3) Hypothesis 3: As a result of verifying 'The degree of interpersonal relationships of experimental group who participated in Positive Psychological Capital Enhancement Program will be higher than that of control group who did not participate in', experimental group was significantly higher than control group(t=-7.20, p=.000), in that interaction between time and group were significant, the Hypothesis 3 was supported(F=68.72, p=.000).
4) Hypothesis 4: As a result of verifying 'The degree of academic work of experimental group who participated in Positive Psychological Capital Enhancement Program will be higher than that of control group who did not participate in', experimental group was significantly higher than control group(t=-2.18, p=.038), in that interaction between time and group were significant, the Hypothesis 4 was supported(F=109.50, p=.000).
In conclusion, the Positive Psychological Capital Enhancement Program developed in this study has been identified as an effective intervention for changing positive psychological capital effectively, lowering psychiatric symptoms and improving interpersonal relationships and self directed learning for nursing students. Therefore, it is recommended that such Positive Psychological Capital Enhancement Program are applied to the major adjustment program or graduate guidance program to cope with stressful situation in university life well and therefore used to improve mental health, interpersonal relationships and self directed learning.
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