PURPOSE: The Purpose of this study was to identify the relationship among leadership style of nurse managers, job satisfaction, organizational commitment, and turnover intention. METHOD: The subjects were 468 nurses and 19 head nurses who were working at the 3 general hospitals in seoul. The data were collected from July 6 to September 14, 2001 by the structured questionnaires. For data analysis, descriptive statistics, ANOVA, Pearson correlation coefficient, and stepwise multiple regression with SAS package were used. RESULT: 1) The score of the nurse managers' transformational leadership perceived by surbodinates' were higher than that of the nurse managers' transactional leadership. Among 5 subdimensions of the leadership styles perceived by surbodinates', the scores of 'charisma' and 'intellectual stimulation' were highest and 'management by exception' were lowest. 2) 'Charisma', 'intellectual stimulation', 'individual consideration' and 'contingent reward' were positively related to all of variables except 'turnover intention'. 'Management by exception' was negatively related to all of variables and was positively related to 'turnover intention'. 3) 'Job satisfaction' was positively related to 'organizational commitment' and 'Job satisfaction', 'organizational commitment' were negatively related to 'turnover intention'. 4) As a result of stepwise multiple regression analysis, the key determinants of 'turnover intention' were 'organizational commitment' and this explained 44.4% of the total variance of it.

Recently the rate of adolescent smoking in Korea has increased rapidly, and various health problems related to smoking can be expected to increase in the future. Studies on smoking behavior report that assertiveness is important factor influencing on the adolescent smoking. PURPOSE: This study was conducted to develope a educational video for the purpose of adolescent's smoking prevention. METHOD: The 533 participating subjects, 269 in experimental group and 264 control group, in the study were 7th grade students. The content of video introduces three smoke tempting situations. The experimental group received 17 minute video education, and the control group did not receive any treatments. RESULT: The results show that the student's assertiveness was increased significantly in the experimental group after the video education. Student's attitude on smoking became more negative in the experimental group. However, in the control group, the intention, assertiveness, attitude was not changed. CONCLUSION: This assertiveness video can be useful educational resource for the smoking prevention program for adolescents. Also further study on longitudinal effect and application on drinking, drug abuse are needed.

This study was designed to analyze the nursing curricula in graduate programs and suggest the direction of future nursing curricula. Thirty-two nursing curricula for a master's degree and fifteen curricula for a doctoral degree from general graduate programs, fifteen nursing curricula for a master's degree from fifteen educational graduate programs, eight nursing curricula for master degree from eight out of twelve public health graduate programs, three nursing curricula for a master's degree from three administrative graduate programs, and four nursing curricula for a master's degree from four clinical nursing graduate programs, were analyzed. Consequently, It was hard to find a clear difference between the educational goals and objectives, the subjects open in nursing curricula for a master's degree and those for a doctoral degree of graduate programs. The educational graduate programs, public health graduate programs, administrative graduate programs, and clinical nursing graduate programs, each program showed ittle diffrent in each educational goal and objective. However, because the various kinds of subjects open in each program were not based on the core curricula, the quality of the nursing curricula need to be evaluated and develope the curricula to difference are the goal and objective. Accordingly, future studies need to be focused on developing core nursing curricula reflecting the characteristics of each graduate program.

The purpose of this study was to identify the level of self-disclosure and clinical competency and the relationships between self-disclosure and clinical competency in nursing students. The subjects were consisted of 662 nursing students from six universities and five junior colleges. The data were collected conveniently by self reporting questionnaires given to the students from September 13 to October 23, 1999. The instruments for this study were JSDQ and clinical competency measurement tool. The data were analyzed by SAS/PC program using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient. The results of this study are as follows : 1. The mean score for the level of self- disclosure was 3.29+/-0.98. 2. The mean score for the level of clinical competency was 3.93+/-1.00. The mean score for the dimension of skills, professional attitudes, teaching and coordinating, nursing process, interpersonal relationships were 4.09+/-0.77, 4.08+/-0.82, 3.97+/- 0.90, 3.77+/-0.76 and 3.37+/- 0.75 respectively. 3. The statistically significant difference in the score of the self-disclosure according to the educational background (F=9.42, p<.01), grade (F=5.59, p<.01), religion (F=2.68, p<.05), satisfaction of nursing major (F=14.20, p<.0001), and satisfaction of nursing practice (F=5.42, p<.01) was obtained. 4. The statistically significant difference in the score of the clinical competency according to the grade (F=32.44, p<.0001), achieved performance records (F=3.52, p<.05), satisfaction of nursing major (F=12.06, p<.0001), satisfaction of nursing practice (F=27.35, p<.0001) was obtained. 5. The data shows the positive correlations between self-disclosure and skill (r=.3231, p<.0001), between self- disclosure and teaching/coordinating (r=.1912, p<.0001), between self-disclosure and interpersonal relationship (r=.3064, p<.0001), between self-disclosure and professional attitude (r=.2789, p<.0001), between self-disclosure and nursing process (r=.2766, p<.0001).

This was designed to identify the relationship of perceived stress, ways of coping, and stress response in student nurses. The subjects of this study were 320 student nurses from two universities and three junior colleges located in Seoul. The data were collected from November 28 to December 10, 1997 by a questionnaire survey method. The instruments for this study were the perceived stress scale developed by Levenstein(1993), ways of coping scale developed by Lazarus and Folkman(1984), and the stress response scale developed by Choi(1991). The data were analyzed by SAS program, using descriptive statistics, Pearson correlation coefficient, and ANOVA. The results are summarized as follows : 1. The mean score for the level of perceived stress was 2.55. 2. The mean score for the level of problem oriented coping was 1.61 and the mean score for the level of emotional oriented coping was 1.37. 3. The mean score for the level of stress response was 3.74. Stress was classified into nine factors and the order of scoring for the most frequent was; assignments(3.98), as a nurse(3.97), interpersonal relationship(3.88). 4. The relationship between perceived stress and stress response revealed a positive significant correlation(r=0.23, p=0.0001). 5. The relationship between emotional oriented coping and stress response revealed a positive significant correlation(r=0.22, p=0.0001). 6. The relationship between perceived stress and emotional oriented coping revealed a positive significant correlations(r=0.13, p=0.020). In conclusion, this study revealed that the level of perceived stress and ways of coping were important factors influencing the stress response of student nurses. Therefore, in consideration of perceived stress, ways of coping should be included in the development of a stress management program for student nurses. Further research with an expanded area and subjects is recommended.