PURPOSE: The purpose of this study was to identify the relationship between occupational stress and depression of construction workers. METHODS: The subjects were 168 construction workers selected from I city and K city in Korea by convenient sampling. The data were collected by self-report questionnaires from August 1 to 31, 2011. The data were analyzed by frequencies, t-test, ANOVA, Tukey test, Pearson correlation coefficient, stepwise multiple linear regression with the SPSS/WIN 15.0 program. RESULTS: The total mean scores of occupational stress on the subjects were 46.65 and lower (below 50%) than those of the Korean male workers, standard. According to the CES-D cut-off point, the prevalence of depression was 25%. The study showed that occupational stress is positively correlated with depression. CONCLUSION: This study concludes that it is necessary to develop stress management program to reduce occupational stress and depression.
Depression ; Humans ; Korea ; Linear Models ; Male ; Prevalence ; Surveys and Questionnaires

OBJECTIVES: The purpose was to explore sources of Koreans' life meaning and determine its structure that is reflective of Koreans' unique culture and values. METHODS: The study consisted of both qualitative and quantitative research methods. To this end, two sample data sets were collected. Study One was an exploratory study in which the qualitative component was conducted in order to gather all possible attributes of sources of life meaning among Koreans. All possible sources of life meaning were extracted through content analysis. Study Two was a quantitative study using a closed questionnaire and conducted in order to determine the structure of Koreans' life meaning by measuring Koreans' current level of life meaning. For the study, factor analysis was carried out. RESULTS: From Study One, 106 attributes of all possible sources of Koreans' life meaning were extracted. In Study Two, factor analysis with the responses from 638 subjects reduced 106 attributes to 53 attributes and ten factors were extracted as Koreans' sources of life meaning: Achievement, Security, Religion, Acceptance & Affirmation, Relationship, Self-Transcendence, Good Character, Self-Discipline, Physical Health and Intimate Friend. CONCLUSION AND IMPLICIATIONS: Among the ten factors extracted from this study, the factors of Security, Acceptance and Affirmation, Good Character, Self-Discipline, and Physical Health are Koreans' unique factors of Life Meaning, while Achievement, Religion, Relationship, Self-Transcendence and Intimate Friend are comparable to Wong's1) Personal Meaning Profile for Canadians. It implies that it is necessary to develop Koreans' own measurement tool in order to assess their life meaning properly. However, because this study was an exploratory in developing Koreans' life meaning mea-surement and had several limitations, in order to determine structure of Koreans' life meaning, further study must be necessary.
Dataset ; Friends ; Humans ; Surveys and Questionnaires

Purpose: The purpose of this study is to determine the influence of the learning environment on nursing students' clinical practice education and the violence experienced during clinical practice on vocational identity. Methods: The design of the study was a descriptive survey, and data were collected from November 15 to November 27, 2019. The data of the study were obtained from 515 nursing students attending three universities using self-administered questionnaires. Data were analyzed using the SPSS 25.0 program. Results: For the experience of violence, verbal violence (98.3%) was the type most commonly experienced, and patients (97.7%) were the most frequent perpetrators. The clinical learning environment was perceived differently according to gender, personality, interpersonal relationship, satisfaction with nursing, clinical practice satisfaction, violence prevention education, the need for violence prevention education, sexual violence experiences, and violent perpetrators. The most influential factor on vocational identity was satisfaction with the nursing major (β=0.24, p<.001), followed by extroverted personality (β=0.18, p<.001), clinical learning environment (β=0.15, p=.001), satisfaction with clinical practice (β =0.15, p=.002), and the experience of violence by patients (β=-0.10, p=.016), which together explained 24.1% of the variance in the model. Conclusion It is necessary to make efforts to ensure that students do not experience violence during clinical practice, to maintain a close cooperative relationship between university and clinical institutions to improve the learning environment for clinical practice, and to make the clinical field an educational learning environment.

Purpose: The purpose of this study is to determine the influence of the learning environment on nursing students' clinical practice education and the violence experienced during clinical practice on vocational identity. Methods: The design of the study was a descriptive survey, and data were collected from November 15 to November 27, 2019. The data of the study were obtained from 515 nursing students attending three universities using self-administered questionnaires. Data were analyzed using the SPSS 25.0 program. Results: For the experience of violence, verbal violence (98.3%) was the type most commonly experienced, and patients (97.7%) were the most frequent perpetrators. The clinical learning environment was perceived differently according to gender, personality, interpersonal relationship, satisfaction with nursing, clinical practice satisfaction, violence prevention education, the need for violence prevention education, sexual violence experiences, and violent perpetrators. The most influential factor on vocational identity was satisfaction with the nursing major (β=0.24, p<.001), followed by extroverted personality (β=0.18, p<.001), clinical learning environment (β=0.15, p=.001), satisfaction with clinical practice (β =0.15, p=.002), and the experience of violence by patients (β=-0.10, p=.016), which together explained 24.1% of the variance in the model. Conclusion It is necessary to make efforts to ensure that students do not experience violence during clinical practice, to maintain a close cooperative relationship between university and clinical institutions to improve the learning environment for clinical practice, and to make the clinical field an educational learning environment.

PURPOSE: This study was done to describe the return to work experience of military officers with cancer. METHODS: Individual in-depth interviews with 15 participants were conducted between September 2013 and April 2014. Participants were interviewed 1~4 times; interviews continued until the data became saturated. Data were analyzed using Strauss and Corbin's grounded theory. RESULTS: The core category emerged as "living a new life after enduring difficulties". The return to work process consisted of four sequential phases: chaos, positive thought formation, behavior practices, and reformation. Action/interaction strategies used by military officers with cancer to resolve enduring difficulties were controlling emotions, accepting reality, prioritizing health, making efforts to improve relationships, and looking for future jobs. CONCLUSION: These results will promote understanding of military officers' return to work experience following cancer survival, and will be helpful in developing more effective nursing interventions through enhanced perspectives and insights of practitioners.
Adult ; Female ; Health Behavior ; Humans ; Interviews as Topic ; Male ; Middle Aged ; Military Personnel/*psychology ; Neoplasms/*diagnosis/pathology ; Return to Work ; Social Support

PURPOSE: This study was conducted to test a path model for the factors related to undergraduate nursing students' clinical practicum stress, based on Lazarus and Folkman's stress-coping model. METHODS: This study utilized a path analysis design. A total of 235 undergraduate nursing students participated in this study. The variables in the hypothetical path model consisted of clinical practicum, emotional intelligence, self-efficacy, Nun-chi, and nursing professionalism. We tested the fit of the hypothetical path model using SPSS/WIN 23.0 and AMOS 22.0. RESULTS: The final model fit demonstrated a satisfactory statistical acceptance level: goodness-of-fit-index=.98, adjusted goodness-of-fit-index=.91, comparative fit index=.98, normed fit index=.95, Tucker-Lewis index=.92, and root mean square error of approximation=.06. Self-efficacy (β=−.22, p=.003) and Nun-chi behavior (β=−.17, p=.024) were reported as significant factors affecting clinical practicum stress, explaining 10.2% of the variance. Nursing professionalism (β=.20, p=.006) and self-efficacy (β=.45, p<.001) had direct effects on emotional intelligence, explaining 45.9% of the variance. Self-efficacy had indirect effects on Nun-chi understanding (β=.20, p<.001) and Nun-chi behavior (β=.09, p=.005) through emotional intelligence. Nursing professionalism had indirect effects on Nun-chi understanding (β=.09, p=.005) and Nun-chi behavior (β=.09, p=.005) through emotional intelligence. The variables for self-efficacy and nursing professionalism explained 29.1% of the Nun-chi understanding and 18.2% of the Nun-chi behavior, respectively. CONCLUSION: In undergraduate nursing education, it is important to identify and manage factors that affect clinical practicum stress. The findings of this study emphasize the importance of Nun-chi, self-efficacy, emotional intelligence, and nursing professionalism in the development of an educational strategy for undergraduate nursing students.
Education, Nursing ; Emotional Intelligence ; Humans ; Nursing ; Preceptorship ; Professionalism ; Stress, Psychological ; Students, Nursing

PURPOSE: To evaluate the effectiveness of an experience-focused prenatal program on stress, anxiety, childbirth confidence, and maternal-fetal attachment for women in their first pregnancy. METHODS: The participants were 57 pregnant women at 32 weeks or more of a first pregnancy who agreed to participate in this study. The data were analyzed with descriptive statistics, t-test, χ2 test, and Fisher's exact test using the SPSS 21.0 program. RESULTS: The experimental group showed significant differences in stress, anxiety, childbirth confidence, and maternal-fetal attachment from the control group. CONCLUSION: The four-week experience-focused prenatal program can be used for women in their first pregnancy to reduce their stress and anxiety and to increase their childbirth confidence and maternal- fetal attachment.
Anxiety* ; Female ; Humans ; Parturition* ; Pregnancy* ; Pregnant Women

PURPOSE: This study was conducted to test a path model for the factors related to undergraduate nursing students' clinical practicum stress, based on Lazarus and Folkman's stress-coping model. METHODS: This study utilized a path analysis design. A total of 235 undergraduate nursing students participated in this study. The variables in the hypothetical path model consisted of clinical practicum, emotional intelligence, self-efficacy, Nun-chi, and nursing professionalism. We tested the fit of the hypothetical path model using SPSS/WIN 23.0 and AMOS 22.0. RESULTS: The final model fit demonstrated a satisfactory statistical acceptance level: goodness-of-fit-index=.98, adjusted goodness-of-fit-index=.91, comparative fit index=.98, normed fit index=.95, Tucker-Lewis index=.92, and root mean square error of approximation=.06. Self-efficacy (β=−.22, p=.003) and Nun-chi behavior (β=−.17, p=.024) were reported as significant factors affecting clinical practicum stress, explaining 10.2% of the variance. Nursing professionalism (β=.20, p=.006) and self-efficacy (β=.45, p<.001) had direct effects on emotional intelligence, explaining 45.9% of the variance. Self-efficacy had indirect effects on Nun-chi understanding (β=.20, p<.001) and Nun-chi behavior (β=.09, p=.005) through emotional intelligence. Nursing professionalism had indirect effects on Nun-chi understanding (β=.09, p=.005) and Nun-chi behavior (β=.09, p=.005) through emotional intelligence. The variables for self-efficacy and nursing professionalism explained 29.1% of the Nun-chi understanding and 18.2% of the Nun-chi behavior, respectively. CONCLUSION In undergraduate nursing education, it is important to identify and manage factors that affect clinical practicum stress. The findings of this study emphasize the importance of Nun-chi, self-efficacy, emotional intelligence, and nursing professionalism in the development of an educational strategy for undergraduate nursing students.

Penalized regression has been widely used in genome-wide association studies for jointanalyses to find genetic associations. Among penalized regression models, the least absolute shrinkage and selection operator (Lasso) method effectively removes some coefficientsfrom the model by shrinking them to zero. To handle group structures, such as genes andpathways, several modified Lasso penalties have been proposed, including group Lasso andsparse group Lasso. Group Lasso ensures sparsity at the level of pre-defined groups, eliminating unimportant groups. Sparse group Lasso performs group selection as in group Lasso,but also performs individual selection as in Lasso. While these sparse methods are useful inhigh-dimensional genetic studies, interpreting the results with many groups and coefficients is not straightforward. Lasso's results are often expressed as trace plots of regressioncoefficients. However, few studies have explored the systematic visualization of group information. In this study, we propose a multi-level polar Lasso (MP-Lasso) chart, which caneffectively represent the results from group Lasso and sparse group Lasso analyses. An Rpackage to draw MP-Lasso charts was developed. Through a real-world genetic data application, we demonstrated that our MP-Lasso chart package effectively visualizes the resultsof Lasso, group Lasso, and sparse group Lasso.

PURPOSE: The present study examines the characteristics of medical students' learning styles and their relationships to the GPA. METHODS: One hundred 2nd year medical students took the revised version of the Index of Learning Styles (ILS) by Felder-Silverman, which was computerized. The ILS classifies individual preferences for information processing into 16 categories based on four dichotomous dimension: active/reflective, sensing/intuitive, sequential/global, visual/verbal. The GPA from the previous semester was used. RESULTS: The most frequent learning styles were reflective, sensing, sequential, and visual, covering 25% of the class. For the relationship with the GPA, we compared group means. The sensing students showed significantly higher grades than the intuitive students. Other than this result, there seemed to be no particular relationship between learning styles and GPA. This relationship should be further studied. CONCLUSIONS: In this study, medical students were categorized based on individual differences in information processing. Learning styles are expected to be helpful in designing effective learning strategies and thereby enhancing medical students' performance.
Automatic Data Processing ; Humans ; Individuality ; Learning* ; Students, Medical