간호대학생의 다문화 수용성에 대한 영향 요인
Factors Influencing the Multicultural Acceptance of Nursing Students
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Purpose: This study investigated the influence of multicultural acceptance on nursing students. Method: A descriptive re- search design was used. The participants were 236 nursing students from a nursing college located in J city. The col- lected data were analyzed using the SPSS 23.0 program using descriptive statistics, t-test, ANOVA, Pearson’s correla- tion coefficient, and multiple regression analysis. Results: The analysis of the differences in multicultural acceptance ac- cording to the general characteristics revealed tha there were statistically significant differences in the multicultural educa- tion experience before entering university (t=2.15, p=.033), the multicultural education experience after entering university (t=2.39, p=.017), the number of multicultural education experiences (F=3.47, p=.033), and the experience in activities with multicultural individuals (F=5.64, p=.001). The score of the participant's level of cultural diversity was 3.25±0.70 points, that of their level of multicultural acceptance was 3.28±0.51 points, and that of their degree of peer relationships was 4.19±0.73 points. Cultural diversity, multicultural acceptance, and peer relationship interactions showed a significant pos- itive correlation. The factors affecting multicultural acceptance were cultural diversity (β=.52, p<.001), peer relationship ex- change (β=.17, p=.003), and pre-university multicultural education experience (β=-.13, p=.016), and the explanatory power of these variables was 35.1% (F=43.31, p<.001). Conclusion: Multicultural acceptance is significant as it confirms that pre-university multicultural education is an influential factor. These results emphasizing the need for multicultural edu- cation and providing important basic data for improving educational policies and curricula.
Abstract
Purpose: This study investigated the influence of multicultural acceptance on nursing students. Method: A descriptive re- search design was used. The participants were 236 nursing students from a nursing college located in J city. The col- lected data were analyzed using the SPSS 23.0 program using descriptive statistics, t-test, ANOVA, Pearson’s correla- tion coefficient, and multiple regression analysis. Results: The analysis of the differences in multicultural acceptance ac- cording to the general characteristics revealed tha there were statistically significant differences in the multicultural educa- tion experience before entering university (t=2.15, p=.033), the multicultural education experience after entering university (t=2.39, p=.017), the number of multicultural education experiences (F=3.47, p=.033), and the experience in activities with multicultural individuals (F=5.64, p=.001). The score of the participant's level of cultural diversity was 3.25±0.70 points, that of their level of multicultural acceptance was 3.28±0.51 points, and that of their degree of peer relationships was 4.19±0.73 points. Cultural diversity, multicultural acceptance, and peer relationship interactions showed a significant pos- itive correlation. The factors affecting multicultural acceptance were cultural diversity (β=.52, p<.001), peer relationship ex- change (β=.17, p=.003), and pre-university multicultural education experience (β=-.13, p=.016), and the explanatory power of these variables was 35.1% (F=43.31, p<.001). Conclusion: Multicultural acceptance is significant as it confirms that pre-university multicultural education is an influential factor. These results emphasizing the need for multicultural edu- cation and providing important basic data for improving educational policies and curricula.
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