The Moderating Effect of Interpersonal Skills on the Relationship between Childhood Emotional Trauma and Depression in Nursing Students / 한국간호교육학회지
Journal of Korean Academic Society of Nursing Education
; : 263-272, 2019.
Article
en Ko
| WPRIM
| ID: wpr-764575
Biblioteca responsable:
WPRO
ABSTRACT
PURPOSE:
The purpose of this study was to identify the moderating effect of interpersonal skills on the relationship between childhood emotional trauma and depression.METHODS:
From June to July, 2017, a convenience sample of 226 nursing students was recruited. Research data were collected through self-report questionnaires and analyzed using SPSS version 22.0.RESULTS:
68.1% (154) respondents experienced emotional abuse, and 48.1% (110) emotional neglect in childhood emotional trauma. The average depression score was 10.76. There were 54.4% (123), 34.5% (78), 12.8% (29), and 7.1% (16) of respondents with mild, moderate, and severe depression, respectively. The average interpersonal skills score was 3.59. There was a significant correlation between childhood emotional trauma (emotional abuse, emotional neglect), interpersonal skills and depression. And the moderating effect of interpersonal skills on the relationship between childhood emotional neglect and depression was significant.CONCLUSION:
Interpersonal skills play a role as a moderating variable influencing the relationship between emotional neglect of childhood emotional trauma and depression, and also reduce the effects of childhood emotional trauma on depression. When developing a depression prevention program for nursing college students, such programs should consider strategies to reduce the negative effects of childhood emotional trauma and to improve interpersonal skills.Palabras clave
Texto completo:
1
Base de datos:
WPRIM
Asunto principal:
Estudiantes de Enfermería
/
Encuestas y Cuestionarios
/
Enfermería
/
Depresión
/
Habilidades Sociales
/
Trauma Psicológico
Tipo de estudio:
Prognostic_studies
Límite:
Humans
Idioma:
Ko
Revista:
Journal of Korean Academic Society of Nursing Education
Año:
2019
Tipo del documento:
Article