Factors Affecting Admission Type in Patients with Schizophrenia Spectrum / 신경정신의학

OBJECTIVES: This study examined the admission type and its related factors among patients with psychotic disorders defined based on the revised mental health welfare law. METHODS: This study was conducted on a total of 100 patients diagnosed on the schizophrenia spectrum and other psychotic disorders. The admission type and sociodemographic characteristics were examined. Social support, psychopathology, excitement, insight, and social functioning were evaluated using the Social Support Scale, Positive and Negative Syndrome Scale (PANSS), PANSS excitement component, Brief Psychiatric Rating Scale, Global Assessment Functioning Scale, Strauss-Carpenter scale, Korean version of the Scale to Assess Unawareness of Mental Disorder, and Korean version of Beck Cognitive Insight Scale. RESULTS: The severity of psychotic symptoms, excitement, social functioning, and insight were significantly different between involuntary and voluntary admissions (p<0.05). Excitement and insight were found to be factors affecting the admission type (p<0.05). CONCLUSION: Excitement and insight were factors mainly accounting for the admission type in patients with psychotic disorder. This study could be helpful in improving clinical decision-making and community mental health care.

A Study on the Relationship Between College Adaptation, Academic Achievement, and Admission Type in One Nursing School / 한국간호교육학회지

PURPOSE: This study was performed to identify the effect of admission type on college adaptation and academic achievement in one nursing school in order to refine the entrance selection system. METHODS: Subjects were 405 nursing students (female : male = 385 : 20, first grade = 155, second grade = 138, third grade = 112). They were given the Student Adaptation to College Questionnaire (SACQ) purchased from Western Psychological Service. SACQ is composed of 67 questions and subdivided into 4 subcategories: academic adjustment, social adjustment, personal-emotional adjustment, and attachment. Student college adaptation scores and academic achievements were analyzed with reference to the entrance selection system (rolling admission vs. regular admission) by SPSS 22.0. The rolling admission system recruited students based on high school records only while the regular admission system was based on both high school records and the College Scholastic Ability Test (CSAT). RESULTS: Total College adaptation score, personal-emotional adjustment score, and academic achievement were higher in regular-admission students than in those admitted through rolling admission. Academic achievement for first-grade students was higher in regular-admission students than for those admitted through rolling admission, But the difference in academic achievement became null as students were promoted to the second and third grades. CONCLUSION: Students recruited using both high school records and the CSAT showed better college adaptation and higher academic achievement.