간호대학생의 감사성향 개념분석

This study was conducted to clarify the concept of gratitude disposition among nursing students in response to changes in the nursing education environment and to explore its theoretical and practical applicability. Applying Walker and Avant (2019) concept analysis method, a literature review was performed on domestic and international articles published between 2010 and May 2025. Of the 387 studies initially identified, 30 that met the inclusion criteria were analyzed to derive attributes, antecedents, consequences, and empirical referents. The analysis revealed three defining attributes of gratitude disposition: recognition and attribution of others’ contributions, experience and sustainability of grateful emotions, and expression of gratitude and pro-social behavior. Antecedents included positive personality traits, social support environments, meaningful learning experiences, and self-esteem, while consequences included enhanced psychological well-being, improved interpersonal competence, increased learning motivation and achievement, and strengthened professional identity. Empirical referents included the Korean version of the Gratitude Questionnaire-6 (K-GQ-6), gratitude expression behaviors, pro-social practices, and a sense of calling toward nursing. This study establishes gratitude disposition as a concept specific to the nursing education context, thereby providing a theoretical basis for the development of gratitude-based educational programs, improved clinical practice guidance, and mental health interventions for nursing students. Educational approaches to enhancing gratitude disposition are expected to promote students’ psychological well-being and professional competence, ultimately contributing to improved quality of care and the sustainability of the nursing profession.