DOI QR코드

DOI QR Code

융복합 간호윤리수업 개발을 위한 학생의 인지양식에 따른 윤리지식, 윤리적 가치관과 수업만족도 비교

Comparing the Ethical Knowledge, Ethical Values and Class Satisfaction by Students' Cognitive Style to Develope the Convergent Nursing Ethic Class

  • 투고 : 2015.09.04
  • 심사 : 2015.11.20
  • 발행 : 2015.11.28

초록

본 연구는 인지양식을 고려한 융복합적 간호윤리수업을 개발하기 위하여 간호학생의 인지양식에 따른 윤리지식, 윤리적 가치관과 수업만족도를 비교하기 위한 조사연구이다. 간호대학생 1학년 149명을 대상으로 간호윤리수업을 4주 동안 12시간 시행한 후 2013년 10월 1일부터 10월 30일까지 설문지를 이용하여 자료를 수집하였고 잠입도형검사로 인지양식을 파악하였다. 대상자의 62.4%가 장의존형 인지양식으로 나타났다. 인지양식과 윤리지식은 졸업한 고등학교 계열에 따라, 윤리적 가치관은 학과 만족도에 따라, 간호윤리수업 만족도는 간호학과지원동기와 학과 만족도에 따라 차이가 있었다. 간호대학생의 인지양식에 따른 윤리지식, 윤리적 가치관은 유의한 차이가 없었다. 그러나 간호윤리수업 만족도는 장의존형 학습자에서 유의하게 높았다. 본 연구의 결과는 간호학과 전공과목에서 인지양식을 활용한 교육프로그램 개발을 위한 기초 자료로 이용될 수 있을 것이다.

The purpose was to compare the ethical knowledge, values and class satisfaction by students' cognitive style to develop the convergent nursing ethic class considering cognitive style. Questionnaires were collected from 149 freshmen after 12 hours classes for four weeks from October 1st to 30th 2013. Group Embedded Figure Test was used as a cognitive style measurement tool. 62.4% of them were field-dependent. There was a significant difference in cognitive style and ethical knowledge according to high school division. The ethical value was different significantly according to the nursing science satisfaction. Class satisfaction was different significantly according to reason for applying to nursing and nursing science satisfaction. There were no significant differences in ethical knowledge and values by cognitive style. Class satisfaction was higher in field-dependent students. This conclusion will give baseline data to develop nursing education program based on cognitive style.

키워드

참고문헌

  1. K. J. Lee, & S. Y. Yoo, Relationships between nurses' ethical dilemma, coping types, job satisfaction and turnover intention in Korea. Journal of Korean Clinical Nursing Research, Vol. 17, No. 1, pp. 1-15, 2002.
  2. H. J. Park, & M. Y. Kim, Ethical dilemma and coping types in nurses. Journal of Korean Academic Society of Nursing Education, Vol. 10, No. 1, pp. 75-83, 2004.
  3. G. S. Jeong, The effect of gender, ethical values and characteristics of biomedical ethics on the consciousness of biomedical ethics on nursing students in one nursing college. Journal of the Korea Academia-Industrial cooperation Society, Vol. 14, No. 11, pp. 5672-5681, 2013. https://doi.org/10.5762/KAIS.2013.14.11.5672
  4. M. S. Yoo, & H. S. Park, Effects of nursing ethics education on bioethics awareness and critical thinking dispositions of nurses. Journal of the Korea Bioethics Association, Vol. 11, No. 1, pp. 51-60, 2010.
  5. E. K. Park, J. S. Shin, C. R. Ahn, M. W. Sung, & I. Kwon, Medical ethics education using "Student Symposium". Korean Journal of Medical Ethics, Vol. 5, No. 2, pp. 143-150, 2002.
  6. M. S. Yoo, & K. C. Shon, Effects of nursing ethics education on biomedical ethics awareness, moral sensitivity and moral judgement of nursing students. Journal of the Korea Bioethics Association, Vol. 12, No. 2, pp. 61-76, 2012.
  7. M. A. Lee, Changes in nursing students' moral judgement and ways to evaluate the effect of ethics education. Journal of Korean Academy of Nursing Administration, Vol. 19, No. 3, pp. 351-360, 2013. https://doi.org/10.11111/jkana.2013.19.3.351
  8. S. H. Kim, & S. Y. Park, Factors influencing on learning flow of nursing students. Journal of the Korea Academia-Industrial cooperation Society, Vol. 15, No. 3, pp. 1557-1565, 2014. https://doi.org/10.5762/KAIS.2014.15.3.1557
  9. S. Y. Kim, & K. L. Cho, The effect of different cognitive styles on metacognition. Journal of Educational Information and Media, Vol. 16, No. 2, pp. 177-196, 2010.
  10. H. S. Kim, & S. H. Hong, Relationship of cognitive style, self-efficacy and academic adjustment according to major families of college students. Education, Science and Research, Vol. 37, No. 2, pp. 1-21, 2006.
  11. I. S. Lee, C. S. Park, & H. O. Park, The effectiveness of problem based learning (PBL) across learning styles in nursing students. Journal of the Korea Academia-Industrial cooperation Society, Vol. 14, No. 11, pp. 5658-5671, 2013. https://doi.org/10.5762/KAIS.2013.14.11.5658
  12. H. J. Lee, The effects of internal and external focus feedback to golf putting learning according to cognitive styles. Unpublished master's thesis, Seoul, Ehwa University, 2008.
  13. H. A. Witkin, C. A. Moore, D. R. Goodenough, & P. W. Cox, Field-dependent and field- independent cognitive styles and their educational implications. Review of Educational Research, Vol. 47, No. 1, pp. 1-64, 1977. https://doi.org/10.3102/00346543047001001
  14. H. A. Witkin, P. K. Oltman, E. Raskin, & S. A. Karp, A Manual for embedded figures test. CA: Consulting Psychologists Press, 1971.
  15. M. E. Franklin, Culturally sensitive instructional practices for African-American learners with disabilities. Exceptional Children, Vol. 59, pp. 115-122, 1992. https://doi.org/10.1177/001440299205900204
  16. M. Tennant, Psychology of adult learning. London and New York, Routledge, 1988.
  17. K. A. Noble, S. M. Miller, & J. Heckman, The cognitive style of nursing students: Educational implications for teaching and learning. Journal of Nursing Education, Vol. 47, No. 6, pp. 245-254, 2008. https://doi.org/10.3928/01484834-20080601-08
  18. S. H. Ham et. al, Conceptualizing Yungbokhap education: An analysis of focus group interviews with school teachers, Journal of Educational Evaluation, Vol. 16, No. 1, pp. 107-136, 2013.
  19. M. S. Sung, J. I. Lee, & S. O. Ro, Instructional motivation and response according to cognitive style after application of computer assisted instruction (CAI) for college student nurses. Korean Journal of Fundamentals of Nursing, Vol. 8, No. 2, pp. 220-233, 1997.
  20. C. H. Kim, & S. Y. Jeong, The effects of debate classes based on an ethical decision-making model on ethical knowledge, class satisfaction, and ethical values. Journal of Digital Convergence, Vol. 12, No. 10, pp. 405-414, 2014. https://doi.org/10.14400/JDC.2014.12.10.405
  21. Y. S. Lee, A study on nurses' ethical values. Journal of Korean Academy of Nursing, Vol. 20, No. 2, pp. 249-270, 1990.
  22. M. H. Park, The patterns of change in ethical value of nursing students. Journal of Korean Academic Society of Nursing Education, Vol. 6, No. 2, pp. 199-217, 2000.
  23. H. W. Yoon, The effects of activity-based learning on knowledge, attitude and performance of handwashing among elementary school students. Unpublished master's thesis, Seoul, Yonsei University, 2009.
  24. H. S. Kim, & O. J. Kim, Ethical decision-making process model in counseling and psychotherapy. Korea Journal of Counseling, Vol. 10, No. 2, pp. 701-717, 2009. https://doi.org/10.15703/kjc.10.2.200906.701
  25. O. S. Lee, The study on cognitive styles and interpersonal problem solving. Social Science Research, pp. 72-95, 1998.
  26. H. J. Lee, A study of children's field independence. Journal of Future Early Childhood Education, Vol. 9, No. 1, pp. 291-309, 2002.
  27. M. H. Shinn, & E. H. Seo, The relationship among cognitive style, major and academic adjustment. Korean Journal of Educational Research, Vol. 41, No. 1, pp. 139-148, 2003.
  28. L. F. Zhang, Field-dependence/independence: Cognitive style or perceptual ability-validating against thinking styles and academic achieve-ment. Personality and Individual Differences, Vol. 37, pp. 1295-1311, 2004. https://doi.org/10.1016/j.paid.2003.12.015
  29. J. Ismeurt, R. Ismeurt, & B. K. Miller, Field-dependence/independence: Considerations in staff development. Journal of Continuing Education in Nursing, Vol. 23, No. 1, pp. 38-41, 1992.