한국간호교육학회지 (The Journal of Korean Academic Society of Nursing Education)

  • 제30권2호
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  • Pages.113-123
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  • 2024
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  • 1225-9578(pISSN)
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  • 2093-7814(eISSN)
한국간호교육학회 (The Korean Academic Society of Nursing Education)
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간호대학생의 임상 시뮬레이션 학습동기가 학습성취도에 미치는 영향: 학습몰입의 매개효과

The impact of clinical simulation learning motivation on nursing student learning achievement: The mediating effect of learning immersion

  • 고은정 (한림대학교 간호대학.간호학연구소) ;
  • 김은정 (한림대학교 간호대학.간호학연구소)
  • Ko, Eun Jeong (School of Nursing.Research Institute of Nursing Science, Hallym University) ;
  • Kim, Eun Jung (School of Nursing.Research Institute of Nursing Science, Hallym University)
  • Received : 2023.10.25
  • Accepted : 2024.02.20
  • Published : 2024.05.31
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Abstract

Purpose: This study aimed to examine the mediating effect of learning immersion in clinical simulations on the relationship between nursing student learning motivation and achievement in clinical simulation. Methods: This study was conducted using a cross-sectional survey with 184 nursing students from two universities who participated in clinical simulation between September and December 2022. The participants completed a self-administered questionnaire, and the collected data were analyzed using independent an independent t-test, Mann-Whitney U-test, one-way ANOVA, Pearson's correlation coefficient, and multiple regression analysis to identify the mediating effects of learning immersion on the relationship between nursing student learning motivation and achievement. Results: Among the subvariables of nursing student learning motivation, task value and self-efficacy for learning and performance had a significant effect on learning immersion (respectively, β=.36, p=.001; β=.31, p<.001) and learning achievement (respectively, β=.48, p<.001; β=.38, p<.001). With the input of learning motivation variables, the direct effect of learning immersion on learning achievement was significant (β=.20, p=.003), and the effects of learning motivation and task value and self-efficacy on learning achievement was reduced after controlling for learning immersion, which is a mediating variable (respectively, β=.41, p<.001; β=.32, p<.001). The bootstrapping test to confirm the mediating effect of learning immersion was also significant (task value 95% confidence interval [95% CI], 0.02~0.20; self-efficacy 95% CI, 0.01~0.12). Conclusion: The results of this study suggest that simulation educators should consider learners' motivation and immersion when organizing and operating clinical simulations.

Keywords

Acknowledgement

This research was supported by Hallym University Research Fund, 2023 (HRF-202304-002).

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