Browse > Article
http://dx.doi.org/10.15207/JKCS.2018.9.5.247

A Convergence Study about the Effects of Pre-learning and Role Learning Using Video on Self-regulated Learning of Nursing Students in Fundamental Nursing Practice Education  

Kang, Sook (Department of Nursing, Chunnam Techno University)
Publication Information
Journal of the Korea Convergence Society / v.9, no.5, 2018 , pp. 247-256 More about this Journal
Abstract
The purpose of this study is to examine effects of pre-learning and role learning using video on self-regulated learning of nursing students in fundamental nursing practice education. A nonequivalent control group was designed to conduct a pre-post test for this study. The participants were assigned to the experimental(n=84) or control group(n=76). Data was collected from March to June, 2016. The experimental group received education based on pre-learning and role learning using video for 13 weeks. On the other hand, the control group only received explanation-based education. Data was analyzed using ${\chi}^2-test$, independent t-test, and ANCOVA. There was a significant increase in rehearsal, metacognition, self-efficacy, and help seeking in the experimental group compared to those in the control group. Results of this study indicate that pre-learning and role learning using video were effective in enhancing students' ability in rehearsal, metacognition, self-efficacy, and help seeking sections.
Keywords
Convergence; Nursing students; Video; Pre-learning; Role learning; Self-regulated learning;
Citations & Related Records
Times Cited By KSCI : 13  (Citation Analysis)
연도 인용수 순위
1 Y. H. Kim. (2014). Learning motivations, academic self-efficacy, and problem solving processes after practice education evaluation. Journal of the Korea Academia-Industrial cooperation Society, 15(10), 6176-6186. DOI : 10.5762/KAIS.2014.15.10.6176   DOI
2 M. G. Kim & H. S. Lee. (2017). Effects of core basic nursing education using cellular phone video recordings on self-confidence in performance, achievement, and practice satisfaction. Journal of Korean Academy of Fundamentals of Nursing, 24(2), 128-137. DOI : 10.7739/jkafn.2017.24.2.128   DOI
3 J. W. Cook & P. M. Hill. (1985). The impact of successful laboratory system on the teaching of nursing skills. Journal of Nursing Education, 24(8), 344-346.
4 Y. H. Kim & Y. M. Lee. (2012). Relationship of learning motivation, self-directed learning ability and problem solving process of nursing students after practice evaluation of fundamentals of nursing course using role play. Journal of the Korea Academia-Industrial cooperation Society, 13(1), 147-155. DOI : 10.5762/KAIS.2012.13.1.147   DOI
5 Y. H. Kim. (2014). Learning motivations, academic self-efficacy, and problem solving processes after practice education evaluation. Journal of the Korea Academia-Industrial cooperation Society, 15(10), 6176-6186. DOI : 10.5762/KAIS.2014.15.10.6176   DOI
6 P. R. Pintrich, D. A. F. Smith, T. Garcia, & W. J. Mckeachie. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire(MSLQ). Educational and Psychological Measurement, 53(3), 801-813.   DOI
7 E. H. Chang & S. H. Park. (2017). Effects of self-evaluation using smartphone recording nursing students' competency in nursing skills, satisfaction, and learning motivations : focusing on foley catheterization. Journal of the Korean Academy of Fundamentals of Nursing, 24(2), 118-127. DOI : 10.7739/jkafn.2017.24.2.118   DOI
8 M. R. Eom & Y. H. Seo. (2017). A convergence study about the effect of web-based nursing education contents on fundamental nursing practice education. Journal of the Korea Convergence Society, 8(5), 97-105. DOI : 10.15207/JKCS.2017.8.5.097   DOI
9 F. Faul, E. Erdfelder, A. G. Lang, & A. Buchner. (2007). G*Power 3: a flexible statistical power analysis program of the social, behavioral, and biomedical sciences. Behavior Research Methods. 39(2), 175-191. DOI : 10.3758/bf03193146   DOI
10 E. Y. Kim. (2006). Development and effectiveness of motivation regulation training program for university students. Ph.D. dissertation, Seoul Women's University.
11 K. A. Song, H. S. Park, Y. H. Hong, K. L. Lee, S. K. Jung, B. H. Cho, et al. (2016). Fundamentals of nursing interventions & skills. Paju: Soomoonsa.
12 J. I. Kim, K. H. Kim, H. J. Palk, K. Y. Sohng, M. R. Eom, et al. (2010). Study on the present status of practicum of fundamentals of nursing and test for competency of nursing skills. Journal of the Korean Academy of Fundamentals of Nursing, 17(3), 362-370.
13 Korean Accreditation Board of Nursing Education. (2017). Nursing education certification evaluation core basic nursing evaluation items (4.1 edition). Seoul: Korean Accreditation Board of Nursing Education.
14 Korean Nurses Association. (2012). Nursing learning objectives. Seoul: Korean Nurses Association.
15 I. S. Hyeon & Y. H. Bae. (2017). The effects of convergence-based education on core basic nursing skills on the self-efficacy, confidence and department satisfaction of lower-class nursing students. Journal of the Korea Convergence society, 8(1), 163-171. DOI : 10.15207/JKCS.2017.8.1.163   DOI
16 E. Y. Cheon. (2013). The effects of video-aided peer feedback on enhancing nursing students' understanding of foley catheterization. The Journal of Korean Academic Society of Nursing Education, 19(1), 43-51. DOI : 10.5977/jkasne.2013.19.1.43   DOI
17 B. J. Zimmerman & D. H. Schunk. (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Hillsdale, NJ: Erlbaum.
18 M. J. Kim. (2017). The effcts of simulation education in accordance with college sophomore speech therapy majors' learning types. Journal of speech-language & Hearing Disorders, 26(1), 91-100. DOI : 10.15724/jslhd.2017.26.1.009   DOI
19 H. K. Hur & Y. S. Ro. (2013). Effects of a simulation based clinical reasoning practice program on clinical competence in nursing students. The Korean Academic Society of Adult Nursing, 25(5), 574-584.   DOI
20 P. R. Pintrich & E. V. De Groot. (1990). Motivational and self-regulated learning component of classroom academic performance. Journal of Educational Psychology, 82, 33-40.   DOI
21 M. Y. Jho. (2016). Effects of Writing reflective journal on meta-cognition and problem solving ability in nursing students taking a fundamental nursing skills course applying blended learning. Journal of the Korean Academy of Fundamentals of Nursing, 23(4), 430-439. DOI : 10.7739/jkafn.2016.23.4.430   DOI
22 J. H. Kim & M. K, Park. (2018). Effects of self-determination motivation to learning flow on in self-regulated learning: mediating effect of metacognition. Journal of the Korea Convergence Society, 9(2), 349-357. DOI : 10.15207/JKCS.2018.9.2.349   DOI
23 M. Y. Jho & M. O. Chae. (2014). Impact of self-directed learning ability and metacognition on competence among nursing students. The Journal of Korean Academic Society of Nursing Education, 20(4), 513-522. DOI : 10.5977/jkasne.2014.20.4.513   DOI
24 S. Y. Han & K. B. Choi. (2017). Effects of the education of core fundamental nursing skills using structured multimedia on self-efficacy, resilience and clinical competence in future nursing professionals. Journal of Learner-Centered Curriculum and Instruction, 17(4), 237-254. DOI : 10.22251/jlcci.2017.17.4.237
25 S. R. Song & Y. J. Kim. (2015). Effect of a self-evaluation method using video recording on competency in nursing skills, self-directed learning ability, and academic self-efficacy. Journal of Korean Academy of Fundamentals of Nursing, 22(4), 416-423. DOI: 10.7739/jkafn.2015.22.4.416   DOI
26 E. K. Ahn. (2000). A model for clinical nurses' self-efficacy and work performance. Ph.D. dissertation, Chungnam National University.
27 D. Y. Lee & Y. C. Yang. (2014). The effect of co-regulated learning activities on the improvement of self-regulated learning skills in collaborative learning environments. Educational Technology International, 15(2), 49-69.
28 H. Y. Park & S. D. Lee. (2015). Comparing constructs of self-regulated learning ability and giftedness. The Journal of the Korea Society for the Gifted and Talented, 14(1), 267-288.
29 B. J. Zimmerman & M. Martinez-Pons. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.   DOI
30 Korean Accreditation Board of Nursing Education. (2017). Evaluation criteria for nursing education certification. Seoul: Korean Accreditation Board of Nursing Education.
31 S. Volet, M. Summers, & J. Thurman. (2009). High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction, 19, 128-143.   DOI
32 Y. C. Yang. (2015). Conditions of instruction for developing self-regulated learning ability. The Journal of Thinking Development, 11(3), 55-79.
33 Y. S. Chung, H. Y. Kim, & S. W. Kang. (2010). An exploratory study on the correlations of learning strategies, motivation, and academic achievement in adult learners. The Journal of Educational Research, 8(2), 23-41.
34 A. Bandura. (1986). Social foundations of thought and action: A social-cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.