Browse > Article
http://dx.doi.org/10.5762/KAIS.2016.17.5.421

The Effects of a gerontological nursing clinical practice course using action learning on undergraduate nursing students  

Kwon, Sang Min (Department of Nursing, Yeungnam University College)
Kwon, Mal-Suk (Department of Nursing, Kyungwoon University)
Park, Jee-Yeon (Department of Nursing, Kyungsung University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.17, no.5, 2016 , pp. 421-427 More about this Journal
Abstract
This study was conducted to examine the effects of a gerontological nursing clinical practice course using action learning on undergraduate nursing students. The subjects were 75 undergraduate nursing students from Y University. Data were analyzed using SPSS/Win 21.0. There were significant improvements in problem solving (t=3.58, p<.001) and communication (t=4.15, p<.000) in the experimental group compared to the control group. This study provides evidence that gerontological nursing courses improve undergraduate nursing students' problem solving and communication skills. Accordingly, this course would be a useful teaching and learning method in nursing programs of outcome based curriculum.
Keywords
Action learning; Gerontological nursing; Nursing students; Problem solving; Teaching method;
Citations & Related Records
Times Cited By KSCI : 8  (Citation Analysis)
연도 인용수 순위
1 Y. M. Kim, Development and evaluation of action learning in clinical practice of nursing management. Journal of the Korea Contents Association, 10(6), pp. 312-322, 2010. DOI: http://dx.doi.org/10.5392/JKCA.2010.10.6.312   DOI
2 I. Y. Cho, The relationship of self-directedness, clinical practice experiences and clinical practice satisfaction. Journal of the Korea Academia-Industrial cooperation Society, 15(6), pp. 3635-3647, 2014. DOI: http://dx.doi.org/10.5762/KAIS.2014.15.6.3635   DOI
3 Korean Accreditation Board of Nursing Education. Key competencies and learning outcomes. Retrieved November 5, 2012, from http://www.kabon.or.kr/HyAdmin/upload/goodFile/120121105102905.pdf,
4 K. S. Jang, S. J. Park, Effects of action learning approaches on learning outcomes in nursing management courses. J of Korean Academy of Nursing Administration, 18(4), pp. 442-451, 2012. DOI: http://dx.doi.org/10.11111/jkana.2012.18.4.442   DOI
5 Y. S. Kim, Y. J. Kim, The effect of the cultural competence in multicultural nursing education by action learning. Journal of the Korea Academia-Industrial Cooperation Society, 15(11), pp. 6527-6535, 2014. DOI: http://dx.doi.org/10.5762/KAIS.2014.15.11.6527   DOI
6 S. H. Jang, Search on morality that Korean society requires: Focused on the case of teaching-learning in elementary moral education applying action learning, Elementary Moral Education, 36, pp. 111-142, 2011.
7 H. L. Roh, W. Y. Ryoo, The study for degree of transfer and identification of factors to facilitate transfer in the context of action learning, The Korean Society for Educational Techmology, 20(3), pp. 137-174, 2004.
8 M. J. Marquardt, Action learning in action: Transforming top companies are re-creating their leaders and themselves, Jossey-Bass, 1999.
9 K. S. Jang, E. A. Kim, H. Y. Park, The effects of an evidenced-based nursing course using action learning on undergraduate nursing students. J Korean Acad Soc Nurs Educ, 21(1), pp. 119-128, 2015. DOI: http://dx.doi.org/10.5977/jkasne.2015.21.1.119   DOI
10 S. M. Kwon, M. S. Kwon, O. G. Kwag, Factors influencing the perception of the elderly in nursing students. Journal of the Korea Academia-Industrial cooperation Society, 16(2), pp. 1129-1136, 2015. DOI: http://dx.doi.org/10.5762/KAIS.2015.16.2.1129   DOI
11 F. Faul, E. Erdfelder, A. Lang, A. Buchner, G*Power 3: A flexible statistical power analysis program for the social, behavioral and biomedical science. Behavior Research Methods, 39, pp. 175-191, 2007. DOI: http://dx.doi.org/10.3758/BF03193146   DOI
12 S. J. Lee, Y. K. Chang, H. N., Lee, K. Y. Park, A study on the development of life-skills: Communication, problem solving, and self-directed learning. Seoul: Korean Educational Development Institute, 2003.
13 L. C. Marshall, The relationship between efficacy, teamwork, effort and patient satisfaction. Unpublished doctoral dissertation, University of Southern California, LA, 2003.
14 E. M. Kwon, The correlation among team efficacy, interpersonal understanding, preactivity in problem solving and team performance. Unpublished master's thesis, Ewha Womans University, Seoul, Korea, 2010.
15 K. S. Jang, M. Baek, Y. J. Choi, S. H., Ahn, S. J. Lee, J. Y. Sim, et al. An analysis of nurse managers's common fundamental competencies changes and responses to the application of the action learning. Journal of Korean Academy of Nursing Administration, 12(3), pp. 424-433, 2006.
16 E. J. Hardacre, J. Keep, From intent to impact: developing clinical leaders for service improvement. Learning in Health and Social Care, 2(3), pp. 169-176, 2003. DOI: http://dx.doi.org/10.1046/j.1473-6861.2003.00046.x   DOI
17 R. Diana, C. Hazel, A. Helen, Developing leadership through action learning. Nursing Standard, 16(29), pp. 37-39, 2002. DOI: http://dx.doi.org/10.7748/ns2002.04.16.29.37.c3177   DOI
18 Y. H. Kim, M. S. Kang, The effects action learning in communicative competence and interpersonal competence of university. Korean Journal of General Education, 9(4), pp. 211-243, 2015.
19 Y. C. Kim, E. C. Lee, An effect of blended action learning program on the self directed learning skills. Journal of the Korea Contents Association, 15(15), pp. 658-671, 2015. DOI: http://dx.doi.org/10.5392/JKCA.2015.15.11.658   DOI
20 Y. W. Kim, The effects of action learning program on common fundamental competencies. Unpublished master's thesis. Yonsei University, Seoul, Kore, 2003.
21 K. Wilson, K. Flower, Assessing the impact of learning environments on students' approaches to learning: Comparing conventional and action learning designs. Assessment & Evaluation in Higher Education, 30(1), pp. 87-101, 2005. DOI: http://dx.doi.org/10.1080/0260293042003251770   DOI
22 H. Ingram, K. Biermann, J. Cannon, J. Neil, C. Waddle, Internalizing action learning: A company perspectives. Establishing critical success factors of action learning course. Internal Journal of Contemporary Hospitality Management, 12(2), pp. 107-113, 2000. DOI: http://dx.doi.org/10.1108/09596110010307369   DOI
23 K. L. Rich, K. E. Nugent, A united states perspective on the challenges in nursing education. Nurse Education Today, 30(3), pp. 228-232, 2010. DOI: http://dx.doi.org/10.1016/j.nedt.2009.10.015   DOI
24 Y. M. Kim, K. Jang, An action research study on the effects of an action learning-based nursing professionalism course for nursing students. The Journal of Korean Education, 41(4), pp. 123-147, 2014.
25 Y. M. Lee, T. J. Kim, J. I. Kim, S. P. Jang, J. Y. Hong, The effects of task types and collaboration procedures on task performance and group efficacy in web-based situational learning environment. Journal of Educational Studies, 37(3), pp. 47-75, 2006.
26 H. C. Bong, Do action learning for success. Seoul: Hangseong B wave, 2012.
27 J. M. Lee, S. h. Yoon, H. S. You, Identifying predictability of team efficacy, metacognition on PBL(Problem-Based Learning) outcomes. Asia Journal of Education, 13(1), pp. 105-123, 2012. DOI: http://dx.doi.org/10.15753/aje.2012.13.1.005   DOI