• 대한간호학회지
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• 제27권1호
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• pp.83-95
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• 1997

This study analyzed the necessity of detailed items of fundamentals of nursing education in college by soliciting answers from clinical nursing educators in hospitals and nursing professors. The questionnaire consisted of four parts. The first part included questions about the general demographic characteristics of respondents, the second part. questions about the general necessity of fundamentals of nursing, the third part, questions about the necessity of 26 items in fundamentals of nursing in knowledge education and about the necessity of 81 items in fundamentals of nursing in practice education, the fourth part solicited free description of ideas about the problems education in fundamentals of nursing in Korea. Thirty professors from universities, 30 professors from community. and 30 clinical nursing educators were randomly sampled and the questionnaires were sent by mail. Seventy people returned completed questionnaires. Ninety three percent evaluated fundamentals of nursing as necessary for nursing not only in knowledge education but also in practice education. They also generally agreed on what items are necessary for fundamentals of nursing. However. opinions about some items were split between nursing scholars and clinical nursing educators. Clinical educators wanted fundamentals of nursing to be more practical and to incorporate recent developments and changes in clinical settings. They described several problems in fundamentals of nursing. One was that some the content of fundamentals of nursing overlaps with other subjects, especially with adult nursing. Some respondents also thought that fundamentals of nursing included too many topics. These problems make it difficult for students, scholars, and nurses identify what fundamentals of nursing is. This causes an identity problem in fundamentals of nursing. Some disparity between clinical nursing and knowledge education in fundamentals of nursing was also reported. This was also related to problems lack of clinical experience in teachers of fundamentals of nursing. Some respondents suggested requiring clinical experience for professors or establishing a system of clinical professorship. Problems of teaching material were also pointed out. Fundamental nursing skills and knowledge in teaching materials are often old or not appropriate for the Korean nursing situation. The respondents urged the development of teaching materials appropriate for Korean nursing. In order to solve these problems, the authors suggest forming an ad hoc committee which can reformulate and standardize education in fundamentals of nursing in Korea.

• 한국산학기술학회논문지
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• 제16권9호
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• pp.6027-6035
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• 2015

본 연구는 간호대학생의 대학생활적응, 진로정체감에 영향을 미치는 요인과 부모의 사회적지지에 따라 학년별 변화를 보고자 하였다. 서울과 지방의 4년제 간호대학생 542명을 대상으로 일반적 특성, 부모 각각의 사회적 지지, 대학생활적응, 진로정체감을 자기기입식으로 설문조사를 시행하였다. 간호대학생들의 부모의 사회적 지지가 대학생활적응과 진로정체감에 미치는 영향을 알아보기 위해 Hierarchical Regression을 실시하였다. 부모의 사회적 지지는 대학생활적응, 진로정체감에 영향을 미쳤다. 대학생활적응에 영향을 미치는 요인은 학년, 전공만족도, 어머니의 정서적 지지였다. 진로정체감에 영향을 미치는 요인은 학년, 전공만족도, 아버지의 정보적 지지였다. 간호학생의 대학생활적응을 높이기 위해 교수들은 효율적인 학습법 개발과 더불어 부모의 면담을 통한 사회적지지의 필요성을 알리고 전공지식과 학습 방법에 대한 정보 공유, 간호학 선배와의 의사소통을 통해 간호학 전공에 대한 인식을 높여줄 필요가 있다.

• 한국콘텐츠학회논문지
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• 제19권3호
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• pp.336-348
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• 2019

본 연구는 디자인씽킹 기반 팀 프로젝트 학습이 간호대학생의 공감력 및 문제해결의 적극성에 미치는 효과를 검증하고 팀 프로젝트 학습 참여경험을 분석하였다. 연구설계는 단일집단 전후설계에 의한 원시실험연구로 대상자는 N대학교 간호학과 4학년 간호관리학실습 교과목 수강자 64명이었다. 디자인씽킹 기반의 팀 프로젝트 학습은 2주간의 임상실습 중 매주 5일, 1일 1시간 30분, 총 10회기를 실시하였다. 수집된 자료는 SPSS/WIN 22.0을 사용하여 paired t-test, Pearson's correlation coefficients로 분석하였으며, 팀 프로젝트 학습 참여경험은 내용분석을 하였다. 연구결과 디자인씽킹 기반 팀 프로젝트 학습 전과 후 대상자의 공감력(t=-2.94, p=.005)과 문제해결의 적극성(t=-6.23, p<.001)은 통계적으로 유의한 차이가 있었으며, 공감력과 문제해결의 적극성 간에는 유의한 양의 상관관계(r=.634, p<.001)가 있었다. 팀 학습 참여경험은 디자인씽킹, 공감, 문제해결능력, 비판적사고의 4개 주제로 범주화 되었다. 연구결과 디자인씽킹 기반 팀 프로젝트 학습은 고객의 욕구를 찾고, 정의하고, 문제의 해결안을 창출하는 과정에서 다양한 이해관계자 간 협업을 통해 문제에 대한 몰입도를 높이고 공감력을 발휘하는데 효과적인 교수학습 방법임을 알 수 있었다.

• 간호행정학회지
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• 제10권1호
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• pp.11-23
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• 2004

Purpose: The objective of this study was to collect the basic data for improving the quality of nursing education by identifying the teaching efficiency of the ordered clinical nursing education by preceptor which was accepted by Gachongil College since 2001. Method: The data was collected from 30 Sept to 20 Oct 2002. The subjects of this study were 240 nursing students, junior 2nd term trained by the preceptors and 137 preceptors of 12 hospitals located in Inchon, Gyong Ki-do, and Seoul. The scale for measuring the teaching effectiveness, developed by Kim Miae et al.(1998), was employed as a tool for me study. The data was analysed by SPSS using mean value(SD), and ANOVA. Results: Mean value of teaching efficiency of preceptors evaluated by me nursing students scored 3.68(maximum 5). For 5 causal factors classified en the teaching efficiency, the factor of "teaching method and evaluation" showed the highest score, but "available as resource person" get the lowest. Items showing high score en teaching efficiency were "overall effectiveness of teacher", "was able to work with staff in cooperative manner", but the item of was unclear in instructions given to me showed the lowest. The psychiatric ward get the highest score, but cardiac catheterization room showed the lowest. The hospital 10 showed the highest score, but the hospital 8 get the lowest. Conclusion: As the findings from this study, the ordered clinical nursing education by preceptor showed higher teaching efficiency than the conventional education. Thus, cooperative relationship between nursing colleges and hospitals shall be suggested for improving the quality of clinical nursing education, and ordered clinical nursing education system.

• 한국간호교육학회지
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• 제3권2호
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• pp.207-213
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• 1997

Basic science teaching and clinical education should be integrated whenever appropriate, and the development of skills, values, and attitudes which are emphasized to the same extent as the acquisition of knowledge in nursing. Problem-based learning provides a students-centered learning environment and encourages an inquisitive style of learning. The purpose of this paper is to review and comment the role of tutors and students on problem-based learning. The use of problem-based learning places a high demand on faculty members' time and support. The role of tutors in Problem-based learning focuses primarily on issues of developing and teaching the curriculum and on organizational implementation and institutionalization. Tutors are an integral part of course planning. Tutors serve as a constant source of feedback on student needs and concerns to the course director and constitute an informal steering committee while the course is in progress. Tutors write cases, develop student evaluation methods, recommend resources, suggest modifications in lectures and laboratories. Students have a limited amount of time available to study what is traditionally defined as the core content of nursing. But, the role of students in Problem-based learning would be active, independent learners and problem-solvers rather than passive recipients of information. Students using a deep level approach attempt to integrate what they learn with what they already know, to understand the meaning underlying the material to be learned, and to look for explanations rather than facts. Students are encouraged, with appropriate guidance, to define their own learning goals, to select appropriate experiences to achieve these goals, and to be responsible for assessing their own learning progress. Problem-based learning is more flexible and meaningful, by encouraging student interaction, and by having a better emotional climate than the conventional learning.

• 한국간호교육학회지
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• 제5권2호
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• pp.165-176
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• 1999

The goal of women's health education can be defined as improvement of the quality of their life during entire life cycle. In Korean society, women's well-being is very important to themselves as well as their families, communities. and country. Thus it is important to systematize information on women's health education. These systematized information can be used in preparation of coming 21st century called information era. Unfortunately there have been few studies in women's health education research in Korea especially distance education for women's health related with korean socio-cultural background, etc. Distance education has been internationally used in a variety of settings as a means of providing health education information. The objective of this study was to apply and evaluate a multimedia videoconferencing on women's health distance teaching-learning process. In this study I'd like to design multimedia digital educational material used in the distance teaching-learning process for women's health, and to practice a multimedia videoconferencing on women's health distance teaching-learning processs. The procedures of this study were summarized as follows ; 1. Analysis of subjects' characteristics and education contents and for women's health. 2. Design of a multimedia videoconferencing on women's health distance teaching-learning process. 3. Development of women's health distance teaching-1earning process. 4. Evaluation of developed digital multimedia and distance teaching-learning process related with women's health These results will be used in development of the distance-learning education program for improving Korean women's health. Findings su99est that the advanced methodologies for designing and evaluating the women's health distance teaching-learning programs be obtained through the collaboration with other field's staffs.

• Journal of the Korean Data and Information Science Society
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• 제27권1호
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• pp.169-178
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• 2016

이 연구의 목적은 최근 교육성과 개선을 위한 방안으로 관심이 고조되고 있는 플립러닝에 관한 고등교육분야에서의 연구를 분석하여 관련 연구의 향후 발전방향을 제시하는 것이다. 오늘날 대학들은 고등교육의 핵심가치라고 여겨지는 능력들을 함양시키지 못한다는 비판을 받아왔고, 이에 대한 대응책으로 교육과정 개선과 교수법 개선에 노력을 경주하고 있다. 이중 교수법 관련 대안으로 최근 플립러닝에 대한 관심이 고조되고 있다. 비교적 플립러닝에 대한 연구의 역사는 짧지만, 연구물이 축적된 현 시점에서 기존의 연구들을 분석하여 추후 이 주제에 대한 연구들이 나아가야 할 방향을 제시하는 일은 우리나라 고등교육의 발전을 위해 필수적이다. 이에 본 연구는 플립러닝에 대한 20편의 연구를 문헌연구를 통해 도출한 개념적 틀을 활용하여 엄밀하게 분석하였고, 각 준거에 대한 기존 연구결과들을 제시하였다. 이러한 연구 결과를 토대로 플립러닝이 성공적으로 교육현장에 정착되기 위한 조건과 향후 플립러닝에 관련된 연구가 나아가야 할 방향을 제시하였다.

• 간호행정학회지
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• 제15권2호
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• pp.193-202
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• 2009

Objective: The purpose of this study was to compare preceptors and new graduate nurses on their perception of preceptor teaching effectiveness. Methods: The participants were 90 new nurses and 90 preceptors who worked in A medical center. The data were collected from July 1 to September 30, 2008. A cross-sectional descriptive survey was done using a structured questionnaire. Results: New nurses' perception ($4.07{\pm}.44$) of the preceptor teaching effectiveness was significantly higher than perception of the preceptors ($3.57{\pm}.37$). Fifty five percent of new graduate nurses reported a lack of coherence in the preceptor's practice guidelines. For 5 causal factors classified on the teaching effectiveness, the factor of 'Professional knowledge and ability' showed the highest score, but 'Interpersonal and communication skill' got lowest score for both group. Preceptors responded that they did not have enough time to teach well because of their heavy workloads. Conclusions: These results suggest that the preceptors need appropriate compensation and education opportunities, and new graduate nurses need consistent education by the teaching professionals. Therefore, it is important to give preceptors full charge of the preceptorship. Also, it will be necessary to develop education programs to enhance interpersonal and communication skill for preceptors and new nurses.

• 산업융합연구
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• 제17권4호
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• pp.103-115
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• 2019

연구 배경: 본 연구는 직소 협동학습으로 진행된 의학용어 수업에 참여한 간호대학생이 어떤 경험을 하였는지 확인하기 위해 시행되었다. 연구 방법 : 자료는 심층적 개별 인터뷰를 통해 자료를 수집하고 Colaizzi 현상학적 분석 방법론을 사용하여 자료를 분석하였다. 연구 결과 : 간호대학생의 직소 협동학습의 경험을 통해 '수면아래의 양가감정', '자기주도적 학습으로의 진행', '살아나는 공동체 의식', '성장한 자신과의 만남', '현실적인 한계', '수면위로 올라온 협동'의 6가지 범주가 나타났다. 결론 : 직소 협동학습은 간호대학생의 자기주도적 학습 및 공동체 의식과 협동을 통한 성장을 유도하는 매우 유용한 교수학습 방법으로 판단되며, 본 결과를 기초로 추후 다양한 수업에서 직소 협동학습을 활용한 연구를 제안한다.

• 한국산학기술학회논문지
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• 제17권8호
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• pp.113-126
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• 2016

본 연구는 간호학과에 재학 중인 남학생들을 대상으로 학과 적응 경험의 구성요소와 도움을 주는 요인을 밝혀냄으로써 지도적 중재에 필요한 자료를 제공하고자 하였다. 본 연구의 참여자는 간호학과에 재학 중인 남학생 7명이다. 심층면담을 통하여 수집된 자료는 Giorgi의 현상학적 분석 절차에 따라 분석하였다. 참여자의 학과 적응 경험의 핵심 구성요소는 '미래 진로에 대한 희망과 기대', '현실적 문제에 따른 갈등과 방황', '타협과 마음 다스림', '자기 성장을 위한 노력'으로 축약되었다. 이 구성요소들 간에는 인과적, 촉진적, 순환적 특성을 보여주었고, 학과 적응과정은 시간적 맥락에 따라 구조화 하고 있다. 이들이 원만한 학과 적응을 위해서는 자신의 의지력 강화, 확고한 진로의식 고취, 적응 전략의 채택 등 자신의 내적 통제가 중요하였으며, 가족과 친지, 선배 및 학과 교수의 지지가 학과 적응에 도움이 되는 요인으로 드러났다. 연구 결과를 토대로 제언하면, 간호학과 남학생들의 학과 생활 부적응으로 인한 탈락률을 파악하고 그 요인을 분석하는 후속연구가 필요하다. 또한 이들이 학과 생활 적응에 필요한 다양한 대처방식과 실천적 지지체계의 구축 및 지도 프로그램을 개발하여 적용하는 것이 필요하다.