• Journal of Convergence for Information Technology
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• v.11 no.2
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• pp.57-63
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• 2021

This study examined the effects of scenario-based education for patients with difficulty urination on nelaton knowledge, nelaton confidence, and nelaton catheterization skill ability of nursing college students. The data for this study were collected from May to June 2019, and were conducted for the third grade nursing students located in J city. A non-equivalent control group pretest-posttest design was used in 75 junior nursing college students subjects who were assigned to the experimental group 37 and the control group 38. The collected data was analyzed through the ��2-test, independent t-test and paired-test. There were significant differences in nelaton confidence(t=4.60, p<.001), nelaton catheterization skill ability(t=3.46, p=.001). But scenario-based education was found to be insignificant in the nelaton knowledge of nursing students. Difficulty urination scenario-based education can be used as an effective educational intervention to improve nelaton confidence and nelaton catheterization skill ability. However, in nelaton knowledge, it is necessary to verify the effectiveness of education through additional research.

• Proceedings of the Korea Contents Association Conference
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• 2018.05a
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• pp.429-430
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• 2018

본 연구는 배뇨간호에서 간호학생의 OSCE (Objective Structured Clinical Examination) 모듈개발 활동의 교육효과를 파악하기 위한 비동등성 대조군 사후시차설계이다. OSCE 모듈개발 활동에 참여한 실험군은 전통적 교육을 받은 대조군보다 단순, 유치도뇨에 대한 지식, 수기술, 학습만족도에서 높은 점수를 보여 통계적으로 유의한 차이를 보였다, 본 연구 결과를 토대로 OSCE 모듈 개발 활동이 간호학생들의 간호수기술과 이에 따른 지식 습득에 효과적인 교육방법임이 확인되었다. 따라서 OSCE 모듈개발 활동을 간호수기술교육방법론으로 추천함과 동시에 추후 다양한 실습교육방법과 비교하여 그 효과를 비교하는 지속적인 연구가 필요하다.