• 한국간호교육학회지
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• 제9권2호
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• pp.310-319
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• 2003

The purpose of this study was to determine what effect reflection on clinical practice experience had students as learners and care providers. Qualitative research method was used to study a group of four-year undergraduate nursing course. Content analysis was done using the classification method of Carper's four patterns of knowing. Results of the study indicated that the use of the reflective process of clinical debriefing and journaling was impact on the aspect of nursing science, moral component of knowledge in nursing, personal knowing in nursing and the art of nursing. Especially, students moved from a passive to a more active mode of learning. The most significant finding was that over time, reflective processes resulted in the emergence of the client as the central focus of care. It was suggested that reflection was an important learning tool in professional education and that the skills required for reflection need to be developed in professional courses.

• 대한간호
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• 제31권5호
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• pp.65-71
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• 1992

In nursing, a practice discipline, it has been argued whether the mastery of clinical competence depends on types of learning styles, learning experience, and the use of specialized skills. All these problems are not limited to nursing education. Later educators identified the importance of reflective learning which is a vital element in any form of learning and that teachers and students need to consider how they can incorporate some forms of reflection in the courses. The purpose of this study is to review educational articles for understanding better what reflection in learning is, to identify the theme which is of important relevance to professional practice, from the book, Educating the reflective practitioner, and to discuss the theme within nursing education. Reflection in learning was defined by Dewey(1933) as the process which is involved the perception of relationships and connections between the parts of an experience. This experience is passed on when two people becoming involved with each other in a conversation. schon(1987) emphasized that learning conversation, which is a part of the interaction of student and teacher, is an important factor of the process of reflection-om-actopm. In clinical nursing education, good relationships between teacher and student, faculty's role, interpersonal skills are critical in learning conversation. Then Practing nurses who accept the need to choose nursing actionss on the basis of reflection, who accepet the necessity for understanding and being able to communicate the reasons for action are a powerfful force for the development of nursing into an increasingly more effective profession for the benefit of patients.

• 대한치위생과학회지
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• 제4권2호
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• pp.77-88
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• 2021

Background: In this study, the Capstone Design was applied to the clinical dental hygiene course of the Department of Dental Hygiene, and its effect was confirmed by qualitatively evaluating the students' reflection on the capstone design class experience. Methods: This study was conducted for the "Clinical Dental Hygiene and Practice III" course, in which third year students develop the ability to judge and plan dental hygiene based on problem-solving ability and critical thinking. By applying the Capstone Design within the core curriculum of the class, the students analyzed problems based on their major knowledge of dental hygiene in order to improve their ability to manipulate periodontal instruments, and focusedon the process of developing the contents of periodontal instruments by using them. Results: The application of Capstone Design on clinical dental hygiene and practice III classes increased students' active class participation, and through the problem-solving process, students' learning and confidence improved. Conclusion: The Capstone Design can be viewed as a teaching method that promotes the participation of students in the dental hygiene department and can effectively help their learning and confidence through a problem-solving process.

• Journal of Hospice and Palliative Care
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• 제12권3호
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• pp.115-121
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• 2009

근래의 호스피스 완화 서비스에 대한 국가의 관심과 지원 정책은 매우 고무적이다. 그럼에도 불구하고 호스피스 완화 의료의 정착과 발전이라는 명목을 가지고 우리는 호스피스 완화간호와 관련된 우리 주위의 현실에 비판과 반영의 눈으로 돌아볼 필요가 있다. 본 연구는 호스피스 철학에 부합되는 완화 간호 모델을 찾아내어 생의 마지막 단계에 있는 사람과 가족의 완화 간호에 적합한 모델인가를 심사하는 것은 목적으로 하였다. 소개되고 심사된 모델은 Eagan, Labyak의 호스피스 경험 모델과 Byock의 삶의 완결(life completion)을 위한 성장 모델이었다. 호스피스 경험 모델은 생의 마지막 단계에 있는 환자와 가족의 경험과 가치관에 근거한 임종 간호 모델로서 개개인의 경험의 독특성을 인정하며 환자 가족 개개인의 다 영역의 역동성과 상호작용적 관련성과 다 영역적 특성을 가진 개개인의 상호 관계성을 인정한다. 또한, 생의 마지막 단계에서도 다 영역적 상호 관계성은 긍정적인 성장과 발달을 만들 수 있음을 인정한다. 이 모델은 생의 마지막 단계에 있는 개인과 가족의 개개인 요구에 부합된 삶의 질 개선, 고통 제거, 삶의 완결, 좋은 죽음을 이끄는 완화 간호를 이끌 수 있다고 평가되었다. Byock의 성장 모델은 임종의 시기를 마지막 삶의 발달 단계로 보았다. 이 모델은 생의 마지막 단계에 있는 개인과 가족을 삶의 완결의 과정을 경험할 수 있는 존재로 보았다. 모델은 세속적인 일/사회적인 일/개인적인 관계들/개인 내재적인 영역/초월적 영역들의 세부 항목으로 이루어진 이정표와 발달 과업을 포함한다. 이 모델에서는 전문 의료인이 이정표 및 과업을 이용하여 성장의 주체의 변화를 얼마나 잘 파악하여 내고 도와주는 가가 환자 및 가족의 성장의 열쇠가 되며 한 인간이 인간 실존 안에서 삶을 마칠 수 있게 만드는 결과를 낼 수 있다.그 결과 개인은 평화와 안녕 속에서 삶을 마감할 수 있다. 이 두 모델은 호스피스 철학에 부합되는 완화 간호의 모델로 고려되었다.