코로나19(COVID-19)로 인한 온라인 강의대체가 간호대학생의 자기주도학습능력, 학업성취도 및 온라인 학습만족도에 미치는 영향

박미마,신지훈 한국의료정보교육협회 2021 보건의료생명과학논문지 Vol.9 No.1

본 연구는 코로나 19로 인한 간호학 교과목의 온라인 강의 대체가 간호대학생의 자기주도학습능력, 학업성취도 및 온라인 학습만족도에 미치는 영향을 확인하기 위한 조사연구이다. 2020년 9월부터 10월까지 G광역시에 소재한 일개 대학교 간호학과 재학중인 학생으로 회수된 자료 중 최종 113부를 분석하였다. 자료는 SPSS 21.0프로그램을 사용하여, 기술통계, 위계적 회귀분석을 실시하여 수집된 자료를 분석하였다. 연구결과를 요약하면 다음과 같다. 자기주도학습 평균점수 3.32±0.39점, 학업성취도 3.32±0.75점, 학습만족도 3.31±0.78점으로 나타났다. 온라인 학습만족도에 영향을 미치는 요인은 선호하는 학습방법과 학업성취도로 나타났다. 본 연구를 바탕으로 간호대학생에게 간호학 교과목을 온라인 강의 운영에는 학습자의 학습방법을 사전에 평가하여 온라인 학습만족도 향상을 위한 교수설계 및 수업 운영이 필요할 것이다.

간호대학생의 생명의료윤리의식에 따른 공감능력과 비판적 사고성향간의 상관관계 연구

박미마,송은경 한국비즈니스학회 2023 비즈니스융복합연구 Vol.8 No.6

미래의 간호사가 될 간호대학생의 환자의 존엄성을 지키고 환자에게 최상의 간호를 제공하기 위해 갈등상황에게 바른 결정을 내리기 위해 생명의료윤리의식, 공감능력, 비판적 사고성향이 필요하다. 본 연구는 간호대학생의 생명의료윤리의식, 공감능력, 비판적 사고성향간의 관계를 확인하여 생명의료윤리의식의 긍정적인 확립을 위한 효과적인 교육전략의 기초자료를 제공하고자 한다. 연구 대상자는 G시에 간호학과 2, 3학년에 재학 중인 185명이다. 생명의료윤리의식과 공감능력 및 비판적 사고성향간의 관계를 규명하기 위한 서술적 상관관계연구이다. 자료수집 기간은 2021년 9월 27일부터 10월 8일(12일간)이었다. 자료 분석은 SPSS 26.0프로그램으로 분석하였다. 대상자의 일반적 특성은 평균과 표준편차, 빈도, 백분율로 구하였다. 대상자의 생명의료윤리의식, 공감능력, 비판적 사고성향은 평균과 표준편차를 구하였으며 대상자의 일반적 특성에 따라 생명의료윤리의식, 공감능력, 비판적 사고성향의 차이는 독립표본 t-검정(Independent t-test), 일원배치 분산분석(one-way ANOVA)으로 확인하였다. 대상자의 생명의료윤리의식, 공감능력, 비판적 사고성향의 관계는 피어슨 상관계수(Pearson’s correlation coefficient)로 분석하였다. 간호대학생의 생명의료윤리의식은 2.86(4점 척도)로 하위영역으로 신생아 생명권이 가장 높고, 태아의 생명권, 안락사가 낮았다. 공감능력은 3.74(7점 척도), 비판적 사고성향 3.54(5점 척도)로 나타났다. 일반적 특성에 따른 생명의료윤리의식은 연령(t=3.71, p= .01), 공감능력은 연령(t=2.93, p= .04), 간호학과 지원동기(F=2.89, p= .02), 전공만족도(F=4.08, p= .01)이었다. 비판적 사고성향은 전공만족도(F=3.40, p= .01)이었다. 생명의료윤리의식과 공감능력(r= .16, p= .03), 생명의료윤리의식과 비판적 사고성향(r= .15, p= .05), 공감능력과 비판적 사고성향(r= .51, p< .01)간의 정적 상관관계를 나타냈다. 간호대학생은 생명의료윤리의식에 대한 긍정적인 확립을 위한 간호교육 전략으로 대상자와의 의사소통 및 경청을 통한 공감능력 증진교육과 다양한 영역에서의 윤리적 딜레마 같은 사례를 토대로 비판적 사고성향을 다루는 교육이 제공되어야 할 필요가 있다.

간호대학생의 액션러닝 학습법의 효과: 문제해결능력, 정보활용능력, 일상적 창의성을 중심으로

박미마,전도현 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.24

Objectives In this study, it is important to teach nursing knowledge in order to train nurses, but it is also important for learners to find ways to acquire knowledge on their own and to be able to solve problems through daily creativity and information utilization skills. This study attempted to confirm the effects of action learning methods on problem-solving ability, information utilization ability, and everyday creativity. Methods The subjects of the study were 76 first-year students taking nursing informatics courses at a 4-year nursing school located in G Metropolitan City. This study was carried out from September 1, 2022 to October 30, 2022. with 76 nursing students assigned among 1st year students attending nursing department in G city. It was designed as a total of 6 programs through the action learning teaching learning method, and was measured using problem solving ability, information literacy ability and every creativity measurement tools. The collected data were analyzed using descriptive statistics, paired t-test and Cronbach's &amp;alpha; coefficient using the SPSS 26.0 program. Results There was no effect on improving problem-solving ability (2.46&amp;plusmn;0.52, p=.210) and every creativity (3.75&amp;plusmn;0.48, p=.270) of nursing students after the action learning teaching learning method, but information literacy (3.72&amp;plusmn;0.47, p=.027) improved. It was effective in the sub-areas of problem-solving ability, divergent thinking (t=2.24, p=.027), execution and risk taking (t=2.24, p=.027), and the sub-area of information literacy ability(t=2.24, p=.027), information retrieval(t=2.58, p=.011) and creative flexibility (t=-2.19, p=.030), a subarea of everyday creativity. Conclusions It is necessary to develop various contents of nursing informatics classes using the action learning teaching learning method of nursing students, apply and repeat research, and verify the effectiveness of classes by applying various grades and subjects, and a longitudinal study on the effect of applying action learning classes. It is suggested that.

조리 전공대학생들의 진로스트레스와 진로결정자기효능감의관계에서 자아탄력성의 조절효과

박미마,신은선,전도현 한국외식산업학회 2022 한국외식산업학회지 Vol.18 No.4

This study aims to verify the effects of culinary arts-majoring college students’ career stress on career decision-making self-efficacy and the moderating effects of ego-resilience. The questionnaire for this study was conducted from April 1, 2022 to June 1, 2022 against the target of 277 college students majoring in culinary arts. As a result of the analysis, lack of career information indicated a significant negative (-) effect on career decision-making self-efficacy, but career ambiguity and employment pressure did not indicate a statistically significant effect on career decision-making self-efficacy. As for the moderating effects of ego-resilience, while a significant moderating effect of ego-resilience was not shown in diverse interests and positive future orientation, a significant moderating effect was displayed in emotional regulation. Based on this research, it is suggested that college students majoring in culinary arts must strive to reduce career stress and raise career decision-making self-efficacy by obtaining various career information and decrease career stress through emotional regulation of ego-resilience. Furthermore, governments, schools, and families should also exert efforts to lower the career stress of college students majoring in culinary arts and elevate their career decision-making efficacy.

SBAR 기반 시뮬레이션실습이 간호대학생의 보고자신감, 의사소통능력, 간호역량 및 디브리핑 만족도에 미치는 효과

박미마,신은선 국제문화기술진흥원 2024 The Journal of the Convergence on Culture Technolo Vol.10 No.3

본 연구는 SBAR 기반 시뮬레이션실습이 간호대학생의 보고자신감, 의사소통능력, 간호역량 및 디브리핑 만족도에 미치는 효과를 검증하고자 시도되었다. 본 연구는 일지역의 일 대학 간호학과에 재학 중인 3학년 학생을 대상으로 시뮬레이션실습 교과목을 수강한 학생 46명을 대상으로 하였다. 자료는 시뮬레이션실습 전·후 자가 보고식 설문지를 이용하였으며, 2023년 10월 30일부터 12월 22일까지 수집하였으며, 단일군 전·후 실험설계연구이다. 자료분석은 SPSS/WIN version 26.0 프로그램을 사용하여 빈도분석, 기술통계, Shapiro-Wilk test, Paired t-test를 이용하여 분석하였다. 연구결과, 보고자심감은 교육 실시 전 평균 5.79±1.47점에서 교육 후 평균 7.13±1.56점이었고, 의사소통능력은 교육 전 평균 3.62±0.44점에서 교육 후 평균 4.34±0.67점이었으며, 간호역량은 교육 전 평균 2.64±0.39점에서 교육 후 평균 3.26±0.51점이었고, 디브리핑 만족도는 교육 전 평균 3.57±0.51점에서 교육 후 평균 4.18±0.58점이었다. SBAR 기반 시뮬레이션실습 교육 전·후 보고자심감(t=2.84, p=.006), 의사소통능력(t=-3.28, p=.001), 간호역량(t=-8.16, p<.001), 디브리핑 만족도(t=2.72, p<.001)는 통계적으로 유의한 차이를 보였다. 본 연구결과를 토대로 간호대학생들에게 SBAR를 활용한 의사소통 교육은 저학년 교육과정부터 체계적으로 이루어지면서, 간호역량 향상을 위해 시뮬레이션 실습교육 뿐만 아니라 다양한 실습 상황에서도 SBAR 의사소통을 활용한 보고 교육 강화 및 확대가 필요할 것으로 생각된다. This study attempted to verify the effect of SBAR-based simulation practice on reporting confidence, communicative competence, nursing competence and debriefing satisfaction of nursing students. This study included 46 students who took the simulation practice course for third-year nursing students at one universities located in one region, The data were collected from October 30 to December 22, 2023 using a self-report questionnaire before and after simulation practice, and is a one group pretest-posttest design study. Data analysis was performed using SPSS/WIN version 26.0 program using frequency analysis, descriptive statistics, Shapiro-Wilk test, and Paired t-test. As a result of the study, the average of the reporting confidence was 5.79±1.47 before the training and 7.13±1.56 after the training, the communicative competence was 3.62±0.44 before the training and the average after the training was 4.34±0.67, the nursing competence was 2.64±0.39 before the training and 3.26±0.51 after the training, and the debriefing satisfaction was 3.57±0.51 before the training and 4.18±0.58 after the training. There was a statistically significant difference in reporting confidence(t=2.84, p=.006), communicative competence(t=-3.28, p=.001), nursing competence(t=-8.16, p<.001), debriefing satisfaction(t=2.72, p<.001) before and after SBAR-based simulation practice. Based on the results of this study, it is thought that communication education using SBAR to nursing students should be systematically carried out from the lower grade curriculum, and it is necessary to strengthen and expand reporting education using SBAR communication in various practice situations as well as simulation practical education to improve nursing competency.

수술실 간호사의 환자안전역량과 팀워크 인식이 환자안전관리활동에 미치는 영향

박미마,김선하 한국디지털정책학회 2018 디지털융복합연구 Vol.16 No.6

COVID-19 관련 간호대학생의 개인보호구 착⋅탈의 교육 효과

박미마,김봉희 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.20

Objectives This study was conducted to confirm the effectiveness of nursing students by comparing their knowledge, attitudes and perceptions related to personal protective equipment before and after education using the education program for putting on and taking off personal protective equipment to prevent COVID-19-related infectious diseases. Methods This is a similar experimental study with a single-group pre-post design applied. The subjects of this study were 154 second-year students from the 4-year nursing department located in Gwangju, and the study period was from May 1, 2021 to May 15, 2021. The COVID-19-related PPE training was conducted twice for a total of 5 hours, and a questionnaire was conducted on the knowledge, attitudes and perceptions of PPE related to COVID-19 before and after PPE wearing/removing training. Results The collected data were analyzed by SPSS 26.0 program. As a result of the study, after the COVID-19- related PPE-related training on wearing and removing PPE, the PPE-related knowledge score (t=-5.80, p<.001) increased, and the PPE attitude (t=-9.21, p<.001), recognition (t=-1.99, p=.048) increased. Conclusions Since the education of nursing students on the removal of personal protective equipment related to COVID-19 is an essential skill that must be dealt with at the hospital site, consider it as a regular curriculum, and we suggest that continuous and active support at the university level is necessary for capacity building. 목적 본 연구는 COVID-19 관련 감염병을 예방하기 위해 간호대학생의 개인보호구 착⋅탈의 교육프로그램을 활용하여, 교육 전⋅ 후 개인보호구관련 지식, 태도 및 인식을 비교하여 그 효과를 확인하고자 수행되었다. 방법 단일집단 사전사후 설계를 적용한 유사실험연구로 연구의 대상자는 광주광역시에 소재한 4년제 간호학과 2학년 학생 154명이며, 연구기간은 2021년 5월 1일부터 2021년 5월 30일까지였다. COVID-19 관련 개인보호구 착⋅탈의 교육은 2회 총 5시간수행되었으며, 개인보호구 착⋅탈의 교육 전후 COVID-19 관련 개인보호구 지식, 태도 및 인식에 대한 설문조사를 시행하였다. 결과 수집된 자료는 SPSS 26.0프로그램으로 분석하였다. 연구결과 COVID-19 관련 개인보호구 착⋅탈의 교육후에는 개인보호구 관련 지식점수(t=-5.80, p<.001)은 상승하였고, 개인보호구 태도(t=-9.21, p<.001), 인식(t=-1.99, p=.048)은 상승하였다. 결론 간호대학생의 COVID-19 관련 개인보호구 착탈의 교육은 병원현장에서 대응해야 할 필수적 술기이므로 정규커리큘럼으로고려하고, 역량강화를 위해 대학차원의 지속적이고 적극적인 지원이 필요함을 제언한다.

블렌디드 러닝을 활용한 기본간호학 실습교육이 간호대학생의 자기주도학습능력, 비판적 사고능력 및 학업적 자기효능감에 미치는 효과

박미마(Park, Mi-Ma) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.1

목적 본 연구는 간호현장에서 요구되는 가장 중요한 역량으로써 기본간호학 수행능력을 향상시키기 위한 블렌디드 러닝을 활용한 기본간호학 실습교육이 간호대학생의 자기주도학습과 비판적 사고능력 및 학업적 자기효능감에 미치는 효과를 확인하고자 수행되었다. 방법 단일집단 사전사후 설계를 적용한 유사실험연구로 연구의 대상자는 광주광역시에 소재한 4년제 간호학과 2학년 학생 55명이며, 연구기간은 2020년 9월 1일부터 2020년 12월 15일까지였다. 블렌디드 러닝 교수법을 활용하여 기본간호학실습에서의 자기주도학습능력, 비판적 사고능력, 학업적 자기효능감 측정도구를 선정하였다. 자료분석은 SPSS 21.0프로그램을 이용하여 빈도, 평균과 표준편차, t-test, Paired -test, ANOVA로 분석하였다. 결과 본 연구결과 블렌디드 러닝 활용한 기본간호학실습에서의 일반적 특성에 따라 간호학 선택동기와 관련하여 비판적 사고능력 점수가 높았으며(F=3.51, p=.037), 전공만족도가 높을수록 학업적 자기효능감 점수((t=-2.26, p=.028)가 높았다. 블렌디드 러닝 교육 후 일반적 특성에 따라 간호학 선택동기와 관련하여 자기주도학습능력(F=3.74, p=.030), 비판적 사고성향(F=3.50, p=.037)의 점수가 유의하였다. 학업성적이 우수한 학생의 자기주도학습능력(F=-5.14, p=.009) 점수가 높았으며, 전공만족도가 높은 학생일수록 자기주도학습능력((t=-2.98, p=.004)와 비판적 사고성향(t=-3.55, p=.001) 점수가 높게 나타났다. 블렌디드 러닝을 활용한 기본간호실습 교육 전후에서 비판적 사고능력(t=-4.84, p<.001)과 학업적 자기효능감(t=-3.42, p=.001)의 점수가 통계적으로 유의하게 증가하였으나 자기주도학습에는 유의한 차이를 보이지 않았다. 결론 본 연구를 통하여 블렌디드 러닝을 활용한 기본간호학 실습교육이 간호대학생의 비판적 사고능력과 학업적 자기효능감을 향상시키는데 효과가 있음을 확인되었다. 따라서 블렌디드 러닝을 활용한 기본간호학실습 교육이 예비간호사로서 요구되는 역량 증진을 위한 간호실습교육의 한 방법으로 유용하게 활용 될 것이다. Objectives In order to improve the performance of basic nursing skill. The purposes of this study were to effects of fundamental nursing skills course using blended learning on self-directed learning, critical thinking ability, and academic self-efficacy of nursing students was conducted. Methods The research design was a one-group pretest-posttest design. The subjects of this study were 55 nursing students from the 4-year nursing department located in Gwangju, and the study period was from September 1, to December 15, 2020. Self-directed learning ability, critical thinking ability, and academic self-efficacy measurement tools were selected for blended learning. Data were analyzed using the SPSS 21.0 program with frequency, mean and standard deviation, t-test, paired-test, and ANOVA. Results As a result of this study, the critical thinking ability score was high in relation to the motivation for choosing nursing according to the general characteristics of basic nursing practice using blended learning (F=3.51, p=.037), and the nursing satisfaction, the academic self-efficacy score (t=-2.26, p=.028). According to general characteristics after blended learning education, self-directed learning ability (F=3.74, p=.030) and critical thinking disposition (F= 3.50, p=.037), students with excellent academic performance had higher self-directed learning ability (F=-5.14, p=.009), and students nursing satisfaction, self-directed learning ability (F=-5.14, p=.009). (t=-2.98, p=.004) and critical thinking propensity (t=-3.55, p=.001) scores were high. Critical thinking ability (t=-4.84, p<.001) before and after basic nursing practice education using blended learning, and academic self-efficacy (t=-3.42, p=.001) were statistically significantly increased, but there was no significant difference in self-directed learning. Conclusions Through this study, it was confirmed that fundamental nursing skills course applied with blended learning is effective in improving critical thinking ability and academic self-efficacy of nursing students. Therefore, fundamental nursing skills course applied with blended learning will be usefully utilized as a method of nursing practice education to improve the competency required as a pre-nursing nurse.

웰다잉 인식, 윤리적 민감성, 사전연명의료의향서 지식 및 태도: 간호대학생을 중심으로

류경,박미마 한국비즈니스학회 2024 비즈니스융복합연구 Vol.9 No.2

This study was a descriptive research study to identify the degree of well-being awareness, ethical sensitivity, and knowledge and attitude of pre-life prolongation medical intent of nursing students and to investigate the relationship between these variables. The subjects of the study were 187 nursing students in G City, and data were collected from September 14 to October 14, 2023 using a structured questionnaire. Data were collected from September 14 to October 14, 2023 using structured questionnaires. Data were analyzed using SPSS 22.0 program, and mean, standard deviation, t-test, one-way ANOVA, and Pearson’s correlation coefficient. The results of this study were as follows: nursing students' awareness of well-dying was 2.85± .47, ethical sensitivity was 3.51± .50, knowledge of pre-life prolongation medical intent was 6.95±2.05 and attitude of pre-life prolongation medical intent was 33.01± .37. There was a positive correlation between well-dying awareness and ethical sensitivity (r= .46, p< .01), well-dying awareness and pre-life prolongation intention attitude (r= .33, p< .01), and ethical sensitivity and pre-life prolongation intention attitude (r= .30, p< .01). In conclusion, the higher the well-dying awareness and ethical sensitivity of nursing students, the more positive the attitude of the pre-life prolongation medical intention is. Therefore, it is necessary to develop an effective education program that can improve the well-dying awareness and ethical sensitivity and cultivate a positive attitude toward the pre-life prolongation medical intention.

문제중심학습을 연계한 시뮬레이션실습교육에서 간호대학생의 임상추론, 임상수행능력, 문제해결 적극성에 미치는 효과

신은선,박미마 한국비즈니스학회 2024 비즈니스융복합연구 Vol.9 No.2

This study used a high-fidelity simulator that reproduces situations similar to hospital settings and applied simulation training linked to problem-based learning to scenario situations based on the professional knowledge of nursing students. After that, nursing students' clinical judgement, clinical competency, and This is a single-group quasi-experimental study that verified the effect on problem-solving. The subjects of the study were a single group of 50 grade 4 nursing students located in G city. Data collection was analyzed using the SPSS WIN 26 program. The general characteristics of the subjects were calculated as frequencies and percentages. The average and standard deviation of nursing students' clinical judgement, clinical competency, and problem-solving were calculated, and the differences in clinical judgement, clinical competency, and problem-solving before and after the simulation in connection with the subjects' problem-oriented learning were Analysis was performed using paired t-test. As a result of the study, clinical judgement improved 3.46± .43 before the simulation practice linked to problem-based learning to 3.86± .68 points (t=-2.99, p= .01). clinical competency increased from 3.59± .44 points before the problem-centered learning-linked simulation practice to 4.08± .73 points after the problem-centered learning-linked simulation practice (t=-3.11, p= .01). problem-solving was 3.50± .39 points. As a result of examining the correlation between each variable after the problem-centered learning-linked simulation practice, the clinical judgement score and clinical competency (r=.93, p< .01), the clinical judgement score and problem-solving score (r= .74, p< .01), and the clinical performance score and problem-solving showed a significant positive correlation (r= .75, p< .01). In order to improve nursing students' clinical reasoning and clinical performance abilities to solve nursing problems in clinical situations, instructors need to consider applying problem-centered learning-linked simulation education to the curriculum.