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자가 발반사마사지가 재가 여성노인의 우울, 수면, 요통에 미치는 효과
엄미란(Eom Mi-Ran),김은경(Kim Eun-Kyun),오희영(Oh Hee-Young),김현숙(Kim Hyun-Sook),곽경희(Kwak Kyung-Hee) 기본간호학회 2008 기본간호학회지 Vol.15 No.4
Purpose: The purpose of this study was to identify the effects of self foot reflexology on depression, sleep, and low back pain in elderly women. Method: The study was one group pre-posttest design. Data collection was done from December 2007 to January 2008 in D city. The participants were 47 women (65 years of age and over). After two weeks of reflexology education, the women did foot reflexology themselves for approximately 40 minutes, five times a week for four weeks. To verify the effects of foot reflexology, the scores for depression, sleep, and LBP were measured at baseline, after 4 weeks of self-treatment. Repeated measure ANOVA with the SPSS WIN 14.0 program were used to analyze the data. Results: There were significant differences in depression, sleep, and LBP between baseline, after 4 weeks of self-treatment. Conclusion: These findings suggest that self foot reflexology could be utilized as an effective nursing intervention for improving depression, sleep, and LBP in elderly women.
모바일 앱 기반 간호대학생 핵심간호술 자가학습 프로그램 개발
김선경,엄미란,이영호,고영혜,Kim, Sun Kyung,Eom, Mi-Ran,Lee, Youngho,Go, Younghye 한국융합학회 2021 한국융합학회논문지 Vol.12 No.10
본 연구는 간호대학생을 대상으로 핵심수기술 자가학습용 모바일 앱을 개발하고, 유용성을 평가하기 위해 실시된 융합적 연구이다. 모바일 앱 평가도구(MARS)와 7개의 서술형 문항을 사용하여 22명의 간호대학생을 대상으로 모바일 앱의 유용성 평가하였다. 정보제공성 영역이 4.19(SD 0.79)점으로 가장 높았으며, 주관적 앱의 질영역이 3.08(SD 0.87)점으로 가장 낮은 평가를 받았다. 대상자의 핵심수기술 수행자신감은 8.23(SD 1.60)점 이었으며, 학습만족도는 7.89(SD 0.87)점이었다. 또한, 서술형 문항에서 학생들은 시공간의 제약이 없는 편리성과 반복적인 자가학습이 가능하다는 점을 가장 큰 강점으로 꼽았으며, 디자인과 기술적인 보완, 교수자 피드백의 필요성을 언급하였다. 본 융합연구의 결과를 활용하여 핵심수기술 자가학습의 효과적인 학습 촉매제로 모바일 앱의 사용을 도모할 수 있을 것이며, 향후 간호대학생의 핵심수기술 수행역량에 대한 모바일 앱의 효과연구가 필요하다. A convergence study was conducted to develop a smartphone application for self-practice of core nursing skills and evaluate its usefulness for undergraduate nursing students. Mobile Application Rating Scale and seven essay questionnaire were used to for usability evaluation among 22 undergraduate nursing students. The score of the information domain was the highest with 4.19(SD 0.79). The subjective quality domain showed the lowest score of 3.08(SD 0.87). Participants' performance confidence score was 8.23(SD 1.60), and learning satisfaction score was 7.89(SD 0.87). Participants reported that the convenience and repetitive self-learning were the strengths of the app. In addition, design and technical supplementation, and lecturer-feedback would improve effectiveness of the current educational app. Findings of this convergent study would be helpful to promote the application of mobile apps for effective self-learning of core nursing skills in undergraduate nursing education. Future resesarch is needed to examine effectiveness study of mobile app on the performance of core nursing skills.
간호학생을 위한 e-learning 혈행성 감염예방 프로그램의 개발과 효과
최정실(Choi Jeong Sil),엄미란(Eom Mi-Ran) 기본간호학회 2010 기본간호학회지 Vol.17 No.2
Purpose: To develop an e-learning blood-borne infection control program and to evaluate the effects of the program on risk perception, knowledge, preventive health behaviors related to blood-borne infections, and satisfaction with the program by nursing student. Methods: The program was developed through the processes of analysis, design, development, implementation, and evaluation. The pre-experimental research design involved a one group pretest-posttest design. The setting was two universities located in Daejeon, Korea. Results: Using the program that was designed and developed, results for the total score of risk perception, knowledge, and preventive health behaviors in the post-test application were significantly higher than in the pre-test application (p<.05). Relevance and usefulness of the information received the highest ratings, while the system's design were demonstrated to have the lowest ratings. Those areas requiring correction were modified accordingly. Conclusions: Application of an e-learning blood-borne infection control program is effective, and can be expanded to other student nurses who also have a high risk of blood-borne infections.
수혈간호 시뮬레이션 교육에서의 구조화된 디브리핑 방법에 따른 효과
이선희(Lee, Sun-Hee),엄미란(Eom, Mi-Ran) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.9
연구의 목적은 수혈간호 시뮬레이션 교육에서 구조화된 디브리핑 방법에 따라 간호대학생의 지식, 임상수행능력, 임상판단력에 미치는 효과를 규명하기 위함이다. 대상자는 간호학과 2학년생으로 실험군과 비교군은 각각 16명, 대조군은 15명으로총 47명이었다. 본 연구는 비동등성 대조군 사후 시차설계로 실험중재는 2일간의 수혈간호시뮬레이션 중, 대조군에게 구조화된 그룹토론 디브리핑, 비교군에게 구조 화된 구두 디브리핑, 실험군에게는 구조화된 비디오 디브리핑을 각각 실시하였다. 자료수집은 교육중재가 끝난 다음 날 임상수행평가와 자가보고식 설문을 통해 실시하였다. 수집된 자료는 기술통계, χ 2 test/Fisher’s exact test, one way ANOVA, Sheffé test를 이용하여 분석하였다. 연구결과, 실험군의 임상수행능력, 임상판단력이 비교군과 대조군보다 유의하게 향상되었으며, 지식은 대조군보다 유의하게 향상 되었다. 결론적으로 구조화된 비디오 디브리핑을 활용한 수혈간호 시뮬레이션 교육은 간호대학생의 지식, 임상수행능력, 임상판단력을 증진하였으므로 시뮬레이션 간호교육에서의 효과적인 디브리핑 방법으로 활용할 것을 권장하는 바이다. The purpose of this study was to investigate the effects of knowledge, clinical performance, and clinical judgment of nursing students according to structured debriefing methods in nursing simulation education for blood transfusion. The research is non-equivalent control group non-synchronized post test design. The subjects of the study were 47 nursing sophomore students. The experimental group was structured video debriefing, the comparative group was structured oral debriefing, and the control group was structured group discussion debriefing. The clinical performance skills and clinical judgement ability on blood transfusion care were evaluated by two trained experts through videotapes which recorded clinical performance examination. The data were analyzed by descriptive statistics, χ 2 test, Fisher’s exact test, ANOVA, Scheffé test, Intra-Class Correlation, and Pearson s Correlation Coefficient using SPSS WIN 20.0 program. The results were as follows: The mean of knowledge, clinical competence, and clinical judgement ability of experimental group were statistically significant the highest scores among three groups. Therefore, the use of structured video debriefing in simulation training is strongly recommended to improve knowledge, clinical competence, and clinical judgment. Further studies might focus on identifying effective strategies of debriefing which might include development of standardized guidelines in various clinical examples applied to simulations.