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간호대학생의 임상실습 스트레스 요인에 대한 개념도 연구
형희경(Hee Kyoung Hyoung),주연숙(Youn Sook Ju),임신일(Shin Il Im) 한국간호행정학회 2014 간호행정학회지 Vol.20 No.4
The purpose of this study was to identify the conceptual structure of stressors experienced by nursing students during clinical practice. Methods: Ten men and 10 women nursing college students were interviewed. The results were 208 ideas. By synthesizing and editing these ideas, the final statement was trimmed down to 39 questions. The next step was to have the participants classify these 39 final questions. They were asked to rate stress scores using a five-point scale. Through multidimensional scaling analysis and hierarchical cluster analysis yielded dimensions and clusters. Results: Results of the study showed 2 dimensions which were classified as ‘interpersonal relationship-practice system’ and ‘identity-practice environment’. It also yielded 8 clusters which were classified as ‘role confusion’, ‘gender discrimination’, ‘attitudes of medical personnel and patients’, ‘comparison between fellow students’, ‘difference between theory and practice’, ‘disestablishing the role of practice guide’, ‘interference with training’, and ‘problems of the practice environment’. Further, stress factors and stress levels were differentiated depending on the gender of the student. Conclusion: The results of the study indicate that educators who are developing clinical practice programs and clinical practitioners should consider stressors during clinical practice and the educational implications to nursing students.
ARCS모형에 근거하여 실습을 병행한 미생물학수업이 간호대학생의 학습동기에 미치는 효과
김보환(Bo-Hwan KIM),형희경(Hee-Kyoung HYOUNG) 한국수산해양교육학회 2014 水産海洋敎育硏究 Vol.26 No.6
The purpose of this study was tried to identify the effect of nursing students’ learning motivation in microbiology through microbiology laboratory practice based on the Keller’s ARCS model. In order to achieve this research, this study was designed a quasi-experimental pre-post tests control group. Experimental group received a microbiology theory and practice based on ARCS model and control group received microbiology theory only. To identify the microbiology learning motivation effect to nursing student, we measured learning motivation by Keller’s ARCS model that consisted of attention, relevance, confidence, and satisfaction. The major results of the experimental group showed significantly higher level of total learning motivation and all four subcategories compared to control group. Based upon the above results, microbiology laboratory practice might be beneficial for the nursing students to motivate microbiology learning.
간호학생에게 적용한 문제중심학습(Problem Based Learning) 결과 분석
김금자(Kim Keum Ja),윤진(Yoon Jin),형희경(Hyoung Hee Kyoung) 기본간호학회 2009 기본간호학회지 Vol.16 No.4
Purpose: To examine the results of PBL classes for sophomore nursing students during one semester. Method: Self-reflection journals and class evaluation questionnaires were collected from 121 nursing students and analyzed. Results of class evaluation questionnaires were analyzed using mean scores, SD, frequencies and percentages. Significant statements were derived by repeated review of the self-reflection journals by the researchers. Results: The statements, ‘Understanding of PBL’, ‘Improvement of human relationships’, ‘Expansion of nursing knowledge’, ‘Excellency in nursing class and application of nursing skills in nursing practices’ and ‘Improvement of learning ability and attitude during classes’ were derived from the self-reflection journals. Analysis of class evaluation questionnaires showed the following scores: prerequisite of PBL (3.0/4), role of facilitator (3.48/4) and satisfaction with PBL learning (3.31/4). Also some complaints such as lack of adequate references in the library, and confusion in at the beginning of PBL were noted. Conclusion: PBL was effective. Using the results of the study for planning a more effective PBL class syllabus is recommended.
임상실습에 대한 간호사와 간호학생의 교수효율성 인지정도
유필숙,김은실,김혜경,이성희,형희경,엄애용,김희선 대한간호행정학회 2008 간호행정학회지 Vol.14 No.3
Purpose: This study was conducted to use as a preliminary data to improve the quality of clinical nursing education by comparing the perception of teaching effectiveness in nurses and nursing students. Method: The participants were 165 nurses and 289 nursing students. Data was collected from June 2 to 16, 2008. The research instruments used an effective clinical instructors which was developed by Reeve(1994). Result: The perception of teaching effectiveness in nurses and nursing students were 3.45 and 3.19 respectively and it showed that nurses' perception of teaching effectiveness are higher than that of nursing students. Nurses had strong points in the factors of 「interpersonal relationship/ communication」, 「availability as a supporter」, 「teaching method and evaluation」. In additions, the teaching effectiveness had significant differences to age, years of work, position, educational background and job satisfaction in nurses, otherwise, sex, differences of educational level, satisfaction of clinical practicum and major in students. Conclusion: It is needed a further study as below: to develop an education system which is to improve an interpersonal relationship and to upgrade the quality of educator; to develop a teaching method program of clinical nursing education to improve teaching effectiveness.