플립러닝을 적용한 알레르기비염 대학생 교육프로그램 개발 및 효과 = Development and effects of the flipped learning education program for college students with allergic rhinitis

다국어 초록 (Multilingual Abstract)

This study was conducted to develop and test effects of flipped learning on education program for college students with persistent moderate-severe allergic rhinitis.
The study was a nonequivalent control group pretest-posttest design. The total of 38 subjects, 19 in each of control and experimental group, were selected from a sample pool of college students aged between 19 and 29 and diagnosed with persistent moderate-severe allergic rhinitis. Data was collected from June 19th to September 15th in 2017.
The education program for college students with allergic rhinitis with the application of flipped learning developed by this study was operated in the stage of Pre –In-Post class for total 12 weeks under the theme of understanding & management of allergic rhinitis. For 'In class', the TREAT stage suitable for patient education program was developed. In the research procedure, the allergic rhinitis education program applying flipped learning was provided to the experimental group while data was just collected from the control group throughout the same period. For data collection, the knowledge about allergic rhinitis, self-efficacy, self-care behavior, subjective symptoms, and quality of life were measured in different time periods such as before education program after education program, 4weeks later, and 8 weeks later. The collected data was analyzed through independent t-test and repeated measures ANOVA.
The results of this study are as follows.
1) Hypothesis 1: In the results of verifying that “The experimental group participating in the education program with the application of flipped learning for college students with allergic rhinitis would have higher degree of knowledge than the control group”, there were significant differences in interactions between times and groups(F=15.029, p<.001), so that Hypothesis 1 was supported.
2) Hypothesis 2: In the results of verifying that “The experimental group participating in the education program with the application of flipped learning for college students with allergic rhinitis would have higher degree of self-efficacy than the control group”, there were significant differences in interactions between times and groups(F=6.814, p<.001), so that Hypothesis 2 was supported.
3) Hypothesis 3: In the results of verifying that “The experimental group participating in the education program with the application of flipped learning for college students with allergic rhinitis would have higher degree of self-care behavior than the control group”, there were significant differences in interactions between times and groups(F=41.761, p<.001), so that Hypothesis 3 was supported.
4) Hypothesis 4: In the results of verifying that “The experimental group participating in the education program with the application of flipped learning for college students with allergic rhinitis would have lower degree of subjective symptom than the control group”, there were significant differences in interactions between times and groups(F=61.453, p<.001), so that Hypothesis 4 was supported.
5) Hypothesis 5: In the results of verifying that “The experimental group participating in the education program with the application of flipped learning for college students with allergic rhinitis would have higher quality of life than the control group”, there were significant differences in interactions between times and groups(F=52.413, p<.001), so that Hypothesis 5 was supported.
In conclusion, the education program with the application of flipped learning developed by this study was verified as an effective intervention that could decrease the subjective symptoms of allergic rhinitis and also improve the quality of life by improving the knowledge about allergic rhinitis, self-efficacy, and self-care behavior of college students in their 20s with persistent moderate-severe allergic rhinitis. Therefore, the education program for allergic rhinitis developed by this study is actively recommended for nurses or health managers at college to educate subjects in their 20s with allergic rhinitis.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구 목적 4
• 3. 연구 가설 5
• 4. 용어 정의 6
• Ⅱ. 문헌고찰 10
• 1. 알레르기비염 10
• 2. 플립러닝 17
• 3. 알레르기 질환 대상자 교육프로그램 27
• Ⅲ. 개념적 기틀 31
• 1. 연구의 개념적 기틀 31
• Ⅳ. 연구 방법 32
• 1. 연구 설계 32
• 2. 연구 대상 및 표집방법 33
• 3. 연구 도구 34
• 4. 플립러닝을 적용한 알레르기비염 대학생 교육프로그램 개발 37
• 5. 연구의 윤리적 고려 58
• 6. 연구진행절차 59
• 7. 자료분석방법 61
• Ⅴ. 연구 결과 62
• 1. 대상자의 일반적 특성 및 동질성 검증 62
• 2. 대상자의 질병관련 특성 및 동질성 검증 64
• 3. 연구변수에 대한 사전 동질성 검증 67
• 4. 연구변수의 정규성 검증 68
• 5. 플립러닝을 적용한 알레르기비염 대학생 교육프로그램 효과검증 69
• 6. 플립러닝을 적용한 알레르기비염 대학생 교육프로그램 평가 79
• Ⅵ. 논 의 81
• 1. 플립러닝을 적용한 알레르기비염 대학생 교육프로그램 효과 81
• 2. 플립러닝을 적용한 알레르기비염 대학생 교육프로그램 평가 86
• 3. 연구의 의의 90
• Ⅶ. 결론 및 제언 92
• 1. 결론 92
• 2. 제언 94
• 참고문헌 95