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NTIS 바로가기Journal of Korean biological nursing science, v.17 no.1, 2015년, pp.78 - 87
김나현 (계명대학교 간호대학.계명대학교 간호과학연구소) , 박지연 (경성대학교 간호학과) , 전상은 (계명대학교 간호대학.계명대학교 간호과학연구소)
Purpose: The purpose of this study was to investigate the effects of case-based learning (CBL) on learning motivation and learning satisfaction of nursing students in a human physiology course. Methods: The development and application of CBL scenarios was conducted from February to June, 2013. Nursi...
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핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
학습동기란 무엇인가? | 학습동기는 학생들이 학습과 관련된 변화의 경험을 통해 얻는 지속적이고 규칙적인 반응이자 학업적 이점을 획득하기 위해 노력하는 경향성으로서 학업성취 정도와도 직접적인 관련이 있어[1,2] 학습성과를 향상시키는 데 중요한 요소가 될 수 있다. 그러나 간호대학생의 경우 첫 1년간은 대부분의 교육내용이 교양과목으로 이루어져 있어 간호학과 학생으로서의 정체감을 갖지 못한 채로 지내는 경우가 많고, 2학년이 되면서부터 간호학 기초과목을 본격적으로 이수하게 되는데, 대부분 의학기초과목과 유사한 해부학, 생리학, 병리학, 약리학 등의 과목을 배우게 되어 간호실무상황에 근거한 교육이 이루어지기 힘든 실정이다. | |
CBL이란 무엇인가? | CBL은 정답이 정해지지 않는 사례를 제시한 후 그 속에 내포된 문제를 학습자들이 찾아내고 이를 해결하기 위해 비판적인 토론을 거쳐 대안을 제시하는 과정을 통해 살아있는 지식을 습득할 수 있도록 하는 교육방법이다 [14,15]. 실제로 의과대학 학생들을 대상으로 CBL과 PBL 2가지 교수법으로 교육하였을 때 학생들은 CBL을 더 선호하였는데, 그 이유로는 CBL이 PBL보다 초점이 더 명확하고, 덜 바쁘면서도 임상에서 적용할 기회가 더 크다고 생각하는 것으로[10] 나타났다. | |
간호실무상황에 근거한 교육이 이루어지지 않는 경우의 문제점은 무엇인가? | 그러나 간호대학생의 경우 첫 1년간은 대부분의 교육내용이 교양과목으로 이루어져 있어 간호학과 학생으로서의 정체감을 갖지 못한 채로 지내는 경우가 많고, 2학년이 되면서부터 간호학 기초과목을 본격적으로 이수하게 되는데, 대부분 의학기초과목과 유사한 해부학, 생리학, 병리학, 약리학 등의 과목을 배우게 되어 간호실무상황에 근거한 교육이 이루어지기 힘든 실정이다. 이러한 교육환경은 학생들의 학습동기를 저하시키고 학교부적응, 소속감 부재, 정체성 혼란 및 목표의식 결여 등의 문제를 발생시킬 수 있다[3]. 특히, 저학년 간호학과 학생의 경우 임상현장을 경험하지 않은 상태에서 간호학기초과목을 배우는 목적을 충분히 이해하지 못하는 경우가 많고 이로 인해 간호학 교과목에 대한 흥미를 잃어버리는 경우를 종종 볼 수 있다. |
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