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NTIS 바로가기한국간호교육학회지 = The Journal of Korean Academic Society of Nursing Education, v.23 no.1, 2017년, pp.118 - 130
이지현 (고신대학교 간호대학) , 전소연 (서울여자간호대학교) , 김정희 (부산여자대학교 간호학과) , 우경미 (동원과학기술대학교)
Purpose: The purpose of this study was to identify the relationship between the satisfaction with clinical practice and clinical performance ability by types of self-directed learning ability of nursing students. Methods: This was a triangular study that was conducted to understand clinical performa...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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간호학생의 임상실습 만족도에 영향을 끼치는 요소와 관계는? | 임상실습 만족도는 임상실습의 내용과 지도 및 환경의 여러 측면에서 나타나는 긍정적 정서반응이다(Han, 2000). 간호학생의 임상실습 만족도는 임상수행능력, 자기주도적 학습능력과 순상관관계로 자기주도 학습능력이 높을수록 임상실습만족도가 높고, 실습만족도가 높으면 임상수행능력에 직접적으로 영향을 미치고 있다(Baek, Kim, & Ryu, 2013). 간호학생의 자기주도적 학습능력이 높을수록 임상수행능력이 높게 나타났다(Park & Han, 2015). | |
간호교육의 일차적 목표는 무엇인가? | 최근 의료지식과 기술의 급속한 발전과 정보통신의 발달 및 인터넷 확산 등의 사회변화가 보건의료현장과 간호교육에 변화를 요구하고 있다. 간호교육의 일차적 목표는 이론교육과 함께 실습교육을 통해 능숙한 임상수행능력을 가진 간호사를 양성하는 것이다(Cho, 2005). 간호학생은 간호실무현장에서 효율적 임상수행능력을 발휘하기 위해 자기주도적 학습능력이 요구된다(Kwon, 2011). | |
간호학생의 임상실습교 육의 한계점은? | 간호학생의 임상실습교 육은 전문직 간호지식과 기술을 실제 간호현장에서 간호실무를 정확하게 습득하게 하며 간호전문직의 가치관과 태도형성에 중요한 역할을 한다(Park, Lee, & Gu, 2011). 그러나 간호 교육과정의 경직성과 주입식 교육으로 간호학생의 임상실습만 족도가 떨어지며(Kwon, 2011), 임상실습교육도 이론과 실무의 격차, 간호기술습득의 기회부족, 비우호적 대상자의 태도, 간호술기의 숙련성 부족, 실습지도교수의 부재, 실습의욕 저하 등으로 간호실무의 경험과 임상수행능력의 확대에 한계가 있다(Kim, J. M. |
Baek, M. J., Kim, W. J., & Ryu, H. S. (2013). Influencing factors of professional self-concept, satisfaction for clinical practice, and critical thinking disposition on clinical competency nursing students. Journal of the Korean Data Analysis Society, 15(6), 3353-3365.
Cho, E. J. (2009). An exploratory study on the types of self-direction. Unpublished master's thesis, Yeungnam University, Daegu.
Cho, H. S. (2005). A study on the critical thinking disposition and clinical competency of nursing students. Journal of the Korean Society of Nursing Education., 11(2), 222-231.
Cho, H. S. (2007). A study on the critical thinking disposition and self-directed learning, academic achievement of nursing students. Journal of the Korean Society of Health Information and Health Statistics, 32(2), 57-72.
Choi, M. S. (2005). A study on the relationship between teaching effectiveness of clinical nursing education and clinical competency in nursing students. Unpublished master's thesis, Ewha Womans University, Seoul.
Han, S. J. (2000). A study on relationship between empowerment and satisfaction of clinical practice in nursing students. The Journal of Korean Academic Society of Nursing Education, 6(1), 132-146.
Kang, Y. H., & Hong, M. J. (2014). Influencing factors of learning style, critical thinking disposition of clinical performance competency of nursing students. Journal of the Korean Data Analysis Society, 16(5), 2841-2853.
Kim, J. M. (2010). Personality type, learning style, self-direction and academic achievement in nursing students. Journal of Future Oriented Youth Society, 7(2), 1-25.
Kim, S. E. (2010). Q methodology, theory and philosophy. Korean Society and Public Administration, 20(4), 1-25.
Kim, S. E. (2016). Q methodology & social science. Seoul: CMPress.
Kim, S. H. (2012). A study on clinical competence of new graduate nurses. Unpublished master's thesis, Chung-Ang University, Seoul.
Kim, S. M., & Park, S. Y. (2014). The effects of attribution disposition, self-efficacy and clinical competency and satisfaction for clinical practice of nursing college students. Journal of the Korean Data Analysis Society, 16(6), 3409-3421.
Kim, Y. H. (2010). Effects of utilizing animation prior to fundamental nursing practice on learning motivation and self-directedness in student Nurses. Journal of Korean Academy of Fundamentals Nursing, 17(2), 240-248.
Koo, Y. M. (2006). A study on self-directed learning in blended learning in higher education-possibilities of existential and social self-directed learning. Journal of Educational Technology, 22(1), 161-193.
Lee, K. H., Woo, K. M., & Lee, J. H. (2011). Effects of problem-based learning on self directions, problem solving process, discussion satisfaction and learning satisfaction of nursing students. Journal of Wholistic Nursing Science, 5, 136-148.
O'Shea, E. (2003). Self-directed learning in nurse education: A review of the literature. Journal of Advanced Nursing, 43(1), 62-70.
Park, H. S., & Han, J. Y. (2015). Self-leadership, critical thinking disposition, satisfaction of clinical practice and clinical practice competency of nursing students. Journal of the Korean Data and Information Science Society, 26(3), 695-706. http://dx.doi.org/10.7465/jkdi.2015.26.3.695
Park, M. S., Lee, M. H., & Gu, J. A. (2011). Clinical competency, professional self-concept, and satisfaction of clinical practice in undergraduate nursing students. Journal of Military Nursing Research, 29(2), 111-123.
Sung, M. H. (2010). Correlations between motivation to achieve, clinical competency and satisfaction in clinical practice for diploma and baccalaureate nursing students. Journal of Academic Fundamental Nursing, 17(1), 90-98.
Sung, M. H., & Eum, O. B. (2009). Relationships between critical thinking disposition, professional nursing competence and job satisfaction in clinical nurses. Journal of Korean Academic Nursing Administration, 15(1), 26-36.
Talbott, A. D. (2010). The Q-block method of indexing Q typologies. The International Journal of Q Methodology, 34(1), 6-24.
Yang, J. J., & Park, M. Y. (2004). The relationship of clinical competency and self-directed learning in nursing students. The Journal of Korean Academic Society of Nursing Education, 10(2), 271-277.
Yang, S. H., Ha, E. H., Lee, O. C., Sim, I. O., Park, Y. M., Nam, H. A., et al. (2012). Academic achievement, self-directed learning, and critical thinking disposition according to learning styles of nursing students. Journal of Academic Fundamental Nursing, 19(3), 334-342. http://dx.doi.org/10.7739/jkafn.2012.19.3.334
Yu, H. S. (2015). Relationship among stress of clinical practice, practice satisfaction and clinical competence in nursing students. Journal of the Korean Data Analysis Society, 17(2), 1129-1144.
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