간호대학생의 시뮬레이션기반 교육 시 구조화된 디브리핑 유형이 학습성과에 미치는 효과 Effect of Structured Debriefing on the Learning Outcomes of Nursing Students in Simulation-based Education원문보기
시뮬레이션 교육 시 구조화된 디브리핑 유형이 간호대학생의 학습몰입, 비판적사고성향과 임상수행능력에 미치는 효과를 검증하고자 시도된 비동등성 대조군 사후 시차설계의 유사실험 연구이다. 연구대상자는 P 대학교 간호학과 4학년 학생으로, 실험군 22명, 비교군 24명, 대조군 20명으로 총 66명이었다. 실험군에게는 LCJR 질문을 이용한 구조화된 비디오 디브리핑, 비교군은 구조화된 구두 디브리핑, 대조군은 구조화된 그룹 토론 디브리핑을 실시하였다. 연구결과 학습몰입과 비판적사고성향 및 임상수행능력은 세 군간 유의한 차이가 없었으나 사전-사후 차이 검정시 모두 향상되었다. 또한 임상수행능력의 세부영역 중 계획과 중재는 실험군이 다른 두 군에 비해 유의하게 향상되었다. 이를 통해 LCJR의 임상판단 루브릭을 활용한 디브리핑은 시뮬레이션교육에 효과적이며 특히 비디오를 활용한 구조화된 디브리핑 유형은 임상수행능력을 높이는데 영향을 끼치는 것으로 나타났다.
시뮬레이션 교육 시 구조화된 디브리핑 유형이 간호대학생의 학습몰입, 비판적사고성향과 임상수행능력에 미치는 효과를 검증하고자 시도된 비동등성 대조군 사후 시차설계의 유사실험 연구이다. 연구대상자는 P 대학교 간호학과 4학년 학생으로, 실험군 22명, 비교군 24명, 대조군 20명으로 총 66명이었다. 실험군에게는 LCJR 질문을 이용한 구조화된 비디오 디브리핑, 비교군은 구조화된 구두 디브리핑, 대조군은 구조화된 그룹 토론 디브리핑을 실시하였다. 연구결과 학습몰입과 비판적사고성향 및 임상수행능력은 세 군간 유의한 차이가 없었으나 사전-사후 차이 검정시 모두 향상되었다. 또한 임상수행능력의 세부영역 중 계획과 중재는 실험군이 다른 두 군에 비해 유의하게 향상되었다. 이를 통해 LCJR의 임상판단 루브릭을 활용한 디브리핑은 시뮬레이션교육에 효과적이며 특히 비디오를 활용한 구조화된 디브리핑 유형은 임상수행능력을 높이는데 영향을 끼치는 것으로 나타났다.
The study investigates how the structured debriefing method affects the learning flow, critical thinking disposition, and clinical performance of nursing students, using the Lasater Clinical Judgment Rubric (LCJR). Nursing students in the 4th grade of P University were divided into three groups, eac...
The study investigates how the structured debriefing method affects the learning flow, critical thinking disposition, and clinical performance of nursing students, using the Lasater Clinical Judgment Rubric (LCJR). Nursing students in the 4th grade of P University were divided into three groups, each trying out a different structured debriefing method: the experimental group - structured video debriefing using the LCJR question, the comparative group - structured oral debriefing, and the control group - structured group discussion debriefing. There was no significant difference between the three groups in learning flow (p=.640), critical thinking disposition (p=.420) and clinical performance ability (p=.360). Planning and intervention among the areas of clinical performance were significantly improved in the experimental group compared to the other two groups (p=.005). Structured debriefing when used with LCJR improves the learning flow and critical thinking disposition of students, while structured video debriefing improves clinical performance.
The study investigates how the structured debriefing method affects the learning flow, critical thinking disposition, and clinical performance of nursing students, using the Lasater Clinical Judgment Rubric (LCJR). Nursing students in the 4th grade of P University were divided into three groups, each trying out a different structured debriefing method: the experimental group - structured video debriefing using the LCJR question, the comparative group - structured oral debriefing, and the control group - structured group discussion debriefing. There was no significant difference between the three groups in learning flow (p=.640), critical thinking disposition (p=.420) and clinical performance ability (p=.360). Planning and intervention among the areas of clinical performance were significantly improved in the experimental group compared to the other two groups (p=.005). Structured debriefing when used with LCJR improves the learning flow and critical thinking disposition of students, while structured video debriefing improves clinical performance.
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제안 방법
Based on the clinical performance evaluation tool of the spinal surgery patient simulation presented by the Korea Nursing Evaluation Institute, the checklist developed by the present researcher was used to assess the clinical skills suitable for the situations of scenario I and scenario II. Cronbach's alpha in this study is.
The researchers developed a gastric resection surgery (scenario I) and spinal surgery patient care (scenario II) and clinical performance checklist. Before the simulation was run, the purpose of the simulation, the learning objectives, the related core nursing skills, demonstrations, and autonomous exercises were carried out in the pre-briefing session.
2) statistical program. The general characteristics of the participants were presented as frequency, percentage, mean and standard deviation. The chi-square test and Fisher's exact test were used for the general characteristics and the homogeneity test of the preliminary data.
The purpose of this study was to investigate the effect of debriefing using the structured debriefing method of lasater on the clinical judgment rubrics and to compare the effectiveness of simulation education to improve the critical thinking disposition of nursing college students, and to provide a basis for empirical.
The first period was assigned to the control group (consisting of 20 students), the second period to the comparative group (consisting of 24 students), and the third period to the experimental group (consisting of 22 students). The researchers developed a gastric resection surgery (scenario I) and spinal surgery patient care (scenario II) and clinical performance checklist. Before the simulation was run, the purpose of the simulation, the learning objectives, the related core nursing skills, demonstrations, and autonomous exercises were carried out in the pre-briefing session.
The structured debriefing using the clinical judgment rubric was carried out in four stages of cognition, interpretation, reaction and reflection. In the cognitive domain 'What you found', in the interpretation domain, ‘What kind of link is there?’ and ‘Does the response area provide the required nursing intervention?, in the reaction domain ,'Do you provide the required nursing intervention?', in the reflection domain, 'What do you think about the outcome of judgment?' etc, use the debriefing progress question and self- assessment.
대상 데이터
Sixty-six nursing students from P University, in the fourth year of the program, understood and agreed on the purpose of the study. The first period was assigned to the control group (consisting of 20 students), the second period to the comparative group (consisting of 24 students), and the third period to the experimental group (consisting of 22 students).
데이터처리
The chi-square test and Fisher's exact test were used for the general characteristics and the homogeneity test of the preliminary data. Differences in pre- and post-training effects were analyzed by one way ANOVA.
이론/모형
This is a score measured using the Yoon’s critical thinking disposition measurement tool developed by Yoon [3], comprising 27 items.
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