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NTIS 바로가기Journal of Korean academy of nursing = 대한간호학회지, v.49 no.1, 2019년, pp.92 - 103
윤소영 (전남대학교 간호대학) , 최자윤 (전남대학교 간호대학)
Purpose: This study aimed to compare the effects of simulation integrated with problem based learning (S-PBL) according to the sequences of problem-based learning (PBL) and high fidelity simulation training (HFS) on knowledge, clinical performance, clinical judgment, self-confidence, and satisfactio...
핵심어 | 질문 | 논문에서 추출한 답변 |
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S-PBL 프로그램의 교육목표는 ? | 첫째, 섭취 및 흡수/대사/배변장애를 가진 대상자의 주관적, 객관적 자료를 사정하여 간호진단을 도출하고 우선순위에 따라 간호중재를 수행하고 평가한다. 둘째, 호흡기능장애를 가진 대상자의 주관적, 객관적 자료를 사정하여 간호진단을 도출하고 우선순위에 따라 간호중재를 수행하고 평가한다. 셋째, 심장장애를 가진 대상자의 주관적, 객관적 자료를 사정하여 간호진단을 도출하고 우선순위에 따라 간호중재를 수행하고 평가한다. 넷째, 신경기능 장애를 지닌 대상자의 주관적, 객관적 자료를 사정하고 간호진단을 도출하고 우선순위에 따라 간호중재를 수행하고 평가한다. | |
교육 만족도 측정도구로 사용된 것은? | 교육 만족도 측정도구는 Jeffries와 Rizzolo [22]가 개발한 Satis-faction in Learning Using Simulation Scale을 연구자가 번역하고 영어와 한국어에 능통한 전문가와 시뮬레이션 교육경험이 있는 간호학 교수 2인에게 감수를 받아 사용하였다. 시뮬레이션 학습 후 학생개인이 느끼는 만족도를 측정하는 도구로 총 5문항으로 구성되어 있다. | |
무작위 교차설계를 선택한 이유는 무엇인가 ? | 본 연구는 간호대학생을 대상으로 S-PBL을 시행할 때 PBL을 먼저 시행한 후 HFS를 시행하는 방법(연계순서 1)과 HFS를 먼저 시행한 후 PBL을 시행한 방법(연계순서 2)을 교차로 적용한 후 연계순서에 따라 학습성과에 미치는 효과를 비교하는 무작위 교차설계(randomized crossover design)연구이다(Figure 1). 무작위 교차설계를 선택한 이유는 첫째, 두 가지 연계순서 중 어떤 순서의 효과가 우수할지에 대한 가정을 두지 않았기 때문에 대상자에게 두 가지 방법을 모두 경험하도록 설계하였고, 둘째, 윤리적인 측면에서도 연구결과에 따라 학습효과가 우수한 연계순서를 한 집단에게만 적용하는 것을 배제하고자 하였으며, 셋째, 학습자의 개인역량에 따른 효과를 배제하고자 하였고, 마지막으로, 자발적 참여로 인한 대상자 확보에 어려움이 예상되었기 때문이었다. |
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