[논문]문제중심학습기반 시뮬레이션 실습교육이 간호대학생의 정보활용능력, 자기주도적 학습능력, 학업적 효능감에 미치는 효과

조옥희; 황경혜

doi:10.14400/jdc.2019.17.4.239

문제중심학습기반 시뮬레이션 실습교육이 간호대학생의 정보활용능력, 자기주도적 학습능력, 학업적 효능감에 미치는 효과
Effects of Simulation Education with Problem-based Learning on Information Literacy, Self-directed Learning Ability, and Academic Self-efficacy of Nursing Students 원문보기

디지털융복합연구 = Journal of digital convergence, v.17 no.4, 2019년, pp.239 - 247

초록
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본 연구의 목적은 SIM-PBL이 간호대학생의 정보활용능력, 자기주도적 학습능력, 학업적 효능감에 미치는 효과를 규명하기 위함이다. 대상자는 한국의 일개 대학교 간호학과 4학년 학생 81명이었다. SIM-PBL은 4주 동안, 주 1회(150분) 제공하였고, 교육 전후에 구조화된 설문지를 활용하여 정보활용능력, 자기주도적 학습능력, 학업적 효능감을 조사하였다. 교육 후에 정보활용능력의 하부영역 중 정보통합(${\acute{p}}=.030$), 정보표현(${\acute{p}}=.003$) 및 정보윤리(${\acute{p}}=.016$) 영역의 능력이 향상되었다. 그러나, 자기주도적 학습능력과 학업적 효능감은 교육 후에 변화가 없었다. SIM-PBL은 간호대학생의 정보활용능력을 향상시키는데 효과적인 교수법임을 확인하였다. 앞으로, 신뢰성 높은 유용한 정보를 윤리적으로 활용할 수 있도록 돕는 SIM-PBL 교육방안이 필요하다.

Abstract ▼ AI-Helper

The objective of this study was to determine the effects of simulation education with problem-based learning (SIM-PBL) on information literacy, self-directed learning ability, and academic self-efficacy of nursing students. The subjects were 81 fourth-year nursing students attending a university in Chungcheongnam-do, Korea. SIM-PBL was provided once per week (150 minutes each) for four weeks, and a structured questionnaire was used to survey information literacy, self-directed learning ability, and academic self-efficacy before and after educational training. After completing the four-week program, abilities in the sub-items of information literacy, such as information integration (${\acute{p}}=.030$), information expression (${\acute{p}}=.003$), and information ethics (${\acute{p}}=.016$) were improved. However, no differences in self-directed learning ability and academic self-efficacy were noted. Findings confirmed that SIM-PBL is an effective teaching method for improving the information literacy of nursing students. Therefore, it is necessary to come up with an SIM-PBL education plan for utilizing reliable and useful information ethically.

주제어

표/그림 (3)

표 Table. 1. Simulation education integrated with problem-based learning module
표 Table 2. General Characteristics of Participants
표 Table 3. Differences after SIM-PBL education on Information Literacy, Self-directed Learning Ability, Academic Self-efficacy

AI 본문요약
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문제 정의

The purpose of this study was to establish the baseline data to promote simulation training programs by determining the effects of SIM-PBL on the information literacy, self-directed learning ability, and academic self-efficacy of nursing students.

제안 방법

A quasi-experimental research approach characterizes this study; the pretest-posttest (one group) time series design was used to determine the effects of simulation training on the information literacy, self-directed learning ability, and academic self-efficacy of nursing students. The results showed that SIM-PBL for nursing students was effective for improving information literacy in terms of information integration, information expression, and information ethics, but no effect was found on self-directed learning ability and academic self-efficacy.
An orientation was provided for students regarding the overall details of simulation training, and teams were formed by drawing lots. After that, the SIM-PBL module was presented to the subjects once per week (150 minutes) for four weeks. The posttest was conducted a week after completion of the training sessions.
As mentioned previously, this training program was conducted once a week for four weeks, with each session lasting about 150 minutes. There were four classes, with each one divided into four teams.
Kim and Heo applied the simulation program immediately after clinical training; it consisted of orientation (20 minutes), simulation training (15 minutes), and debriefing (90 minutes)[14]. In this study, the program was organized as follows: problem-based learning (90 minutes), simulation training (15 minutes), and debriefing (30 minutes). Findings of the study indicated that the former had an adequate orientation but relatively little time for debriefing after simulation training, thereby resulting in insufficient introspection regarding training and the perception of academic self-efficacy.
Regarding the aim of this study to determine the effects of SIM-PBL on information literacy, self-directed learning ability and academic self-efficacy of nursing students, information literacy of nursing students increased after SIM-PBL, especially in terms of information integration, information expression, and information ethics among the sub-items. This finding is similar to the result of a previous study in which information literacy of Turkish nursing students increased after problem-based learning (relative to classroom learning)[27].
The SIM-PBL was carried out with problem-based learning (90 minutes), simulation training (15 minutes), debriefing (30 minutes), and a break (15 minutes). The subjects were provided with “information use guidelines” that were to be studied thoroughly before training began.
The subjects were provided with “information use guidelines” that were to be studied thoroughly before training began.
This study was quasi-experimental, utilizing the pretest-posttest (one group) time series design to determine the effects of simulation training on the information literacy, self-directed learning ability, and academic self-efficacy of nursing students.
To determine the effects of SIM-PBL, researchers for this study conducted a secondary analysis of variables not reported by Kim et al. [24] among the variables collected (communication anxiety, self -expression, self-efficacy in clinical practice, information literacy, self-directed learning ability, and academic self-efficacy).

대상 데이터

The subjects of this study were 81 nursing students in their fourth year, and their average age was 22.4 (range: 21–28).

데이터처리

The general characteristics, information literacy, self-directed learning ability, and academic self-efficacy of the subjects were verified with real numbers, percentages, means, and standard deviations. The differences between these variables before and after education were analyzed with a paired t-test.

이론/모형

Academic self-efficacy was measured using the Academic Self-Efficacy Scale developed by Kim and Park [13], for which the validity was tested. This tool includes 28 items rated on a 6-point Likert scale from Strongly disagree (1) to Strongly agree (6), with higher scores indicating higher academic self-efficacy.
Self-directed learning ability was measured with the Korean version [25] of the self-directed learning readiness scale developed by Guglielmino [26]. This tool includes 58 items rated on a 5-point Likert scale from Strongly disagree (1) to Strongly agree (5), with higher scores indicating greater self-directed learning ability.
This study was conducted with nursing students at a university according to the convenience sampling method. The target of this study was a single experimental group; participants were given equal educational opportunities, and a comparison with a control group was not possible.

성능/효과

In this study, the program was organized as follows: problem-based learning (90 minutes), simulation training (15 minutes), and debriefing (30 minutes). Findings of the study indicated that the former had an adequate orientation but relatively little time for debriefing after simulation training, thereby resulting in insufficient introspection regarding training and the perception of academic self-efficacy. Debriefing has the learning effect of understanding the basis of actions through introspection and feedback about the student’s training experience, leading to improvement in the ability to apply it to caring for patients and thinking critically [34].
0. The general characteristics, information literacy, self-directed learning ability, and academic self-efficacy of the subjects were verified with real numbers, percentages, means, and standard deviations. The differences between these variables before and after education were analyzed with a paired t-test.
A quasi-experimental research approach characterizes this study; the pretest-posttest (one group) time series design was used to determine the effects of simulation training on the information literacy, self-directed learning ability, and academic self-efficacy of nursing students. The results showed that SIM-PBL for nursing students was effective for improving information literacy in terms of information integration, information expression, and information ethics, but no effect was found on self-directed learning ability and academic self-efficacy.
Self-directed learning ability was measured with the Korean version [25] of the self-directed learning readiness scale developed by Guglielmino [26]. This tool includes 58 items rated on a 5-point Likert scale from Strongly disagree (1) to Strongly agree (5), with higher scores indicating greater self-directed learning ability. In the study by Jeon [25], Cronbach’s ɑ was .

후속연구

Future research could assess the results of expanding the implementation time of the training program and verify the effects of variables at each point. Future research to verify the effect longitudinally by various clinical scenarios and providing SIM-PBL program is necessary.
Future research could assess the results of expanding the implementation time of the training program and verify the effects of variables at each point. Future research to verify the effect longitudinally by various clinical scenarios and providing SIM-PBL program is necessary.

저자의 다른 논문 :

표제어: PCR

동의어: Packet Collision Rate

용어 설명 출처 목록 (6)

용어 설명: PCR은 세균 특이성이 있는 primer를 이용하여 적은 수의 세균이 있을지라도 쉽게 검출할 수 있는 유용한 방법이며, 이를 이용하여 구강 내 치면세균막이나 타액에서 직접 세균을 검출할 수 있게 되었다[8].

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