[논문]간호대학생을 위한 노인간호 융합교육프로그램의 개발 및 효과

고지운; 양지원; 정미영; 차선경

doi:10.15207/jkcs.2020.11.5.363

간호대학생을 위한 노인간호 융합교육프로그램의 개발 및 효과
Development and Effect of a Geriatric Nursing Convergence Education Program for Nursing Students 원문보기

한국융합학회논문지 = Journal of the Korea Convergence Society, v.11 no.5, 2020년, pp.363 - 372

고지운 (선문대학교 간호학과) , 양지원 (경일대학교 간호학과) , 정미영 (선문대학교 간호학과) , 차선경 (선문대학교 간호학과)

초록
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본 연구는 노인 돌봄에 대한 이론과 실습교육이 융합된 노인간호 교육프로그램을 개발하고 간호학생에게 적용하여 노인에 대한 태도, 간호실천 의지 및 글로벌 역량에 미치는 효과를 파악하기 위해 시행되었다. 비동등성 대조군 전·후 유사 실험 연구로 연구대상자는 충청남도 A시 소재의 간호학과 2학년 학생으로 실험군 17명 대조군 19명이었다. 인성함양, 역량개발, 글로벌 역량개발, 지역공헌을 포함한 노인간호 융합교육프로그램은 2017년 8월 28일부터 2017년 12월 8일까지 80시간 동안 진행 되었다. 프로그램을 적용받은 실험군은 대조군과 비교하여 노인에 대한 태도(Z=-.46, p=.66), 노인 간호 실천(Z=-.64, p=.53), 글로벌 역량(Z=-1.08, p=.29)에서 통계적으로 유의한 차이를 보이지 않았다. 하지만 본 연구를 통해 간호대학생들에게 효과적인 노인간호교육을 제공하기 위하여 간호대학생들은 다양한 환경에서 노인과의 경험이 필요함을 제언한다. 또한 노인간호에 대한 바람직한 태도 형성을 위하여 교과목 간 융합과 연계 및 노인과의 직접적인 상호작용 할 수 있는 실습 등 다양한 분야의 교육 프로그램의 개발이 필요하다.

Abstract ▼ AI-Helper

This study was conducted to understand the effects on the attitude toward the elderly, willingness to geriatric nursing practice, and global competencies by developing a geriatric-nursing convergence education program. This program that combines the theory of elderly care and practical education and applies it to nursing students. This is a nonequivalent control group pretest-posttest design. The study participants consisted of 19 in a control group and 17 in an experimental group. They were the second-year of the nursing students in A city, Chungcheongnam-do. This program, including character building, elderly care competence, global competence, and community contribution, was held for 80 hours from August 28, 2017 to December 8, 2017. The experimental group compared to the control group, attitude toward the elderly (Z =-.46, p =.66), willingness to geriatric nursing practice (Z =-.64, p =.53), global competence (Z =-1.08, p =.29) showed no statistically significant difference. As a result of this study, it is suggested to develop and implement a convergence education program that nursing students can form positive attitudes toward the elderly and interact directly with the elderly.

주제어

표/그림 (5)

그림 Fig. 1. Research design
표 Table 1. Geriatric nursing convergence education program
표 Table 2. Homogeneity test of demographic characteristics. (N=36)
표 Table 3. Homogeneity test of the Dependent Variables for the Two Groups (N=36)
표 Table 4. Comparison of experimental and control effects

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문제 정의

Third, examine the effects of the geriatric nursing convergence education program on the global competence of nursing students.

제안 방법

Detailed education contents were prepared according to the derived contents. Based on the detailed training contents, it was divided into four areas and classified related programs for each area to constitute an 80-hour education program. The 80-hour program is equivalent to half of the 160-hour education program for geriatric nurse practitioners, which was set in consideration of the academic status and reality of the department.
First, examine the effects of the geriatric nursing convergence education program on attitudes toward elders of nursing students.
For this study, we used a nonequivalent control group pretest–posttest design to examine the effects on attitudes toward elders, nursing students’ willingness to geriatric nursing practice, and global competence after applying the geriatric-nursing -convergence-education program to nursing students (As shown in Fig. 1).
Although the environment for nursing care for elders usually centers on hospitals, the area of nursing care for elders in their homes, nursing homes, and communities will be further expanded. Reflecting this study, the program included interactions with the elderly in nursing homes and community senior centers.
The geriatric nursing convergence education program (Global Silver Care Manager training/80 hours) used in this study was developed based on literature related to nursing practice competence with elders and advice from nursing professionals.
The program addressed educational content for nursing elders in each subject area: adult nursing, community nursing, women's health nursing, and mental nursing.
Experience over time are required to strengthen positive attitudes toward elders through experiences with elders rather than a single fragmentary approach [6]. The program also included single, short-term interactions with seniors, judged at the time to be insufficient to lead to attitude change.
Incontinence-related education was taught as part of the women's health nursing course; the psychological nursing course addressed therapeutic communication with elders; and the application of the recreation program for elders was part of the community-nursing course. The program included direct interactions with elders in nursing homes and community senior centers and actively used audio-visual media such as watching movies related to elders.
The program took place as an extracurricular activity during the semester, with 80 hours of instruction including theory and practice. Even though education hours of this program was less than 160 hours of a geriatric nurse practitioner’s educational program [18], it was considered that it is not insufficient time to achieve the goal of the extracurricular program aimed to improve the characteristics of nursing students and their experiences with elders, changing their attitudes toward elders.
The program was operated as an extracurricular activity and was operated in various ways such as lectures, audio-visual materials, 1:1 video chats, demonstrations, and hands-on exercises to induce interest. The details of the elder-education program appears in Table 1.
The purpose of this study was to develop a education program and to verify its effectiveness in improving attitudes toward elders, nursing students’ willingness to geriatric nursing practice, and global competence.
The research was conducted as a baseline survey, program operation, and poststudy survey from August 18 to December 18, 2017. The baseline data-collection period for this study was from August 18 to 28, 2017.
For the experimental group, the geriatric-nursing-convergence-education program was conducted for 14 weeks(80hrs) from August 28 to December 8, 2017, and the poststudy survey was conducted from December 8 to 18, 2017, after the completion of the geriatric nursing convergence education program. The researchers prepared structured questionnaires for both groups. The pre and post study surveys were conducted by a separately trained investigator to exclude the effect of treatment by providers of the elderly education program.

대상 데이터

5, was 17. For this study, we recruited 50 students in anticipation of dropout. We randomly assigned 25 to the experimental group and 25 to the control group.
The 80-hour program is equivalent to half of the 160-hour education program for geriatric nurse practitioners, which was set in consideration of the academic status and reality of the department. In order to review the contents of the developed program and the feasibility of the 80-hour training period, three advisors from domestic or international geriatric nurse practitioners and two working-level officials from community nursing homes were consulted. It consists of 12 hours of character building (well-dying and well-living program), 36 hours of elderly care competence (geriatric nursing care), 8 hours of the global competence program (global communication program) and 24 hours of community contribution (a well aging care program), respectively.
The research participants were second-year nursing students in A city, Chungcheongnam-do. We calculated the number of participants according to the formula used when trying to see the difference between two groups with Cohen's formula [9].

데이터처리

Homogeneity for the general characteristics of students’ knowledge of elders, attitudes toward elders, Willingness to geriatric nursing practice, and global competence were analyzed with a chi-square test, Fisher’s exact test and the Mann–Whitney U test.

이론/모형

Nursing students’ attitude toward elders was measured with the Korean version of Aging Semantic Differential Scale [12], translated by Han [13].
Nursing students’ attitude toward elders was measured with the Korean version of Aging Semantic Differential Scale [12], translated by Han [13]. The tool consists of 20 questions and responses to the Likert-scale 7-point scale for each question consisting of opposing adjective pairs. The higher the score (maximum 7 points), the more positive the attitude toward elders; lower scores (1 point) indicate negative attitudes toward elders.

성능/효과

In the case of nursing practice with elders, accurate measurement can be applied only to the participants who have practiced with elders, rather than the participants who have little experience with elders, who will have difficulty practicing nursing with elders. Last, because no difference emerged in global competence , it seems that some items on the survey should be assessed after 6 months or 1 year of measurement, rather than evaluating immediately after program completion.

참고문헌 (24)

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