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NTIS 바로가기한국융합학회논문지 = Journal of the Korea Convergence Society, v.11 no.9, 2020년, pp.375 - 383
오현주 (대전과학기술대학교 간호학과) , 김미자 (대전과학기술대학교 간호학과) , 박경미 (대전과학기술대학교 간호학과)
The study was to examine the mediating effect of self-efficacy in learning in the relationship between the learning satisfaction and motivation to transfer of nursing students who received the psychiatric nursing convergence simulation practicum using standardized patients. Participants were 144 thi...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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간호교육과정에서 임상실습교육이 필수적인 이유는 무엇인가? | 간호교육과정은 이론적 지식과 간호실무능력에 대한 내용을 모두 포함하며 간호에 관한 이론을 배우고 학습된 지식을 실무에 적용하여 대상자의 건강문제를 해결할 수 있는 능력을 키우기 위한 임상실습교육이 필수적이다[1]. 특히 정신간호 실습은 다른 교과목에 비해 환자의 질병특성 상 환자와 신뢰관계를 형성하고 치료적 의사소통을 적용하는 등 정신적 문제 해결을 위한 간호중재가 더욱 중요하다[2]. | |
표준화환자란 무엇인가? | 그 중 표준화환자(standardized patient; SP)를 활용한 시뮬레이션 실습교육은 임상실습의 제한점과 실무중심의 임상수행능력, 문제해결 및 의사소통을 습득할 수 있는 교수 학습 전략으로 정신간호영역에서 효율적인 실습교육을 제공하기 위해 활용되고 있다[3,7-9]. SP는 실제 환자와 똑같이 훈련된 일반 사람을 뜻한다. SP를 활용한 실습은 임상실무와 유사한 모의상황을 통해 실제 환자가 한꺼번에 나타내기 힘든 다양한 임상상황을 구현하고[9] SP와 상호작용을 통해 간호중재를 실습할 수 있다[8]. | |
간호학생들이 정신간호 실습과정에서 겪는 어려움은 무엇인가? | 특히 정신간호 실습은 다른 교과목에 비해 환자의 질병특성 상 환자와 신뢰관계를 형성하고 치료적 의사소통을 적용하는 등 정신적 문제 해결을 위한 간호중재가 더욱 중요하다[2]. 그러나 간호학생들은 정신간호 실습과정 중 학습한 내용을 임상실습현장에 적용하면서 정신질환에 대한 부정적 인식으로 불안, 두려움, 부정적 태도를 흔히 경험하며[2,3] 환자와 치료적 상호관계 형성이 어렵고 자기효능감 저하와 위축을 경험하는 등[2-4] 이론을 통해 학습한 지식을 실무에 적용하는데 어려움을 경험하고 있다. |
Y. H. Shin, H. K. Hur, S. M. Park, H. Y. Song & G. Y. Kim. (2007). Development of an Integrated Clinical Nursing Practice Course for Improvement of Nursing Competency among Nursing Students, J Korean Acad Soc Nurs Edu, 13(1), 32-40.
S. Y Park & Y. R. Kweon. (2012). The effect of using standardized patients in psychiatric nursing practical training for nursing college students. Journal of Korean Academy of Psychiatric and Mental Health Nursing, 21(1), 79-88. DOI : 10.12934/jkpmhn.2012.21.1.79
K. J. Do, J. H. Woo & J. H. Jang. (2015). The effect of learning outcomes in psychiatric nursing practical education using standardized patients. J Korean Soc Wellness, 10(4), 159-170.
M. A. Machin & G. J. Fogarty. (1997). The effects of self-efficacy, motivation to transfer, and situational constraints on transfer intentions and transfer of training. Performance Improvement Quarterly, 10(2), 98-115. DOI : 10.1111/j.1937-8327.1997.tb00051.x
H. W. Ayres. (2005). Factors related to motivation to learn and motivation to transfer learning in a nursing population. Unpublished doctoral Dissertation, North Carolina State University, Raleigh, USA.
G. S. Kang & Y. Kim. (2016). Development and application of integrated-simulation practice program using standardized patients: caring for alcoholism with diabetes mellitus in the community. Journal of the Korea Academia-Industrial cooperation Society, 17(8), 662-672. DOI : 10.5762/KAIS.2016.17.8.662
Y. A. Kim & S. Yoon. (2018). The effects of nursing practical education using standardized patients in Korea: a systematic review and meta-analysis. The Korean Data & Information Science Society, 29(1), 125-140. DOI : 10/7465/jkdi.2018.29.1.125
P. J. Oh, K. D. Jeon & M. S. Koh. (2015). The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis, Nurse Educ. Today, 35(5), e6-e15. DOI : 10.1016/j.nedt.2015.01.019
Y. G. Bak & T. K. Kim. (2018). The effect of simulation-based education using a standardized patients for schizophrenia nursing care on communication self-efficacy, learning self-efficacy and flow experience in nursing students. Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 8(6), 437-447. DOI : 10.21742//AJMAHS.2018.06.64
D. L. Seyler, E. F. Holton III, R. A. Bates, M. F. Burnett & M. A. Carvalho. (1998). Factors affecting motivation to transfer training. International Journal of Training and development, 2(1), 16-16.
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E. S. Han & S. H. Kim. (2019). The Relationship among Learning Motivation, Transfer Climate, Learning Self-efficacy, and Transfer Motivation in Nursing Students Received Simulation-based Education. Journal of the Korea Academia-Industrial cooperation Society, 20(10), 332-340. DOI : 10.5762/KAIS.2019.20.10.332
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M. K. Cho & M. Y. Kim. (2017). Effects of Learner Motivation and Teacher-student Interaction on Learner Satisfaction in Nursing Students. The Journal of the Korea Contents Association, 17(4), 468-477. DOI : 10.5392/JKCA.2017.17.04.468
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P. R. Jeffries. (2007). Simulation in nursing education: From conceptualization to evaluation. New York, NY: National League for Nursing.
K. H. Lee. (2019). Convergence between Ego-Resilience, Major Satisfaction and Clinical Competency of Nursing Students. Journal of the Korea Convergence Society, 10(3), 297-306. DOI : 10.15207/JKCS.2019.10.3.297
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