간호대학생의 비판적 사고성향, 심층적 학습접근방식, 학습자간 상호작용이 간호과정 자신감에 미치는 영향: 팀 기반 학습을 중심으로 The influence of critical thinking disposition, deep approaches to learning and learner-to-learner interaction on nursing process confidence in nursing students, with a focus on team-based learning원문보기
Purpose: This study uses a descriptive research design to identify the influence of critical thinking disposition, deep approaches to learning, and interaction between learners on the degree of nursing process confidence for nursing students. Methods: The subjects of the study were second-year stude...
Purpose: This study uses a descriptive research design to identify the influence of critical thinking disposition, deep approaches to learning, and interaction between learners on the degree of nursing process confidence for nursing students. Methods: The subjects of the study were second-year students in the Department of Nursing at a university in G city. The data included general characteristics, critical thinking disposition, deep approaches to learning, learner-to-learner interaction, and nursing process confidence were analyzed utilizing an independent t-test, one-way ANOVA, and Scheffe's test to identify differences in the variables according to general characteristics. To identify the correlation between the factors related to the nursing process and nursing process confidence, Pearson's correlation was analyzed, and hierarchical regression was used to determine the factors affecting the confidence of the subject's nursing process. Results: Gender, critical thinking disposition, and in-depth learning approach were statistically significant as factors affecting the nursing process confidence of nursing students, and these factors were shown to explain 62% of nursing course performance (F=23.80, p<.001), among which in-depth learning access has the greatest influence (β=.41, p<.001). Conclusion: Critical thinking disposition and deep approaches to learning arbitration program development are necessary to improve nursing students' nursing process confidence.
Purpose: This study uses a descriptive research design to identify the influence of critical thinking disposition, deep approaches to learning, and interaction between learners on the degree of nursing process confidence for nursing students. Methods: The subjects of the study were second-year students in the Department of Nursing at a university in G city. The data included general characteristics, critical thinking disposition, deep approaches to learning, learner-to-learner interaction, and nursing process confidence were analyzed utilizing an independent t-test, one-way ANOVA, and Scheffe's test to identify differences in the variables according to general characteristics. To identify the correlation between the factors related to the nursing process and nursing process confidence, Pearson's correlation was analyzed, and hierarchical regression was used to determine the factors affecting the confidence of the subject's nursing process. Results: Gender, critical thinking disposition, and in-depth learning approach were statistically significant as factors affecting the nursing process confidence of nursing students, and these factors were shown to explain 62% of nursing course performance (F=23.80, p<.001), among which in-depth learning access has the greatest influence (β=.41, p<.001). Conclusion: Critical thinking disposition and deep approaches to learning arbitration program development are necessary to improve nursing students' nursing process confidence.
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