$\require{mediawiki-texvc}$

연합인증

연합인증 가입 기관의 연구자들은 소속기관의 인증정보(ID와 암호)를 이용해 다른 대학, 연구기관, 서비스 공급자의 다양한 온라인 자원과 연구 데이터를 이용할 수 있습니다.

이는 여행자가 자국에서 발행 받은 여권으로 세계 각국을 자유롭게 여행할 수 있는 것과 같습니다.

연합인증으로 이용이 가능한 서비스는 NTIS, DataON, Edison, Kafe, Webinar 등이 있습니다.

한번의 인증절차만으로 연합인증 가입 서비스에 추가 로그인 없이 이용이 가능합니다.

다만, 연합인증을 위해서는 최초 1회만 인증 절차가 필요합니다. (회원이 아닐 경우 회원 가입이 필요합니다.)

연합인증 절차는 다음과 같습니다.

최초이용시에는
ScienceON에 로그인 → 연합인증 서비스 접속 → 로그인 (본인 확인 또는 회원가입) → 서비스 이용

그 이후에는
ScienceON 로그인 → 연합인증 서비스 접속 → 서비스 이용

연합인증을 활용하시면 KISTI가 제공하는 다양한 서비스를 편리하게 이용하실 수 있습니다.

[국내논문] 블렌디드 러닝(Blended learning)을 기반으로 한 정신간호학 실습교육이 간호대학생의 의사소통 능력, 협력적 자기 효능감 및 학습전이동기에 미치는 효과
Effects of Communication Competency, Self-efficacy for group work, and Learning Transfer Motivation of Nursing Students in Psychiatric and Mental Health Nursing Practice Education based on Blended Learning 원문보기

산업융합연구 = Journal of industrial convergence, v.20 no.2, 2022년, pp.61 - 70  

서유진 (동의대학교 의료보건생활연구소, 간호학과) ,  한은경 (을지대학교 간호대학(성남))

초록
AI-Helper 아이콘AI-Helper

본 연구는 COVID-19 pandemic으로 간호대학생의 정신간호학 임상실습이 제한되면서 블랜디드 러닝을 기반으로 한 정신간호학실습 프로그램을 개발하고 의사소통 능력, 협력적 자기효능감 및 학습전이동기에 미치는 효과를 확인하기 위한 연구이다. 연구는 2021년 10월 18일부터 2021년 12월 11일까지 간호대학생 64명이 참여하였으며 온라인 구글설문지를 이용하여 실습 전과 실습 후에 설문지를 완성하였다. 수집된 자료는 SPSS 25.0 프로그램을 이용하여 기술적 통계, paired t-test로 분석하였다. 연구결과, 대상자는 블렌디드 러닝을 기반으로 한 정신간호학실습프로그램 전에 비해 후에 의사소통 능력, 협력적 자기효능감과 학습전이동기가 유의미하게 상승되었다. 본 연구결과를 통하여 블렌디드 러닝을 기반으로 한 정신간호학실습프로그램의 효과를 확인할 수 있었다. 추후 포스트 코로나 상황에서도 임상현장실습을 대체하여 적용할 수 있는 정신간호학실습교육의 실행성과 후속연구의 근거자료로 활용될 수 있을 것이다.

Abstract AI-Helper 아이콘AI-Helper

The study developed a psychiatric and mental health nursing practice program based on blended learning as nursing students' field practice in psychiatric and mental nursing practice was limited due to the prolonged COVID-19 pandemic. This is a study to evaluate the effect on communication competency...

Keyword

참고문헌 (35)

  1. World Health Organization. (2020). Timeline: WHO's COVID-19 response. WHO (online) https://www.who.int/emergencies/diseases/novel-coronavirus-2019/interactive-timeline 

  2. Korean Disease Control and Prevention Agency. (2021). COVID-19. KDCA (online) https://www.kdca.go.kr/board/board.es?mida20501000000&bid0015&list_no718162&actview 

  3. M. Tomietto, D. Comparcini, V. Simonetti & G. Cicolini. (2020). Nursing education: challenges and perspectives in a COVID-19 age. Professioni Infer mieristi che, 73(3), 131-132. DOI: 10.7429/pi.2020.733131 

  4. J. I. Cho, H. J. Choi, S. J. Hon & T. Y. Ahn. (2020). A study on the types of future teaching -learning and space. The Journal of Sustainable Design and Educational Environment Research, 19(1), 13-24. DOI: 10.7743/kisee.2020.19.1.013 

  5. S. H. Lim. (2021). Content analysis on online non-face-to-face adult nursing pra -ctice experienced by graduating nursing studentsin the ontact era. Journal of the Korea Academia-Industrial cooperation Society, 22(4), 195-205. DOI: 10.5762/kais.2021.22.4.195 

  6. Korean Accreditation Board of Nursing Education. (2021). College handbook for nursing education certification evaluation. Seoul: Korean Accreditation Board of Nursing Education, 58-59 

  7. Y. M. Song. (2020). Effects of a online psychiatric and mental health nursing practice program on the social and emotional competence, counseling self-efficacy, and communication competence among nursing students, Journal of Learner-Centered Curriculum and Instruction, 20(19), 271-290. DOI: 10.22251/jlcci.2021.21.11.289 

  8. J. Y. Kang. (2020). Simulated Nursing Practice Education in the Ontact Age: A Mixed Methods Case Study. Journal of Learner -Cnetered Curriculum and Instruction, 21(11), 289-303. DOI: 10.22251/jlcci.2020.20.18.937 

  9. H. S. Kim, E. M. Kim & D. S. Lee. (2021). A Study on the Experience of Nursing Student's Clinical Education in School Practice: Focused on Psychiatric Nursing Practice, Journal of the Korea Academia-Industrial cooperation Society, 22(2), 169-178. DOI: 10.5762/KAIS.2021.22.2.169 

  10. S. S. Lee. (2007). Design principles of interactions for blended learning. The Journal of Educational Information and Media, 13(2), 225-250. 

  11. H.M. Vo, C. Zhu & N. A. Diep. (2017). The effect of blended learning on student performance at course-level in higher education: A meta-analysis. Studies in Educational Evaluation, 53, 17-28. DOI: 10.1016/j.stueduc.2017.01.002 

  12. E. K. Han & Y. J. Suh. (2020). Effects of mental health welfare center clinical practice on nursing students' discrimination behavior, attitude, and social distance toward mental illness Journal of Learner-Centered Curriculum and Instruction, 20(2), 59-72. DOI: 10.22251/jlcci.2021.21.11.289 

  13. C. H. Noh. (2000). Comparative Study on the Cognition and Attitudes toward the Mental Illness Among Nursing College Students. Journal of Korean Academic Psychiatric Mental Health Nursing, 9(2), 145-155. 

  14. H. B. Yim, O. J. Koh, H. Cho, H. K. Kim, S. O. Chang & J. N. Shon. (1996). Study on the perceived concept about therapeutic communication of nurses working in psychiatric ward. Journal of Korean Academy of Psychiatric and Mental Health Nursing, 5(1), 88-99. 

  15. J. W. Park. (2000). The experiences of psychiatric patients about nurses' nonverbal communication behaviors in interpersonal relationship. Journal of Korean Academy of Psychiatric and Mental Health Nursing, 9(1), 35-43. 

  16. A. T. Pescosolido. (2003). Group efficacy and group effectiveness: The effects of group efficacy over time on group performance and development. Small Group Research, 34(1), 20-42. DOI: 10.1177/1046496402239576 

  17. H. J. Choi. (2021). Effect of Nursing Students' Peer Feedback Korean Advan -ced Life Support (KALS) Simulation Practice for Self-efficacy for Group Work, Team Mental Model, Learning Presence and Learning Satisfaction. Journal of Learner-Centered Curriculum and Instruction. 21(8), 353-364. DOI: 10.22251/jlcci.2021.21.8.353 

  18. J. W. Yoo. (2014). The Relationship among Self-efficacy for Group Work, Team Efficacy, Interaction, and Team Performance in Team Project-based Learning in a College Classroom. Journal of Learner-Centered Curriculum and Instruction, 14(10), 89-110. 

  19. N. Y. Lee & J. Y. Han. (2018). The Effects of Self-efficacy for group work and learning presence on transfer of learning in TBL(Team-based learning) using flipped. Journal of the Korean Data And Information Science Society, 29(4), 951-960. DOI: 10.7465/jkdi.2018.29.4.951 

  20. Y. S. Kim & K. S. Lee. (2021). Online Clinical Practice Experience of Nursing Students. Journal of the Korea Academia -Industrial cooperation Society, 22(7), 160-171. DOI: 10.5762/KAIS.2021.22.7.160 

  21. F. Faul, E. Erdfelder, A. G. Lang & A. Buchner. (2007). G* Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior research methods, 39(2), 175-191. 

  22. J. S. Kim. (2020). The effect of design thinking-based nursing learning program in students. The Society of Convergence Knowledge Transactions, 8(4), 1-9. DOI: 10.22716/sckt.2020.8.4.030 

  23. G. M. Phillips & J. T. Wood (Eds.). (1990). Speech communication: Essays to commemorate the 75th anniversary of The Speech Communication Association. SIU Press. 

  24. G. H. Hur. (2003). Construction and validation of a global interpersonal communication competence scale. Korean Journal of Journalism & Communication Studies, 47(6), 380-408. 

  25. S. B. Alavi & J. McCormick. (2008). The roles of perceived task interdependence and group members' interdependence in the development of collective efficacy in university student group contexts. British Journal of Educational Psychology, 78(3), 375-393. DOI: 10.1348/000709907X240471 

  26. S. Y. Kim & M. H. Kang. (2016). The relationship between self-efficacy for group work, perceived usefulness, flow, perceived interaction, and learning outcomes in team project-based learning with closed-type SNS. Journal of Korean Association for Educational Information and Media, 22(1), 85-110. 

  27. H. W. Ayres. (2005). Factors related to motivation to learn and motivation to transfer learning in a nursing population. Doctoral thesis. North Carolina State University, Raleigh. 

  28. S. Y. Park & Y. R. Kwon. (2012). The effect of using standardized patients in psychiatric nursing practical training on nursing college students. Journal of Korean Academic Psychiatric Mental Health Nursing, 21(1), 79-88. 

  29. K. S. Han. (2020). Psychiatric and mental health nursing. Seoul; Sumoonsa. 

  30. Korean Nurses Association. (2012). Nursing education learning objectives. Korean Nurses Association. Seoul. 

  31. D. H. Seo & I. J. Jeong. (2019). The effects of role playing on empathy and communication competence for nursing students in psychiatric mental health nursing practicum. Journal of the Korea Entertainment Industry Association, 13(4), 263-270. 

  32. M. E. Kim, M. J. Kim, Y. I. Oh & S. Y. Jung. (2020). The effect of online substitution class caused by coronavirus(COVID-19) on the learning motivation, instructor-learner interaction, and class satisfaction of nursing students. Journal of Learner-Centered Curriculum and Instruction, 20(17), 519-541. DOI: 10.22251/jlcci.2020.20.17.519 

  33. Y. R. Kweon & B. S. Choi. (2020). Effects of a psychiatric nursing education using flipped learning on learning transfer motivation and learning self-efficiency of nursing college students. Journal of the Korean Data Analysis Society, 22(1), 447-460. DOI: 10.37727/jkdas.2020.22.1.447 

  34. N. S. Kim & Y. J. Ko. (2020). Relationship between learning self-efficacy, learning satisfaction, and transfer motivation among nursing students. Focused on Integrated Simulation Practicum, 8(2), 15-25. DOI: 10.144 00/JDC.2020.18.4.301 

  35. Liebermann, S. & Hoffmann, S. (2008). The impact of practical relevance on training transfer: evidence from a service quality training program for German bank clerks. International Journal of Training and Development, 12(2), 74-86. 

활용도 분석정보

상세보기
다운로드
내보내기

활용도 Top5 논문

해당 논문의 주제분야에서 활용도가 높은 상위 5개 콘텐츠를 보여줍니다.
더보기 버튼을 클릭하시면 더 많은 관련자료를 살펴볼 수 있습니다.

관련 콘텐츠

이 논문과 함께 이용한 콘텐츠

저작권 관리 안내
섹션별 컨텐츠 바로가기

AI-Helper ※ AI-Helper는 오픈소스 모델을 사용합니다.

AI-Helper 아이콘
AI-Helper
안녕하세요, AI-Helper입니다. 좌측 "선택된 텍스트"에서 텍스트를 선택하여 요약, 번역, 용어설명을 실행하세요.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.

선택된 텍스트

맨위로