본 연구는 간호대학생의 디지털 리터러시, 학업적 자기효능감 및 학습몰입의 정도를 파악하고 상관관계를 파악하기 위해 시도되었다. 본 연구의 자료수집은 2024년 9월 1일부터 2024년 9월 20일까지 G광역시 소재 대학의 간호대학생 133명을 대상으로 수집되었고, 수집된 자료는 SPSS/WIN 22.0 Program을 이용하여 기술통계, 독립표본 t검정, 일원분산분석 및 다중회귀분석으로 분석하였다. 본 연구결과 간호대학생의 학습몰입은 본인의 건강상태, 경제적 수준, 선호하는 수업방식, 주관적 학업성취정도에 따라 유의한 차이를 보였다. 또한 학습몰입은 디지털 리터러시(r=.558, p<.001), 학업적 자기효능감(r=.451, p<.001)과 서로 유의한 상관관계가 있었다. 간호대학생의 학습몰입에 가장 영향을 미치는 요인은 디지털 리터러시(𝛽=.44, p<.001)였고, 총 설명력은 34.1%였다. 따라서 간호대학생의 디지털 리터러시 역량 증진과 학업적 자기효능감 강화를 위한 간호교육프로그램을 개발하여 교육과정 동안 학습몰입을 높일 수 있는 전략이 필요하다.
본 연구는 간호대학생의 디지털 리터러시, 학업적 자기효능감 및 학습몰입의 정도를 파악하고 상관관계를 파악하기 위해 시도되었다. 본 연구의 자료수집은 2024년 9월 1일부터 2024년 9월 20일까지 G광역시 소재 대학의 간호대학생 133명을 대상으로 수집되었고, 수집된 자료는 SPSS/WIN 22.0 Program을 이용하여 기술통계, 독립표본 t검정, 일원분산분석 및 다중회귀분석으로 분석하였다. 본 연구결과 간호대학생의 학습몰입은 본인의 건강상태, 경제적 수준, 선호하는 수업방식, 주관적 학업성취정도에 따라 유의한 차이를 보였다. 또한 학습몰입은 디지털 리터러시(r=.558, p<.001), 학업적 자기효능감(r=.451, p<.001)과 서로 유의한 상관관계가 있었다. 간호대학생의 학습몰입에 가장 영향을 미치는 요인은 디지털 리터러시(𝛽=.44, p<.001)였고, 총 설명력은 34.1%였다. 따라서 간호대학생의 디지털 리터러시 역량 증진과 학업적 자기효능감 강화를 위한 간호교육프로그램을 개발하여 교육과정 동안 학습몰입을 높일 수 있는 전략이 필요하다.
This study was attempted to understand the degree of digital literacy, Academic self-efficacy, and learning flow of nursing students and to understand the correlation. The data collection of this study was collected from 133 nursing students at universities located in G Metropolitan city from Septem...
This study was attempted to understand the degree of digital literacy, Academic self-efficacy, and learning flow of nursing students and to understand the correlation. The data collection of this study was collected from 133 nursing students at universities located in G Metropolitan city from September 1, 2024 to September 20, 2024, and the collected data were analyzed by descriptive statistics, independent sample t-test, one-way variance analysis, and multiple regression analysis using the SPSS/WIN 22.0 Program. As a result of this study, the learning flow of nursing students showed significant differences according to their health status, economic level, preferred teaching method, and subjective academic achievement. In addition, learning flow of nursing students was significantly correlated with digital literacy(r=.558, p<.001), Academic self-efficacy (r=.451, p<.001). The most influential factor on nursing students' learning flow was digital literacy (𝛽=.44, p<.001), and the total explanatory power was 34.1%. Therefore, a strategy is needed to increase learning flow during the curriculum by developing a nursing education program to improve digital literacy capabilities and strengthen academic self-efficacy of nursing students.
This study was attempted to understand the degree of digital literacy, Academic self-efficacy, and learning flow of nursing students and to understand the correlation. The data collection of this study was collected from 133 nursing students at universities located in G Metropolitan city from September 1, 2024 to September 20, 2024, and the collected data were analyzed by descriptive statistics, independent sample t-test, one-way variance analysis, and multiple regression analysis using the SPSS/WIN 22.0 Program. As a result of this study, the learning flow of nursing students showed significant differences according to their health status, economic level, preferred teaching method, and subjective academic achievement. In addition, learning flow of nursing students was significantly correlated with digital literacy(r=.558, p<.001), Academic self-efficacy (r=.451, p<.001). The most influential factor on nursing students' learning flow was digital literacy (𝛽=.44, p<.001), and the total explanatory power was 34.1%. Therefore, a strategy is needed to increase learning flow during the curriculum by developing a nursing education program to improve digital literacy capabilities and strengthen academic self-efficacy of nursing students.
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