• Title/Summary/Keyword: Transfer Motivation

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The Relationship among Learning Motivation, Transfer Climate, Learning Self-efficacy, and Transfer Motivation in Nursing Students Received Simulation-based Education (시뮬레이션 교육을 받은 간호학생의 학습동기, 전이풍토, 학습자기효능감 및 전이동기의 관계)

  • Han, Eun Soo;Kim, Seon Hee
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.20 no.10
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    • pp.332-340
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    • 2019
  • This descriptive research study was undertaken to identify the degree of learning motivation, transfer climate, learning self-efficacy, and transfer motivation, and to correlate the variables, in nursing students receiving simulation-based education. The subjects of this study were 4th grade nursing students who completed a simulation course at a nursing university; data collected using the self-report questionnaire were analyzed using the SPSS 21.0 program. Our results indicate high values of learning motivation, transfer climate (including the lower variables supervisor's support, peer's support, and transfer opportunity), learning self-efficacy, and transfer motivation. Learning motivation, learning self-efficacy, and transfer motivation significantly differed with respect to social motivation for entering school (Z=6.04, p=0.049; Z=6.92, p=0.031; Z=9.16, p=0.010, respectively) and major satisfaction (Z=8.55, p=0.036; Z=12.55, p=0.006; Z=13.47, p=0.004, respectively). All these variables were positively correlated, especially transfer motivation with learning motivation, supervisor's support, peer's support, transfer opportunity, and learning self-efficacy. Taken together, the results of this study indicate a need to develop an effective simulation-based education program to encourage transfer motivation, as well as follow-up studies that verify the causal relationship between transfer motivation and related variables.

Effects of Psychiatric Nursing Practice Education Using Virtual Simulation for Nursing (가상간호시뮬레이션을 활용한 정신간호실습 교육의 효과)

  • Han, Mi Ra;Lee, Jihye
    • Journal of the Korea Convergence Society
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    • v.12 no.10
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    • pp.333-342
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    • 2021
  • The purpose of this study is to compare the differences in transfer motivation and learning self-efficacy before and after applying virtual simulation for nursing in psychiatric nursing practice, and to provide them as basic data for effective psychiatric practical education. This study was conducted from October to December 2020. The subjects were 41 people who were enrolled in the third year of a located in U city, and who had received psychiatric nursing practice education using virtual simulation for nursing. Data were analyzed by paired t-test and pearson's correlation coefficient. After practice compared to before psychiatric nursing practice with virtual simulation nursing applied, transfer motivation was significantly increased and learner self-efficacy increased, but it was not statistically significant. Therefore, It was confirmed that psychiatric nursing practice education using virtual simulation for nursing is partly an effective practice strategy.

The Effects of Self-leadership Reinforcement Program for Hospital Nurses (병원간호사의 셀프리더십 강화 프로그램의 효과)

  • Park, Eun Ha;Chae, Young Ran
    • Journal of Korean Biological Nursing Science
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    • v.20 no.2
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    • pp.132-140
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    • 2018
  • Purpose: This study has been carried out in order to develop and verify the effects of self-leadership reinforcement program for hospital nurses. Methods: The research design was a non-equivalent control group pre-posttest design. Participants were 64 individuals (32 in each group), all of whom were nurses working at a university hospital, with less than five years of job experience. Experimental group was provided with two hours of self-leadership reinforcement program, once per week, for four weeks. The questionnaire for pre and post test included general characteristics, transfer motivation for learning, self-leadership, communication ability, clinical nursing competency, organizational commitment, and turnover intentions. Results: There was a significant difference in self-leadership scores between experimental group and control group (F= 15.10, p<.001). There was also a significant difference between the experimental group and the control group in terms of transfer motivation for learning (t = -5.44 p<.001), communication ability (F = 15.29, p<.001), clinical nursing competency (F = 15.23, p<.001), and organizational commitment scores (F = 7.21, p=.009). Conclusion: The self-leadership reinforcement program developed in this study was effective in improving self-leadership, communication ability, clinical nursing competency, and organizational commitment. Thus, by implementing the program at clinical levels, it will be a basis for nursing personnel resource administration.

Analysis about the Initial Process of Learning Transfer in Computational Thinking Education (Computational Thinking 교육에서 나타난 초기 학습전이에 대한 분석)

  • Kim, Soohwan
    • The Journal of Korean Association of Computer Education
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    • v.20 no.6
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    • pp.61-69
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    • 2017
  • The Goal of SW education is to improve computational thinking. Especially, non computer majors need to apply computational thinking to their problem solving in their fields after computational thinking class. In this paper, we verified what factors affect the improvement of computational thinking through mixed research method after teaching computational thinking to non major students. Also, we analysed the characteristics of initial learning transfer of computational thinking, and establish the reason about he validity and justification for non major in SW education. The result shows learning satisfaction, learning transfer motivation, and self-CT efficacy affect the perception about improvement of computational thinking. Also, we found that there is application of computational thinking was coming up with problem solving process because the initial learning transfer process of computational thinking has characteristics about concepts and practices of it in programming steps. The effectiveness and learning transfer process of computational thinking for non majors will give the validity and justification to teach SW education for all students.