Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
권호 표지
DOI QR코드

DOI QR Code

The Effect of Student-Generated Questions Partially Applied in a Pathology Course on Learning Motivation, Communication, and Problem Solving of Nursing Students

병리학 교과목에 부분 적용한 학습자질문중심학습법이 간호대학생의 학습동기, 의사소통, 문제해결능력에 미치는 효과

  • Received : 2019.01.15
  • Accepted : 2019.03.20
  • Published : 2019.03.28
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to examine the effects of student-generated questions (SGQs) partially applied in a pathology course on learning motivation, communication abilities, and problem-solving skills in nursing students. A one-group pretest-posttest design was employed to conduct this study with 106 nursing students taking the pathology course in a university-setting. Data were analyzed using a Wilcoxon signed-rank test in SPSS version 20. The results showed that communication and problem-solving skills were significantly improved at the end of the semester compared to the beginning. The findings imply that SGQs could be an effective means to improve nursing students' skills of communication and problem solving. To equip nursing students with such core competencies, teaching-learning methods combined various strategies should be developed and applied to nursing education.

본 연구의 목적은 병리학 교과목에 부분 적용한 학습자질문중심학습법이 간호대학생의 학습동기, 의사소통, 문제해결능력에 미치는 효과를 파악하는 것이다. 일개 대학 간호학과 2학년 106명을 대상으로 단일군 사전사후 설계를 적용하여 본 연구를 수행하였다. 수집된 자료는 SPSS 20.0 프로그램을 활용하여 Wilcoxon-signed rank test로 분석하였다. 연구 결과 학기 초에 비하여 학기 말에 의사소통과 문제해결능력이 유의하게 향상되었으며, 학습동기의 하위 항목인 주의력과 만족도도 유의하게 향상된 것을 알 수 있었다. 본 연구 결과는 학습자질문중심학습법이 간호대학생의 의사소통과 문제해결능력 향상에 효과적인 방법이 될 수 있음을 보여주었다. 앞으로 이와 같은 간호대학생의 핵심 역량을 계발하기 위해 다양한 전략이 융합된 교수학습방법의 개발 및 적용이 필요하다.

Keywords

Table 1. The Composition of Two-hour Lecture

DJTJBT_2019_v17n3_331_t0001.png 이미지

Table 2. The Composition of 15-week of pathology course

DJTJBT_2019_v17n3_331_t0002.png 이미지

Table 3. General Characteristics of the Participants

DJTJBT_2019_v17n3_331_t0003.png 이미지

Table 4. The Comparison of the Dependent Variables

DJTJBT_2019_v17n3_331_t0004.png 이미지

References

  1. S. J. Kim, Y. S. Kim, J. H. Kim, J. H. Lee & K. E. Chang. (2018). A study on the development of convergence education program for the fourth industrial revolution. Journal of the Korea Convergence Society, 9(5), 43-52. DOI : 10.15207/JKCS.2018.5.043
  2. E. S. Han, K. A. Kang & M. N. Lee. (2013). Development and evaluation of model for infant based problem-based learning. Journal Korean Academic Society Nursing Education, 19(3), 384-395. DOI : 10.5977/jkasne.2013.19.3.371
  3. Y. S. Lee & Y. Eun. (2016). The effect of the flipped learning on self-efficacy, critical thinking disposition, and communication competence of nursing students. Journal of Korean Academic Society of Nursing Education, 22(4), 567-576. DOI : 10.5977/jkasne.2016.22.4.567
  4. H. Y. Lee, R. Shimotakahara, H. W. Kim & S. M. Ogata. (2017). Japanese nursing students' learning experience, self-directed learning ability, and self-efficacy in nursing practice utilizing portfolio. Journal of Korean Academic Society of Nursing Education, 23(3), 279-289. DOI : 10.5977/jkasne.2017.23.3.279
  5. Y. J. Ha, S. J. Woo & N. S. Seo. (2018). A convergence study on the effects of blended learning on the self-directed learning ability and learning satisfaction of nursing students. Journal of the Korea Convergence Society, 9(11), 509-517. DOI : 10.15207/JKCS.2018.9.11.509
  6. Korean Accreditation Board of Nursing Education. (2016). The purpose of nursing education accreditation evaluation: Retrieved November 17, 2018, from the Korean accreditation board of nursing education web site: http://www.kabone.or.kr/kabon02/index.php
  7. J. Y. Ha. (2011). Learning style, learning attitude, and self-directed learning ability in nursing students. The Journal of Korean Academic Society of Nursing Education, 17(3), 355-364. https://doi.org/10.5977/JKASNE.2011.17.3.355
  8. C. I. Hwang & H. Y. Lim. (2011). An analysis study on students' questioning behaviors process and hinderance factors in university class. Asian Journal of Education, 12(3), 55-74 https://doi.org/10.15753/AJE.2011.12.3.003
  9. C. A. Toledo. (2006). "Does your dog bite?" Creating good questions for online discussion. International Journal of Teaching and Learning in Higher Education, 18(2), 150-154.
  10. Y. M. Ahn & S. I. Hwang. (2015). Lesson with students generated questions: based on a department of health science. Journal of Korean Academic Society of Nursing Education, 21(2), 266-275. DOI : 10.5977/jkasne.2015.21.2.266
  11. Y. M. Ryu & Y. M. Yang. (2018). The effect of team-based learning, student generated questions, and lecture-based learning in physiology course. Journal of Learner-Centered Curriculum and Instruction, 18(9), 79-97. DOI : 10.22251/jlcci.2018.18.9.79
  12. B. Rosenshine, C. Meister & S. Chapman, (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66(2), 181-221. DOI : 10.3102/00346543066002181
  13. J. E. Song & S. J. Gwon. (2014). A study on responses of teachers and students in questioning-centered class. The Journal of Korean Language and Literature Education, 33, 131-165.
  14. R. R. Abraham (2010). Student generated questions drive learning in the classroom. Medical Teacher, 32, 796-797. DOI : 10.3109/0142159X.2010.213224
  15. J. Hardy et al. (2014). Student-generated content: enhancing learning through sharing multiple-choice questions. International Journal of Science Education, 36(13), 2180-2194. DOI : 10.1080/09500693.2014.916831
  16. Y. S. Jung & J. H. Sung. (2018). Educational effects on fostering learner-generated questions in a lecture-based university course. The Journal of Research in Education, 31(2), 145-173.
  17. J. M. Keller. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10. DOI : 10.1007/BF02905780
  18. S. K. Park. (1998). The effects of the constructivist instructional model using ARCS strategies on the acquisition of scientific conceptions and learning motivation. Doctoral Dissertation. Busan University, Busan.
  19. S. J. Lee, Y. K. Chang, H. N. Lee & K. Y. Park. (2003). A study on the development of life-skills: communication, problem solving, and self-directed learning. Seoul : Korean Educational Development Institute.
  20. IBM Corp. Released 2011. IBM SPSS Statistics for Windows, Version 20.0. NY : IBM Corp.
  21. T. A. Davis. (2013). Connecting students to content: student-generated questions, Bioscene, 39(1), 32-34.
  22. Korean Accreditation Board of Nursing Education. (2012). Nurse's core competencies and program outcomes: Retrieved November 10, 2018, from the Korean accreditation board of nursing education web site: http://kabone.or.kr/HyAdmin/upload/goodFile/120121127132143.pdf
  23. A. C. Gooi & C. S. Sommerfeld. (2015). Medical school 2.0: how we developed a student-generated question bank using small group learning. Medical Teacher, 37(10), 892-896. DOI : 10.3109/0142159X.2014.970624
  24. J. Y. Park & C. H. Woo. (2017). The effect of lesson with student-generated questions: based on flipped learning utilizing massive open online courses. Journal of Learner-Centered Curriculum and Instruction. 17(11), 283-306. https://doi.org/10.22251/jlcci.2017.17.11.283
  25. H. Go, H. D. Min & J. S. Song. (2017). The effects of question-centered Havruta lesson on the creative personality and problem-solving ability of preservice early childhood teachers. Journal of Learner-Centered Curriculum and Instruction, 17(13), 253-278.
  26. S. L. Hudson, M. B. Jarstfer & A. M. Persky. (2018). Student learning with generated and answered peer-written questions. American Journal of Pharmaceutical Education, 82(2), 96-99.