디지털융복합연구 (Journal of Digital Convergence)

  • 제17권6호
  • /
  • Pages.287-296
  • /
  • 2019
  • /
  • 2713-6434(pISSN)
  • /
  • 2713-6442(eISSN)
한국디지털정책학회 (The Society of Digital Policy and Management)
권호 표지
DOI QR코드

DOI QR Code

간호대학생의 호흡곤란 사례를 이용한 시뮬레이션 실습과 동영상 시청교육 경험에 관한 현상학적 연구

A Phenomenological Research on Simulation Practice and Video Watching Educational Experience Using Dyspnea Case in Nursing Students.

  • 김미선 (삼육대학교 일반대학원 간호학과) ;
  • 정현철 (삼육대학교 간호대학)
  • 투고 : 2019.05.02
  • 심사 : 2019.06.20
  • 발행 : 2019.06.28
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구는 간호대학생을 대상으로 시뮬레이션 실습과 동영상 시청교육을 받은 경험에 관한 의미와 본질적인 구조를 파악하기 위해 시도된 질적 연구이다. 대상자는 이론적표본추출을 통해 6명을 선정하여 동전 던지기를 통해 3명씩 2팀으로 나눠 포커스그룹 면담을 진행하였다. 수집된 자료는 현상학적 방법 중 Colaizzi의 방법을 적용해 분석하였다. 연구결과 시뮬레이션실습은 3개의 범주(간호의 임상을 미리 경험해봄, 시뮬레이션 실습의 이로움, 시뮬레이션 실습의 한계)와 14개의 주제로 도출되었다. 동영상 시청교육은 3개의 범주(교육의 편리성, 교육효과 증대, 지식 전달의 부족)와 6개의 주제로 도출되었다. 결론적으로 시뮬레이션실습과 동영상 시청교육을 효과적으로 간호교육과정에 적용하기 위해서는 본 연구에서 도출된 결과를 반영하여 운영하기를 제언한다.

This study is a qualitative research attempted to understand meaning and essential structure of experience of nursing students who received simulation training and video watching education. The collected data were analyzed using the Colaizzi method among the phenomenological methods. The results of the study showed that the simulation practice was divided into three categories (experience of clinical nursing in advance, benefit of simulation exercise, limitation of simulation exercise) and 14 themes. Video watching education was derived from three categories (convenience of education, increase of educational effect, lack of knowledge transfer) and 6 themes. In conclusion, it is suggested that the simulation training and the video watching education should be reflected the results of this study in order to apply to the nursing curriculum effectively.

키워드

Table 1. Category and Theme of Simulation practice and video watching educational experience

DJTJBT_2019_v17n6_287_t0001.png 이미지

참고문헌

  1. A. Reilly & C. Spratt. (2007). The perceptions of undergraduate student nurses of high fidelity sumulation-based learning: A Case report from the University of Tasmania, Nurse Education Today, 27(6), 542-550. https://doi.org/10.1016/j.nedt.2006.08.015
  2. P. G. Sanford. (2010). Simulation in nursing education : a review or the research, The qualitative report, 15(4), 1006-1011.
  3. H. C. Jeong. (2015). Analyze of Nursing Performance Ability Using a Simulation-Based Program, International Journal of Bio-Science and Bio-Technology, 7(6), 1107-114.
  4. M. S. Yoo. (2001). Development of Standardized Patient Managed Instruction for a Fundamentals of Nursing Course. doctoral dissertation. Department of Nursing The Graduate School Yonsei University, Seoul.
  5. G. E. Joo, K. Y. Sohng & H. J. Kim. (2015). Effects of a standardized patient simulation program for nursing students on nursing competence, communication skill, self-efficacy and critical thinking ability for blood transfusion, Journal of Korean Academy of Fundamentals of Nursing, 22(1), 49-58. DOI : https://doi.org/10.7739/jkafn.2015.22.149.
  6. K. S. Hyun, H. S. Kang, W. O. Kim, S. H. Park, J. A. Lee & S. H. Sok. (2009). Development of a multimedia learning DM diet education program using standardized patients and analysis of its effects on clinical competency and learning satisfaction for nursing students, Journal of Korean Academy of Nursing, 39(2), 249-258. DOI : http://dx.doi.org/10.4040/jkan.2009.39.2.249
  7. Y. H. Kim. (2010). Effects of utilizing animation prior to fundamental nursing practice on learning motivation and self-directedness in student nurses. Journal of the Korean Academy of Fundamentals of Nursing. 17(2), 240-248.
  8. I. H. Park & S. J. Shin. (2015). The effects of video-based peer assisted learning in standardized patients simulation: Pre and post operative care, Korean Journal of Adult Nursing. 27(1), 73-82. DOI : http://dx.doi.org/10.7475/kjan.2015.27.1.73
  9. S. Kang. (2018). A Convergence Study about the Effects of Pre-learning and Role Learning Using Video on Self-regulated Learning of Nursing Students in Fundamental Nursing Practice Education, Journal of the Korea Convergence Society, 9(5), 247-256. DOI : http://dx.doi.org/10.15207/JKCS.2018.9.5.247
  10. E. M. Ozer & A. Bandura. (1990). Mechanism governing empowerment effects: A self-efficacy analysis, Journal of Pers Social Psychology, 58(3), 472-486. https://doi.org/10.1037/0022-3514.58.3.472
  11. J. Y. Kim. (2012). Development of a simulation and analysis of the effect of debriefing : focused on case of cerebral hemorrhage patients, Master dissertation. Eulji University, Daejeon.
  12. Y. K. Kim, P. H. Kim, S. H. Jang & Y. S. Cho. (2016). Nursing Student's Experiences Adapting to Simulation Class: An Approach with a Grounded Theory, Journal of Qualitative Research, 17(2), 99-110. DOI : 10.22284/qr.2016.17.2.99
  13. H. W. Kim & E. Y. Seo. (2012). Nursing Student's Immersion Experience in a Comprehensive Simulation Scenario Using-Fidelity Human Patient Simulator among Nursing Students: A Phenomenological Study, Journal of military nursing research, 30(1), 89-99.
  14. P. H. Kim & K. N. Kim. (2018). A Phenomenological study to the Simulation class of adult Nursing Students, Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology. 8(11), 541-550. DOI : http://dx.doi.org/10.21742/AJMAHS.2018.11.02
  15. H. Y. Kang, E. Y. Choi & H. R. Kim. (2013). Nursing Student's Experiences in Team Based Simulation Learning, The Journal of Korean Academic Society of Nursing Education. 19(1), 5-15. https://doi.org/10.5977/jkasne.2013.19.1.5
  16. J. H. Lee, S. S. Kim, K. S. Y, S. J. Cho & H. L. Kim. (2009). Experiences among Undergraduate Nursing Students on High-fidelity Simulation Education - A Focus Group Study -, The Journal of Korean Academic Society of Nursing Education, 15(2), 183-193. https://doi.org/10.5977/JKASNE.2009.15.2.183
  17. D. L. Morgan & R. A. Krueger. (1998). Focus Group Kit. London : SAGE Publications.
  18. M. N. Lee, H. S. Kim, H. C. Jeong, Y. H. Kim & K. A. Kang. (2013). Development and evaluation of a scenario for simulation learning of care for children with respiratory distress syndrome in neonatal intensive care units. Child health nursing research, 9(1), 1-11. DOI : http://dx.doi.org/10.5468/CHNR.2013.19.1.1
  19. F. U. Colaizzi. (1978). Psychological research as the phenomenologist view it. R.S. Valle, and M.King (Ed.). Existential phenomenological alternatives for psychology, 48-71. New York: Oxford University Press.
  20. S. E. Chung & S. H. Lee. (2010). Nursing Student's Experience of Education using Simulation, Journal of Qualitative Research. 11(1), 50-59.
  21. C. S. Kim. (2012). Simulation-Use Learning Experience of Nursing Students, Health Service Management Review, 6(3), 35-43. https://doi.org/10.18014/hsmr.2012.6.3.35
  22. Y. S. Lincoln & E. Guba. (1985). Naturalistic inquiry. California : Sage Publications.
  23. D. H. Koh. (2017). Participation of new nurses in Simulation-based education, Master dissertation. Chung-Ang University, Seoul.
  24. S. Boet, D. Bould, H. R. Bruppacher, F. Desjardins, D. B. Chandra & V. Naik. (2011). Looking in the mirror: self-debriefing versus instructor debriefing for simulated crisis, Critical Care Medicine, 39(6), 1377-1381. https://doi.org/10.1097/CCM.0b013e31820eb8be