Journal of the Korea Society for Simulation (한국시뮬레이션학회논문지)

The Korea Society for Simulation (한국시뮬레이션학회)
권호 표지
DOI QR코드

DOI QR Code

Verification of the Effects of Student-led Simulation with Team and Problem-Based Learning Class Training during COVID-19

COVID-19시기의 예비간호사 training을 위한 학생주도 팀기반 문제중심학습 시뮬레이션 수업 효과검증

  • Received : 2023.07.20
  • Accepted : 2023.10.27
  • Published : 2023.12.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study aimed to develop SSTPBL (Student-led Simulation with Team and Problem-Based Learning), whichcombines TBL and PBL with a student-led method to strengthen knowledge application, nursing diagnosis ability, and collaboration ability among the core competencies of nurses. Then, SSTPBL was applied to nursing students, and the results were assessed. The data was collected from September 15, 2022, to December 21, 2022, with structured questionnaires and focus group interviews with 51 fourth-year nursing students at a university in A City. The collected data were analyzed using SPSS version 25.0 and topic analysis. As a results, it was effective in simulation experience satisfaction(t = 3.51, p < .01), vSim experience satisfaction(t = 3.50, p < .01), preparation as a prospective nurse(t = 3.73, p < .01), learning self-efficacy(t = 3.87, p < .01), collaborative self-efficacy (t = 4.30, p < .01), problem-solving ability(t = 5.26, p < .01), educational satisfaction(t = 3.54, p < .01), digital health equity(t = 2.18, p < .05). Through the qualitative data's topic analysis, six main topics were derived. The main topics were 'similar to clinical practice', 'difficulty in immersion', 'learning through others', 'learning through self-reflection', 'improving confidence through new experiences' and 'new teaching methods'. Based on the results of this study, it is expected that SSTPBL can be used in various ways as a new training method for prospective nurses in the face of growing clinical practice restrictions after the pandemic.

본 연구는 간호대학생을 대상으로 학생주도 팀기반 문제중심학습 시뮬레이션 (SSTPBL) 수업을 개발하고 그 효과를 검증하기 위한 혼합연구이다. 자료수집은 2022년 9월 15일부터 2022년 10월 20일까지 A시 소재 일개 대학 간호학과 4학년 학생 51명에게 설문조사 및 4명을 대상으로 포커스 그룹 인터뷰를 진행하였다. 수집된 자료는 SPSS version 25.0과 주제분석을 활용하여 분석하였다. 양적연구 결과, 시뮬레이션 경험 만족도(t = 3.51, p < .01), vSim 경험 만족도(t = 3.50, p < .01), 예비 간호사로서의 준비 정도(t = 3.73, p < .01), 학습 자기효능감(t = 3.87, p < .01), 협력적 자기효능감(t = 4.30, p < .01), 문제해결 능력(t = 5.26, p < .01), 교육 만족도(t = 3.54, p < .01), 디지털 헬스 형평성(t = 2.18, p < .05)을 향상시키는 데 효과가 있었다. 질적연구에서 도출된 6개 주제는 '임상실습과 유사함', '몰입에 어려움', '타인을 통해 배워감', '자기반성을 통한 배움', '새로운 경험을 통한 자신감 향상', '새로운 수업방식'이었다. 본 연구결과를 바탕으로 팬데믹 이후 임상실습 제한이 커지고 있는 상황에서 학생주도 팀기반 문제중심학습 시뮬레이션 (SSTPBL) 수업이 예비간호사들의 새로운 훈련 방법으로 다양하게 활용될 수 있을 것으로 기대한다.

Keywords

References

  1. Alavi, S. B., & McCormick, J. (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. https://doi.org/10.1348/000709907X240471
  2. Ayres, H. W. (2005). Factors related to motivation to learn andmotivation to transfer learning in a nursing population. Ph D Thesis, North Carolina State University, Raleigh, USA
  3. Bandura, A. (1997). The nature and structure of self-efficacy. In Self-efficacy: The exercise of control (pp. 36-78). New York: W. H. Freeman
  4. Chae, S. G., Kim, H. S., Kim, S. J., Yang, J. H., & Yim, J. H. (2012). Effect of Simulation-Problem Based Learning Apply to Department of Occupational Therapy Students and Study of Comparing Education Effect. Korean Journal of Occupational Therapy, 20(1), 73-92.
  5. Chen, S. L., Huang, T. W., Liao, I. C., & Liu, C. (2015). Development and validation of the simulation learning effectiveness inventory. The Journal of Advanced Nursing, 71(10), 2444-2453 https://doi.org/10.1111/jan.12707
  6. Choi, G. S. (2017). Clinical Practice Stress and the Coping Methods of Emergency Department Students. Journal of Korean Health & Fundamental Medical Science, 10(2), 44-52.
  7. Choi, N. Y. (2022). Development of the Blended Learning Program Using Simulation Clinical Practicum Education for Nursing Students. Asia-pacific Journal of Convergent Research Interchange, 8(3), 69-78. https://doi.org/10.47116/apjcri.2022.03.07
  8. Gordon, R. M. & McGonigle, D. (2018). Virtual simulation in nursing education. 1st ed. NY: Springer Publishing Company
  9. Han, S. H. (2007). The Relationship between Academic Motivation and Self-Directed Leaning among Adult Learners. The Journal of Learner-Centered Curriculum and Instruction, 7(2), 355-374.
  10. Hong, S. (2020). Teaching Reflection on the General Education Courses in Non Face-to-face Environment Due to the Covid-19 Pandemic. Korean Journal of General Education, 14(6), 283-298. https://doi.org/10.46392/kjge.2020.14.6.283
  11. Irons, L., Keel, R., Bielema, C. (2002). Blended learning and learner satisfaction: Keys to user acceptance?. USDAL Journal, 16(12).
  12. Jang, H. S. (2023). The Mediating Effect of Academic Resilience on the Relationship between Shared Leadership, Self-efficacy for Group work, and Team Efficacy in University Team Based Learning. Journal of Korea Society for Wellness, 18(1), 131-137. https://doi.org/10.21097/ksw.2023.2.18.1.131
  13. Jeffries, P. R., Rodgers, B., & Adamson, K. (2015). NLN Jeffries simulation theory: Brief narrative description. Nursing education perspectives, 36(5), 292-293.
  14. Jung, H. J. (2018l). Development and Application of Self-directed Simulation Education Program Based on Planned Behavior Theory: MERS Scenario Experience and Nursing Intention. The Journal of Humanities and Social sciences 21, 9(2), 1035-1048. https://doi.org/10.22143/HSS21.9.2.82
  15. Jung, H. S. (2005). Effects of Self-Directedness, Task Value, and Learning Types on Learner Satisfaction and Achievement. Masters' Thesis, Graduate School of Ewha Womans University.
  16. Kang, H. Y., Choi, E. Y., & Kim, H. R. (2013). Nursing Student's Experiences in Team Based Simulation Learning. 19(10), Journal of Korean Academy Society Nursing Education, 19(1), 5-15. https://doi.org/10.5977/jkasne.2013.19.1.5
  17. Kang, J. Y. (2020). Effects of Integrated Simulation Module for Nursing Students: A Mixed Methods Study. Journal of Learner-Centered Curriculum and Instruction, 20(9), 1217-1235.
  18. Kang, S. J., Kim, E. J., & Shin, H. J. (2016). Convergence Study about Problem-based Learing and Self-directed Learning Ability, Problem Solving Skills, Academic Self-efficacy, Motivation toward Learning of Nursing Students. Journal of the Korea Convergence Society, 7(2), 3-41.
  19. Keller, J. M. (1987). Strategies for stimulating the motivation to learn.Performance & Instruction, 26 (8), 1-7. https://doi.org/10.1002/pfi.4160260802
  20. Kim, E. H., Na, Y. J., & Choi, M. J. (2022). Effects of online virtual simulation education on problem solving, critical thinking and clinical competence in nursing students. Journal of the Korean Data And Information Science Society.33(4), 691-702. https://doi.org/10.7465/jkdi.2022.33.4.691
  21. Kim, J. H. (2019). Development of Nursing Practice Readiness Scale for new graduate nurse. thesis of doctor, Ewha Womans University, Seoul.
  22. Kim, S., & Kim, M. J. (2022). Effect of Learner-Centered Virtual Reality Simulation Education. Journal of Digital Convergence, 20(4), 705-713. https://doi.org/10.14400/JDC.2022.20.4.705
  23. Kwon, S. J. & Kim, Y. H. (2020). Effects of Simulation-based Education for High-risk Maternity on Problemsolving Process, Self-leadership, Critical Thinking Disposition, and Self-efficacy in Nursing Students, Journal of Korean Society for Simulation in Nursing, 8(1), 43-55. https://doi.org/10.17333/JKSSN.2020.8.1.43
  24. Kim, S. W. (2001). Study on learning satisfaction for cyber and parallel education programs. The Korean EducationalL Research Association, 16(2)
  25. Kim, Y. J., Yoo, H., & Park, M. (2016). Effect of Motive for Major Selection on Major Satisfaction, Campus-life Satisfaction, and Self-directed Learning Ability among Nursing Students. Journal of the Korea Academia-Industrial cooperation Society, 17 (10), 261-270. https://doi.org/10.5762/KAIS.2016.17.10.261
  26. Lee, D. J., & Kim, M. S. (2020). University students' perceptions on the practices of online learning in the COVID-19 situation and future directions. Multimedia-Assisted Language Learning, 23(3), 359-377. https://doi.org/10.15702/MALL.2020.23.3.359
  27. Lee G. C. & Ahn, J. (2020) College Nursing Students' Experiences of COVID-19 Pandemic. Journal of the Korea Academia-Industrial cooperation Society, 21(12)
  28. Lee, J. & Schnall, R. (2022). Validity and Reliability of the Korean Version of the Health Information Technology Usability Evaluation Scale: Psychometric Evaluation, JMIR Med Inform 10(1)
  29. Lee, J. E., Lim, Y. G., & Oh, Y. H. (2022). Development and Effects of Problem-Based Learning Based on Simulation Practice Program for Nursing Students: Mixed Methods Research. Journal of Digital Convergence, 20(2), 525-541.
  30. Lee, J. H. (2019). The Mediating Effects of Co-Regulation in Team Project-Based Learning : Focusing on the Relationships between Self-Efficacy for Group Work, Shared Mental Model and Satisfaction. Masters' Thesis, Graduate School of Ewha Womans University.
  31. Lee, S. C., Kim, S. Y., & Park, S. H. (2020). University's initial response to COVID-19 and evaluation of class satisfaction. The Journal of Learner-Centered Curriculum and Instruction, 20(20), 993-1019.
  32. Lee, S. H. (2018, June). Effect of Practical Delivery-nursing Simulation Education on Team-based Learning on the Nursing Knowledge, Self-efficacy, and Clinical Competence of Nursing Students. Korean Journal of Women Health Nursing, 24(2), 150-162. https://doi.org/10.4069/kjwhn.2018.24.2.150
  33. Lee, W. S., Park, S. H. & Choi, E. Y. (2008). Development of a Korean Problem Solving Process Inventory for Adults. Journal of Korean Academy of Fundamentals of Nursing, 15(4), 548-557.
  34. Na, J., Park, S., Kim, D., Park, Y., Choi, Y., Kim, J., & Lee, J. (2022). Development of mHealth Literacy and Digital Health Equity Assessment Scale to Improve Health Equity. In 2022 19th International Conference on Ubiquitous Robots (UR) (pp. 165-169). IEEE.
  35. Noh, G. O. (2021). Application of and satisfaction with vSim for Nursing used in clinical practicefor nursing students. Journal of Healthcare Simulation. 5(1), 8-13 https://doi.org/10.22910/KOSSH.2021.5.1.2
  36. Park, H., Hong, S., & Park J.(2019). Effect of Simulation-based education for Critical Patient Care by applying Team-based Learning on Problem Solving Ability, Critical Thinking, Clinical Judgement of Nursing Students. The Journal of Learner-Centered Curriculum and Instruction, 19(5), 329-346 https://doi.org/10.22251/jlcci.2019.19.5.329
  37. Park, H. J., & Lee, S. H. (2015). Development and Effects of Integrated Simulation Program (Maternal-Child) for Nursing Students. Child Health Nursing Research, 21(4), 293-301. https://doi.org/10.4094/chnr.2015.21.4.293
  38. Park, K., Seo, K., Jeon, Y., & Song, Y. (2016). Integrative review for simulation based leaning research in nursing education: 2015-2016. Journal of Korean Society for Simulation in Nursing, 4(1), 41-58.
  39. Park, S. (2018). Development and Evaluation of a virtual simulation program on nursing care for patients with acute upper gastrointestinal bleeding. Masters' Thesis, Graduate School of Kyung Hee University.
  40. Park, S. N., Chu, M. S., Hwang, Y. Y., Kim, S. H., & Lee, S. K. (2015). Effects of integrated nursing practice simulation-based training on stress, interest in learning, and problem-solving ability of nursing students. Journal of Korean Academic Fundamental Nursing, 22(4), 424-432. https://doi.org/10.7739/jkafn.2015.22.4.424
  41. Park, S. Y., & Kweon, Y. R. (2012). The Effect of Using Standardized Patients in Psychiatric Nursing Practical Training for Nursing College Students. Journal of Korean Academy of Psychiatric and Mental Health Nursing. 21(2), 79-88. https://doi.org/10.12934/jkpmhn.2012.21.1.79
  42. Park, Y. M. (2017). The Effects of Simulation-Based Practice on Competence and Satisfaction in Nursing Students. Journal of Convergence for Information Technology, 7(6), 1-7.
  43. Prion, S. (2008). A practical framework for evaluating the impact of clinical simulation experiences in prelicensure nursing education. Clinical Simulation in Nursing, 4(3), e69-e78. https://doi.org/10.1016/j.ecns.2008.08.002
  44. Seo, S. S. (2020). Changes in teaching methods of campus-based offline universities due to COVID-19. Educational Development, 215, 69-74.
  45. Song, M. K., Joung, H. Y. (2022). The Effects of the Team-based Health Nursing Plan Simulation Class of Nursing Students on Critical Thinking Disposition, Collaborative Self-Efficacy and Collaborative Self-Regulation. The Journal of Next-generation Convergence Technology Association, 6(11), 2246-2254. https://doi.org/10.33097/JNCTA.2022.06.11.2246
  46. Yang, S. H. & Lee J. E. (2018). The Effects of Problem Based Learning and Team Based Learning in Nursing: A Meta-Analysis. The Journal of Learner-Centered Curriculum and Instruction, 18(23), 187-211. https://doi.org/10.22251/jlcci.2018.18.23.187
  47. Yen, P. Y. (2010). Health information technology usability evaluation: methods, models, and measures. Columbia University.