• 한국콘텐츠학회논문지
• /
• 제19권8호
• /
• pp.556-564
• /
• 2019

본 연구는 팀 기반 학습방법을 고위험 임부간호교육에 적용하여 학생들의 학업성취도, 문제해결능력 및 의사소통능력에 미치는 효과를 검증하기 위한 동등성 대조군 전후 실험설계연구이다. 연구대상은 J도에 소재한 간호학과 2학년 중 실험군 60명, 대조군 60명으로 총 120명이었다. 주 1회, 8주간 프로그램을 실시하였으며 실시 전과 후에 학업성취도, 문제해결능력 및 의사소통능력을 측정하였다. 측정된 자료는 ${\chi}^2-test$와 Fisher's exact test, independent t-test, paired t-test로 분석하였다. 연구결과 학업성취도에서는 두 군 간의 유의한 차이가 없었으나(1차 시험: p=.38, 2차 시험: p=.26) 학습자의 문제해결능력과 의사소통능력을 증진시켰다(p<.001). 그러므로 본 연구는 팀 기반 학습이 고위험 임부간호교육에서 학생들의 문제해결능력과 의사소통능력을 향상시키는데 효과적임을 파악한 점에서 연구의 의의를 지니며, 향후 다른 간호학 전공 분야의 효과적인 교수법으로 확대적용 할 수 있을 것으로 기대한다.

• 한국간호교육학회지
• /
• 제24권2호
• /
• pp.127-136
• /
• 2018

Purpose: The purpose of this study was to examine the effects of self-regulated learning ability of freshmen in nursing college on the learning persistence intention, and to determine if their learning motivation meditates the relationship between them. Methods: The study design was based on descriptive research. Data were collected from 146 nursing freshmen studying at a university in D city from June 5, 2017 to June 7, 2017. Results: There was a positive correlation among learning persistence intention, self-regulated learning ability (r=.57, p<.001) and learning motivation (r=.60, p<.001). Also, it was found that learning motivation was positively correlated with self-regulated learning ability (r=.79, p<.001). According to the Sobel test results, the learning motivation had a complete mediating effect (${\beta}=.39$, p<.001) between self-regulated learning ability and learning persistence intention (Z=3.63, p<.001). Conclusion: Therefore, this study suggests developing a learning motivation program to improve self-regulated learning ability and learning persistence intention of nursing students during their freshman year.

• 한국간호교육학회지
• /
• 제23권1호
• /
• pp.118-130
• /
• 2017

Purpose: The purpose of this study was to identify the relationship between the satisfaction with clinical practice and clinical performance ability by types of self-directed learning ability of nursing students. Methods: This was a triangular study that was conducted to understand clinical performance ability. The subjects were 260 junior and senior students from a university in P city. The data were collected from April 22 to December 30, 2015. Data were collected by Q-card, Q-block an assessment tool, a structured self-reporting survey and a questionnaire. Results: We classified the self-directed learning abilities into four types: Type 1: a self-reflective person; Type 2: a person who prepares for the future; Type 3: a person with a sense of responsibility and obligation; and Type 4: an enthusiastic learner. We found that clinical performance ability was higher for Type 4 than Type 3. We found that clinical performance satisfaction with clinical practice was also higher for the Type 4 individual than a Type 3 person. Conclusion: To improve students' clinical performance ability, we need plans and support to lead students toward becoming an 'enthusiastic learner' type of person with self-directed learning ability. It is necessary to increase students' satisfaction with clinical practice.

• 한국간호교육학회지
• /
• 제25권3호
• /
• pp.289-299
• /
• 2019

Purpose: This study aimed to examine the effects of simulation-based education on nursing knowledge, anxiety, and clinical performance ability in nursing students before their first clinical practice. Methods: Third-year university students who had not yet entered their first clinical practice were recruited to participate in the study. Nineteen students formed the experimental group and participated in simulation-based education for 7 sessions. The 19 students in the control group were provided with clinical practice orientation in the form of traditional lectures. Outcome measures assessed nursing knowledge, clinical practice anxiety, and clinical performance ability. Data were collected before and immediately after the simulation-based education and after six weeks of clinical practice. Results: Nursing knowledge and clinical anxiety were not statistically significant between the groups. However, there was a significant improvement in the clinical performance abilities of the experimental group. Among the subcategories, the ability to apply the nursing process and the ability to educate and cooperate were shown to maintain significant differences from the control group by the end of the six weeks of clinical practice. Conclusion: The simulation prior to nursing students' first clinical practice could be useful to improve clinical performance ability. Nursing educators should consider building programs to reduce anxiety and improve performance ability through simulations.

• 한국간호교육학회지
• /
• 제19권3호
• /
• pp.423-432
• /
• 2013

Purpose: The purpose of this study was to identify the factors influencing college life adjustment in nursing students. Methods: The subjects consisted of 206 nursing students. Data were collected from December 6 to December 13, 2012. Data analysis was done using descriptive statistics, t-test, ANOVA, Pearson's correlational coefficients and multiple regression with SPSS WIN v 20.0. Result: The mean scores of ego-identity ($3.53{\pm}48$), social problem-solving ability ($3.41{\pm}.42$), and college life adjustment ($5.27{\pm}.91$) were above average. College life adjustment was significantly different according to ego-identity, academic performance, and perceived health state. Ego-identity, academic performance, and perceived health state were influencing factors of college life adjustment (53.2%). Conclusion: It is necessary to develop an education program to improve ego-identity, academic performance, and perceived health state to help nursing students to adjust to their college life more effectively.

• 한국초등과학교육학회지:초등과학교육
• /
• 제29권4호
• /
• pp.389-400
• /
• 2010

This study is focused on analyzing effects of Self-regulated learning on Academic self-regulation, Science achievement and Science Related Affective Domains. The subjects of this study were sampled from fifth grades of a elementary school in Seoul, 61 students. One class (31 students) out of selected two classes was applied to Self regulated learning Teaching Model, the other (30 students) took conventional methods of teaching. The experiment proceeded for 21 weeks, 51 times of classes. According to the results of this study, Self-regulated learning improved the children's Academic self regulation ability. Self-regulated learning improved the children's science achievement. Self-regulated learning improved the children's Science Related Affective Domains. Furthermore, six distinct dimensions of Academic self-regulation have correlation with scientific attitudes, interests of Science Related Affective Domains.

• 한국가정과교육학회지
• /
• 제19권4호
• /
• pp.201-218
• /
• 2007

본 연구는 가정과 교육에서 학교도서관 활용수업이 중학생의 자기주도적 학습능력에 미치는 효과를 규명하는 데 목적을 두었으며, 이를 위하여 다음과 같은 연구문제를 설정하였다. 첫째, 학교도서관 활용수업은 자기주도적 학습 능력 향상에 효과가 있는가? 둘째, 학교도서관 활용수업을 받은 집단 내에서 성적에 따라 자기주도적 학습 능력에는 어떤 변화가 있는가? 셋째, 교육방법에 따라 자기주도적 학습능력에는 어떤 변화가 있는가? 이상의 연구문제를 해결하기 위하여 J시에 소재한 중학교 3학년 여학생 164명(실험반 82명, 비교반 82명)을 대상으로 도서관 활용수업과 일반 강의식 수업을 14시간 실시하였다. 교육효과를 검증하기 위하여 자기주도적 학습능력 검사를 사전과 사후에 실시한 후 SPSS 12.0을 이용하여 자료처리를 하였다. 분석방법은 신뢰도분석, 빈도분석, 카이제곱 검증, 독립표본 t-검증, 대응표본 t-검증, 반복측정분산분석, 이원변량분석을 이용하였다. 이 연구를 통해 얻어진 결과는 다음과 같다. 첫째, 학교도서관 활용수업을 받은 집단과 그렇지 않은 집단 간에 자기주도적 학습능력의 차이는 통계적으로 유의미한 차이가 나타났다. 실험반의 자기주도적 학습능력은 모든 하위 항목에서 사전보다 사후에 통계적으로 유의미한 차이가 나타났으며, 실험반의 점수 향상이 훨씬 많았다. 비교반의 자기주도적 학습능력은 하위 항목 중 창의성과 자율성에서 사전보다 사후에 유의미한 차이가 있었다. 둘째, 학교도서관 활용수업을 받은 집단 내에서 학업 성적에 따라 자기주도적 학습능력의 변화는 문제해결능력을 제외한 모든 하위 항목들에서 상호작용 효과가 없는 것으로 나타났다. 문제해결능력은 학업 성적에 따라 점수의 상승폭에 유의미한 차이가 나타났으며, 학업 성적이 낮은 집단에서 상승효과가 높은 것으로 나타났다. 셋째, 도서관활용수업을 받은 집단이 일반 강의식 수업을 받은 집단보다 자기주도적 학습능력 점수의 상승폭이 높게 나타났으며, 학습능력 점수가 낮은 집단이 학습능력 점수가 높은 집단에 비하여 점수의 상승폭이 큰 것으로 나타났다. 이상과 같은 연구 결과를 통하여 학교 도서관 활용수업은 중학생의 자기주도적 학습능력 향상에 효과가 있었으며, 학업성적이 낮고 자기주도적 학습능력 점수가 낮은 집단에서 더 큰 상승효과가 있음을 알 수 있었다. 후속 연구로는 본 연구의 제한점을 보완하여 학교도서관 활용수업중 구체적으로 어떤 점이 자기주도적 학습능력을 향상시켰는지 다양한 실험설계를 통하여 조사할 것이 요구된다.

• 한국가정과교육학회지
• /
• 제28권4호
• /
• pp.1-20
• /
• 2016

본 연구는 거꾸로 수업이 중학생의 수업참여도, 자기주도학습능력, 사회적 상호작용에 미치는 효과가 어떠한지를 알아보는데 그 목적이 있다. 본연구의 대상은 중학교 3학년 129명으로 거꾸로 수업의 효과를 타당하게 검증하기 위해 129명의 중학생들을 2개의 집단으로 나우어 9주에 걸쳐 연구를 하였다. 하나의 집단은 강의식 수업으로 13차시를 수업하였고, 다른 집단은 거꾸로 수업을 적용하여 13차시를 수업하였다. 수업참여도, 자기주도학습능력, 사회적 상호작용 척도로 구성된 질문지를 조사도구로 사용하였다. 수집된 자료를 분석하기 위하여 빈도 및 백분율을 구하고, 신뢰도를 파악하기 위해서 요인분석을 실시하고 Cronbach's ${\alpha}$계수를 산출하였다. 본 연구의 구체적인 연구문제를 검증하기 위해 공변량분석(ANCOVA)을 실시하였다. 본 연구에서 얻어진 연구결과와 논의를 통해 얻은 요약 및 결론은 다음과 같다. 첫째, 거꾸로 수업을 받은 학생들이 강의식 수업을 받은 학생들보다 수업참여도가 유의하게 더 많이 향상되는것으로 나타났다. 둘째, 거꾸로 수업을 받은 학생들이 강의식 수업을 받은 학생들보다 자기주도학습능력이 유의하게 더 많이 향상되는 것으로 나타났다. 셋째, 거꾸로 수업을 받은 학생들이 강의식 수업을 받은 학생들보다 사회적 상호작용이 유의하게 더 많이 향상되는 것으로 나타났다. 가정교과는 실천교과로서 학습자가 배운 내용을 실제의 생활에 적용시켜 실천적 문제해결능력, 창의력, 대인관계능력, 의사소통능력 등의 실천적 태도를 신장시켜 주는 교과이므로 이러한 본 연구의 거꾸로 수업의 효과 검증 결과를 바탕으로 가정교과에 거꾸로 수업을 적용한다면 중학생의 수업참여도, 자기주도학습능력 및 사회적 상호작용의 증진에 도움이 될 것이다.

• Human Ecology Research
• /
• 제61권3호
• /
• pp.429-443
• /
• 2023

The purpose of this study was to investigate whether internal control, autonomous motivation of middle school students, and perceived parental pressure on academic performance affect academic procrastination, while verifying the moderating roles of autonomous motivation and parental pressure on academic performance. The participants were a total of 371 middle school students. Academic procrastination, internal control, autonomous motivation, and parental pressure on academic performance were measured using the Procrastination Inventory (Aitken, 1982) revised by Jeon and Park (2014), the Internal-External Control Scale (Ko, 2014), the Academic Self-Regulation Questionnaire (Ryan & Connell, 1989) revised by Kim (2002), and the Scale of Kang (2003), respectively. The collected data was analyzed using SPSS 26.0 and a Process Macro Model 2 (multiple additional modulation effect). The results of the study are summarized as follows. First, middle school students' internal control, autonomous motivation, and perceived parental pressure on academic performance directly affected the students's academic procrastination. Second, the moderating role of parental pressure on academic performance was significant. On the other hand, the moderating role of autonomous motivation was not significant. In conclusion, the results of this study suggest that in order to reduce and prevent academic procrastination it is important to improve internal control by helping middle school students become confident enough to believe that they have the ability to change their behavior and achieve their aims. At the same time, parents need to be interested in the process rather than only the academic performance of their children and support their autonomy.

• 한국간호교육학회지
• /
• 제23권3호
• /
• pp.279-289
• /
• 2017

Purpose: The purpose of this study is to investigate the learning experience, self-directed learning ability and self-efficacy of Japanese nursing students undergoing portfolio-based clinical practicums. Methods: The self-directed learning ability and self-efficacy of nursing students were examined using two scales. And using a text-mining approach, we constructed correspondence analysis followed by cluster analysis of open-ended responses forms. Results: The mean score of the self-directed learning ability was $60.89{\pm}5.28$ and the generalized self-efficacy was $68.37{\pm}11.56$. Moreover, the scores in the self-directed learning ability were positively correlated with scores in the generalized self-efficacy. In correspondence analysis, the distribution of extracted words showed that record was located on the negative side of the third quadrant, to the first principal component and that patient was located on the positive side of the first quadrant, contributing greatly to the second principal component. Conclusion: The results of this study contribute to approaching to "confidence, pride, stability," "growth and intention to development'' offers a key in developing self-directed learning ability. Students record what they see and learn the importance of visualizing it in learning portfolios. "Expression in detail of the learned contents" and "concerning to which objective evaluation is suggested" are important to the students.