• Journal of Digital Convergence
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• v.14 no.4
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• pp.69-78
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• 2016

The purpose of this study is to analyze convergent effects of team interaction and team metacognition of participants on a continuous participation in the university learning community. We developed 19 items of team interaction and 17 items of team metacognition through literature review. The subjects were 113 students who participated in learning community in A university. The results are as follows. First, team interaction level and team metacognition level can affect a continuous participation in learning community. The higher team interaction is and the lower team metacognition is, the higher continuous participation is. Second, among team interaction factors that affect a continuous participation in learning community, the more number of learning is and the more encouragement of one another is, the higher continuous participation is. But the less participation of members is, the less flow to learning is, and the less learning time is, the lower a continuous participation is. Third, among team metacognition factors that affect a continuous participation in learning community, the more number of learning is, the higher continuous participation is. But the more use of various learning tools is and the more learning time is, the lower continuous participation is. Based on these results, the convergent ways of support for continuous participation in the university learning community are as follows. First, supporting system is needed to induce students to experience the positive atmosphere of learning community by increasing number of learning to facilitate team interaction and urging them to encourage one another. Second, providing the effective utilization method is necessary for students to fully acknowledge the necessity and value of team metacognition activity.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.277-288
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• 2019

Purpose: This study aimed to examine the effects of team-based learning using concept mapping on critical thinking disposition and metacognition on college of nursing students. Methods: A non-equivalent control group pretest-posttest design was used. The experimental group was provided team-based learning using concept mapping. The control group was provided team-based learning. A total of 77 nursing students participated. Results: The experimental group increased significantly in critical thinking, however, there were no significant differences in critical thinking or metacognition between the two groups. The four essential themes extracted were as follows: (1) Expanding the scope of thinking; (2) Strengthening learning competency; (3) Enhancing communication skill; and (4) Burden of new learning method. Conclusion: The findings indicate that team-based learning using concept maps may be an effective teaching-learning method for nursing students.

• Journal of Digital Convergence
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• v.15 no.11
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• pp.375-383
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• 2017

The purpose of this study was to identify the effects of metacognition on learning flow of Team-Based Learning(TBL) in nursing students and verify the mediating effects of shared leadership on the relationships between metacognition and learnig flow. Data were collected via survey from 98 nursing students to participate in TBL for 6weeks, in June 2017. The results were as follows: There was a significant correlation with metacognition, shared leadership and learning flow. Metacognition had a positive effect on learning flow. Shared leadership had a partial mediating effect in the relationship between metacognition and learning flow. Conclusively, this results indicate a need to develop programs that effectively promote the shared leadership and maximize metacogniton Team-Based Learning(TBL) in nursing students.

• Journal of Digital Convergence
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• v.18 no.10
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• pp.277-284
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• 2020

The purpose of this study was to identify the mediating effects of metacognition in the relationships between shared-leadership and resilience of the nursing students. The study subjects were 138 nursing students who participated in Team Based Learning for 6 weeks, in the first semester of 2019. Data were collected using self-reported questionnaires and analyzed using SPSS WIN 25.0 program. As a result of the study, There were statistically significant positive correlation between shared-leadership, metacognition and resilience. Also, shared-leadership affected resilience and metacognition had a partial mediating effect in the relationship between shared-leadership and resilience. The finding from this study indicate that it is necessary to develop and apply various teaching methods and intervention programs to increase shared leadership and metacognition in order to increase resilience of students in nursing colleges.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.6832-6838
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• 2015

The purpose of this study was to identify the effect of simulation-based program on self-directed learning ability, metacognition and clinical competence for nursing students. The subjects were 88 students enrolling in the simulation-based practice. Simulation-based program included team based pre-discussion, taking a simulation and being debriefed during 12 weeks. After the subjects had participated in the simulation-based program, they showed statistically significant higher self-directed learning ability(t=4.270, p<.001), metacognition(t=4.435, p<.001) than before. However, there was no significant change in clinical competence. Therefore, facility of self-directed learning ability, metacognition and clinical competence for nursing students needs to develop and operate more systematic simulation-based program.

• The Journal of the Korea Contents Association
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• v.18 no.11
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• pp.393-405
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• 2018

Problem-Based Learning (PBL) is a student-centered pedagogy that integrates nursing knowledge, skills, and attitudes into clinical nursing practice. This pilot aims to apply a PBL module on preschoolers' growth and development in the nursing curriculum. This quantitative study was performed to develop a PBL module following Dick and Carye's program development process (planning, development, application, and evaluation phases), and to evaluate its effects using structured questionnaires among sophomore nursing students. These students formed teams of four or five people each and spent 40 minutes participating in the PBL module. Data were analyzed using descriptive statistics, t-tests, and content analysis. Metacognition level increased significantly. There was no significant difference in team efficacy between pre-test and post-test. Post-test learning satisfaction was high. Students reported obtaining knowledge and problem-solving ability with respect to preschoolers' growth and development and were satisfied with teamwork. This finding offers fundamental knowledge concerning the application of a PBL module in nursing curricula.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.3
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• pp.227-239
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• 2021

Purpose: This study used an exploratory sequential approach (mixed methods) design to explore essential meaning through comparing and analyzing the experiences of nursing students in virtual simulation practice and high fidelity simulation practice education in parallel. Methods: The study participants were 20 nursing students, and data were collected through focus group meetings from July 17 to August 5, 2020, and via online quantitative data from November 10 to November 15, 2020. The qualitative data were analyzed using Giorgi's phenomenological method, and the quantitative data were analyzed using descriptive statistics, the Mann-Whitney U test, Kruskal-Wallis H test analysis of variance and Spearman's ρ correlation. Results: The comparison between the two simulation training experiences was shown in five contextual structures, as follows: (1) reflection of the clinical field, (2) thinking theorem vs. thinking expansion, (3) individual-centered learning vs. team-centered learning, (4) attitudes toward participating in practical training, (5) metacognition of personal competency as a prospective nurse, and (6) revisiting the method of practice training. There was a positive correlation between satisfaction with the practice and the clinical judgment ability of high fidelity simulation, which was statistically significant (r=.47, p=.036). Conclusion: Comparing the experiences between virtual simulation practice training and high fidelity simulation practice training, which has increased in demand due to the Coronavirus Disease-2019 pandemic, is meaningful as it provides practical data for introspection and reflection on in-campus clinical education.