• 한국간호교육학회지
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• 제19권3호
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• pp.413-422
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• 2013

Purpose: This study was designed to explore the influencing factors on communication skill of nursing students and to investigate the relationship between learning style, critical thinking disposition and communication skill, Methods: The study sample was composed of 559 nursing students. Data was collected from 1st to 30th, May 2012 used a questionnaire which included Kolb's learning style inventory, critical thinking disposition inventory, communication skill inventory. The SPSS 18.0 Window program was used for descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and stepwise multiple regression. Results: Learning styles of subjects were diverging 39.5%, accommodating 32.6%, assimilating 22.7%, and converging 5.2%. The total mean score of critical thinking disposition and communication skill was 3.58 and 3.39 respectively. The score of Critical thinking disposition(t=3.06, p=.002) and Communication skill(t=3.25, p=.002) significantly differed between clinical practice satisfaction. Communication skill was the most significant predictor and accounted for 41.3% of the variance in critical thinking disposition in nursing students. Conclusion: It is important for students to use all four learning styles rather than to rely on one style. There should be more emphasis placed on the development of positive critical thinking disposition and communication skill of nursing students.

• 한국학교ㆍ지역보건교육학회지
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• 제17권2호
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• pp.17-30
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• 2016

Objectives: The purpose of this study was to examine differences between the traditional lecture teaching learning method and action learning teaching learning method of nursing students' leadership, problem solving competence, creativity, and critical thinking disposition. Methods: This study was carried out from February 24, 2014 to May 30, 2014 with 171 nursing students (an experimental group of 88 students and a control group of 83 students) assigned among $2^{nd}$ year students attending nursing departments in U city. The Action learning teaching learning method applied to the experimental group by two experts. The Traditional lecture teaching learning method applied to the control group. In order to compare the differences, a pre and post questionnaire were used. The data gathered was analyzed using the SPSS 22. Results: Upon completion of education the nursing students' leadership, problem solving competence and creativity significantly increased both in the experimental group and in the control group compared to the pre testing phase. The critical thinking disposition significantly increased after education in the experimental group, but there was no significant change in the critical thinking disposition of the control group. Conclusion: To improve nursing students' leadership, problem solving competence, creativity, and critical thinking disposition the action learning teaching learning method appears to be more effective than the traditional lecture teaching learning method.

• 한국농촌간호학회지
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• 제18권1호
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• pp.19-26
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• 2023

Purpose: This study was to evaluate the effects of a blended-learning based bioethics program on perceived ethical confidence, critical thinking disposition, moral sensitivity, and academic self-efficacy of the nursing students living in S city. Methods: The program was conducted 13 sessions (2 hours/session) and evaluated for perceived ethical confidence, critical thinking disposition, moral sensitivity, and academic self-efficacy. The collected data were analyzed with descriptive statistics and paired t-test using the SAS 9.4 program. Results: The blended learning based bioethic program was found to be effective for perceived ethical confidence (t=8.70, p<.001), critical thinking disposition(t=8.96, p<.001), moral sensitivity (t=6.43, p<.001), academic self-efficacy (t=20.5, p<.001), and program satisfaction(t=4.92, p<.001). Conclusion: The results of this study suggest that a blended learning program including TBL has advantages of case-based discussion and active interaction for nursing students' bioethics education.

• 한국간호교육학회지
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• 제25권2호
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• pp.251-262
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• 2019

Purpose: This study aimed to identify the effect of a situational module learning course on critical thinking disposition and metacognition in sophomore nursing students. Methods: This study was a non-equivalent control-group pretest-posttest quasi-experimental design; the participants included 64 nursing students (32 in the experimental and 32 in the control group) from two Korean universities. Critical thinking disposition and metacognition between the control and intervention groups were measured before and after program participation. Data collection was conducted between September 1 and December 15, 2016. An independent t-test was used to determine differences in critical thinking disposition and metacognition between the groups and Pearson's correlations were measured for correlation with critical thinking disposition and metacognition. Results: The intervention group showed higher critical thinking disposition (t=3.16, p=.002); intellectual integrity (t=2.85, p=.006); and open-mindedness (t=3.30, p=.002) relative to those of the control group. However, there were no statistical differences in metacognition between the two groups (t=-0.14, p=.888). A significant positive correlation between metacognition and critical thinking disposition was found. (r=.62, p<.001). Conclusion: The situational module learning course developed in this study could be used to promote critical thinking disposition in nursing students.

• International Journal of Advanced Culture Technology
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• 제8권2호
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• pp.12-17
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• 2020

This study was a similar experimental study that analyzed the effect by applying the learning portfolio completion. The study period lasted from October 1, 2019 to November 20, 2019. A total of 47 people participated in the study, and the effectiveness of the program was analyzed with the SPSS 18.0 program for critical thinking disposition. The statistical analysis method was frequency analysis and paired t-test. As a result of the analysis, the critical thinking disposition increased significantly in the application of the learning portfolio completion (Truth-seeking MD= -0.05, p <0.01), Open-mindness MD= 0.11, p <0.001), Analyticity MD= 0.76, p <0.001), Systematicity MD= -.25, p <0.001), Self-confidence MD=-0.54, p <0.001), Inquisitiveness MD=0.29, p <0.001), Maturity MD=-.0.33, p <0.001). In conclusion, the teaching method applied with the learning portfolio completion actually helped nursing students learn nursing students learn based on critical thinking. Based on these result, further research using learning portfolio is to be done and more systematic and practical application of learning portfolio completion to nursing students. This study would be used as a basic data for the study guideline development for learners.

• 한국콘텐츠학회논문지
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• 제13권11호
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• pp.1036-1045
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• 2013

본 연구는 간호학생의 비판적 사고성향, 자기효능감 및 학습태도에 대한 시뮬레이션 연계 문제중심학습(S-PBL)의 효과를 파악하고 분위회귀분석을 통해 비판적 사고성향의 상이한 분위에 따른 설명변수의 효과 크기를 비교, 분석하였다. 연구대상자는 일개 3년제 간호학과 1학년 학생으로 '기본간호학 실습' 교과목을 수강하는 143명으로, 대상자들은 대조군과 실험군에 무작위 할당되어 대조군 66명, 실험군 77명이었다. 연구결과, 실험군은 중재 후 대조군에 비해 비판적 사고성향과 자기효능감이 유의하게 향상되었다. 비판적 사고성향에 영향을 미치는 요인은 최소자승법으로 분석했을 때 학습법과 자기효능감으로 나타났고 이들 변수의 비판적 사고성향에 대한 설명력은 41.0%로 나타났다. 분위회귀분석에서 학습법은 비판적 사고성향 점수의 0.1분위에서 0.7분위까지의 학생들에게, 자기효능감은 모든 분위에서, 학습태도는 0.4, 0.6 및 0.7분위의 학생들에게 유의한 영향을 미쳤다. 결론적으로 S-PBL은 간호학생들의 비판적 사고성향과 자기효능감을 증진시키데 유용한 학습방법으로 볼 수 있다. 또한 비판적 사고성향을 증진시키기 위해서는 수업에서 S-PBL을 적극적으로 활용하고 학생들의 자기효능감을 증진시켜 나갈 필요가 있다.

• 간호행정학회지
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• 제22권1호
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• pp.1-10
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• 2016

Purpose: A descriptive survey was used in this study to identify the relationship between nurses' critical thinking disposition, self-directed learning readiness and professional nursing competency and to examine factors that influence professional nursing competency. Methods: The data were collected from 188 nurses and analyzed using t-test, ANOVA, $Scheff{\acute{e}}$' test, Pearson correlation, and stepwise multiple regression analysis with the SPSS/WIN 20.0 PC program. Results: Professional nursing competency was found to have significant pure correlations with critical thinking disposition (r=.59, p<.001), and self-directed learning readiness (r=.54, p<.001). The most influential factor influencing nurses' professional nursing competency was critical thinking disposition, followed by self-directed learning readiness (${\beta}=.25$, p=.003), work department (${\beta}=.19$, p=.001), total clinical career (${\beta}=.19$, p=.003), and position (${\beta}=.12$, p=.040), and these factors explained 43.8% of the variance in professional nursing competency. Conclusion: The findings indicate the necessity of developing and applying strategies and educational programs to enhance individual nurse's critical thinking disposition and self-directed learning readiness. Furthermore, exploration is needed on ways to enhance professional nursing competency.

• 한국간호교육학회지
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• 제27권3호
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• pp.251-260
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• 2021

Purpose: This study uses a descriptive research design to identify the influence of critical thinking disposition, deep approaches to learning, and interaction between learners on the degree of nursing process confidence for nursing students. Methods: The subjects of the study were second-year students in the Department of Nursing at a university in G city. The data included general characteristics, critical thinking disposition, deep approaches to learning, learner-to-learner interaction, and nursing process confidence were analyzed utilizing an independent t-test, one-way ANOVA, and Scheffe's test to identify differences in the variables according to general characteristics. To identify the correlation between the factors related to the nursing process and nursing process confidence, Pearson's correlation was analyzed, and hierarchical regression was used to determine the factors affecting the confidence of the subject's nursing process. Results: Gender, critical thinking disposition, and in-depth learning approach were statistically significant as factors affecting the nursing process confidence of nursing students, and these factors were shown to explain 62% of nursing course performance (F=23.80, p<.001), among which in-depth learning access has the greatest influence (β=.41, p<.001). Conclusion: Critical thinking disposition and deep approaches to learning arbitration program development are necessary to improve nursing students' nursing process confidence.

• 한국간호교육학회지
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• 제11권2호
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• pp.184-190
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• 2005

Purpose: The purpose of this study was to examine the effect of PBL on self-directed learning and critical thinking disposition. Method: The research design was a nonequivalent control group pretest-posttest design using two groups of first-year students from two nursing schools in Gwangju, South Korea. PBL was conducted for one semester. Result: Significant difference was found in self-directed learning between the two groups after PBL (p<0.05). but, not in critical thinking disposition. Conclusion: The findings indicate that there is a need for paradigm shift in nursing education from the traditional teacher-centered methods to a more learner-centered approach. PBL program will facilitate the development of abilities to become self-directed in learning.

• 한국컴퓨터정보학회:학술대회논문집
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• 한국컴퓨터정보학회 2016년도 제54차 하계학술대회논문집 24권2호
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• pp.253-255
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• 2016

본 연구에서는 컴퓨터 프로그래밍 학습자들의 학습 성향을 조사하고 그들의 평소 학습 성향이 어떤 평가로 이어지는지에 대해 관찰한다. 또한 학습 성향과 이전 평가 결과가 다음 학기 프로그래밍 수업에 어느 정도 동기 부여가 되는지를 분석하여 학습자들의 성향과 능력에 맞는 방법으로 학습 동기를 부여할 수 있는 방법을 모색하고자 한다.