Çѱ¹Á¤º¸Åë½ÅÇÐȸ ³í¹®Áö (Journal of the Korea Institute of Information and Communication Engineering)
Current Result Document :
ÇѱÛÁ¦¸ñ(Korean Title) |
°£È£´ëÇлýÀÇ ½Ã¹Ä·¹À̼DZâ¹Ý ±³À° ½Ã ±¸Á¶ÈµÈ µðºê¸®ÇÎ À¯ÇüÀÌ ÇнÀ¼º°ú¿¡ ¹ÌÄ¡´Â È¿°ú |
¿µ¹®Á¦¸ñ(English Title) |
Effect of Structured Debriefing on the Learning Outcomes of Nursing Students in Simulation-based Education |
ÀúÀÚ(Author) |
ÃÖ¼ÒÀº
±èÇöÁÖ
So-Eun Choi
Hyun-Ju Kim
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¿ø¹®¼ö·Ïó(Citation) |
VOL 22 NO. 09 PP. 1208 ~ 1213 (2018. 09) |
Çѱ۳»¿ë (Korean Abstract) |
½Ã¹Ä·¹ÀÌ¼Ç ±³À° ½Ã ±¸Á¶ÈµÈ µðºê¸®ÇÎ À¯ÇüÀÌ °£È£´ëÇлýÀÇ ÇнÀ¸ôÀÔ, ºñÆÇÀû»ç°í¼ºÇâ°ú ÀÓ»ó¼öÇà´É·Â¿¡ ¹ÌÄ¡´Â È¿°ú¸¦ °ËÁõÇÏ°íÀÚ ½ÃµµµÈ ºñµ¿µî¼º ´ëÁ¶±º »çÈÄ ½ÃÂ÷¼³°èÀÇ À¯»ç½ÇÇè ¿¬±¸ÀÌ´Ù. ¿¬±¸´ë»óÀÚ´Â P ´ëÇб³ °£È£Çаú 4Çгâ ÇлýÀ¸·Î, ½ÇÇ豺 22¸í, ºñ±³±º 24¸í, ´ëÁ¶±º 20¸íÀ¸·Î ÃÑ 66¸íÀ̾ú´Ù. ½ÇÇ豺¿¡°Ô´Â LCJR Áú¹®À» ÀÌ¿ëÇÑ ±¸Á¶ÈµÈ ºñµð¿À µðºê¸®ÇÎ, ºñ±³±ºÀº ±¸Á¶ÈµÈ ±¸µÎ µðºê¸®ÇÎ, ´ëÁ¶±ºÀº ±¸Á¶ÈµÈ ±×·ì Åä·Ð µðºê¸®ÇÎÀ» ½Ç½ÃÇÏ¿´´Ù. ¿¬±¸°á°ú ÇнÀ¸ôÀÔ°ú ºñÆÇÀû»ç°í¼ºÇâ ¹× ÀÓ»ó¼öÇà´É·ÂÀº ¼¼ ±º°£ À¯ÀÇÇÑ Â÷ÀÌ°¡ ¾ø¾úÀ¸³ª »çÀü-»çÈÄ Â÷ÀÌ °ËÁ¤ ½Ã ¸ðµÎ Çâ»óµÇ¾ú´Ù. ¶ÇÇÑ ÀÓ»ó¼öÇà´É·ÂÀÇ ¼¼ºÎ¿µ¿ª Áß °èȹ°ú ÁßÀç´Â ½ÇÇ豺ÀÌ ´Ù¸¥ µÎ ±º¿¡ ºñÇØ À¯ÀÇÇÏ°Ô Çâ»óµÇ¾ú´Ù. À̸¦ ÅëÇØ LCJRÀÇ ÀÓ»óÆÇ´Ü ·çºê¸¯À» È°¿ëÇÑ µðºê¸®ÇÎÀº ½Ã¹Ä·¹À̼DZ³À°¿¡ È¿°úÀûÀ̸ç ƯÈ÷ ºñµð¿À¸¦ È°¿ëÇÑ ±¸Á¶ÈµÈ µðºê¸®ÇÎ À¯ÇüÀº ÀÓ»ó¼öÇà´É·ÂÀ» ³ôÀ̴µ¥ ¿µÇâÀ» ³¢Ä¡´Â °ÍÀ¸·Î ³ªÅ¸³µ´Ù.
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¿µ¹®³»¿ë (English Abstract) |
The study investigates how the structured debriefing method affects the learning flow, critical thinking disposition, and clinical performance of nursing students, using the Lasater Clinical Judgment Rubric (LCJR). Nursing students in the 4th grade of P University were divided into three groups, each trying out a different structured debriefing method: the experimental group - structured video debriefing using the LCJR question, the comparative group - structured oral debriefing, and the control group - structured group discussion debriefing. There was no significant difference between the three groups in learning flow (p=.640), critical thinking disposition (p=.420) and clinical performance ability (p=.360). Planning and intervention among the areas of clinical performance were significantly improved in the experimental group compared to the other two groups (p=.005). Structured debriefing when used with LCJR improves the learning flow and critical thinking disposition of students, while structured video debriefing improves clinical performance.
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Å°¿öµå(Keyword) |
°£È£´ëÇлý
½Ã¹Ä·¹À̼Ç
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ÀÓ»ó¼öÇà´É·Â
Nursing students
Simulation
Critical thinking disposition
Clinical performance
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