유방암 여성의 삶의 질 관련 요인

유영미(Ryu, Young Mi),이명선(Yi, Myungsun) 대한종양간호학회 2013 Asian Oncology Nursing Vol.13 No.3

Purpose: The purpose of the study was to identify the influence of hope, resilience, and spousal support on quality of life in women with breast cancer. Methods: A predictive correlational design was used. The data were collected by questionnaires from a convenience sample of 163 women with breast cancer in 2012. The data were analyzed using descriptive statistics, t-tests, ANOVA, Pearson’s Correlation Coefficients, and stepwise multiple regression. Results: Mean age of the participants was 51.5±6.39 and 46.0% reported to have stage II at diagnosis and 40.5% were more than 5 years since diagnosis. The quality of life was different by age and type of surgery. Hope, resilience, spousal support, and quality of life were significantly correlated each other (r=.35-.64, p<.01). Quality of life accounted for 23.4% of the variance by resilience, spousal support, and type of surgery. The most important factor was resilience, which explained 18.9% of the variation. Conclusion: The results of the study show the importance of resilience in explaining the quality of life in Korean women with breast cancer. Thus, oncology nurses should focus on resilience to develop and implement more effective interventions to improve patients’ quality of life.

연구논문 : 어머니의 양육체계에 관한 연구 - 양육표상과 양육행동의 관계 -

유영미 ( Young Mi Ryu ) 한국문명학회 2005 문명연지 Vol.6 No.2

간호대학생에게 적용한 팀기반학습과 강의기반학습의 효과 비교연구

유영미(Ryu Young Mi),김해진(Kim Haejin) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.12

Purpose: The aim of the study was to compare effects of team-based learning and lecture-based learning on learning motivation, communication, problem-solving, and learning satisfaction in nursing students. Methods: A total of 94 2nd students in a nursing school, who took pathology, participated in the study. Six-week of lecture-based learning was provided in the first half of the spring semester in 2017. Then, another 6-week of team-based learning was provided. Data were collected in the 1st , 8th , and 15th week using self-report questionnaires. Paired t-test was used to analyze the effects. Results: Attention, subarea of learning motivation, was significantly increased after team-based learning. Communication was significantly increased after team-based learning compared to lecture-based learning. Problem solving showed no difference between two learning methods, however, problem recognition, information gathering, and analysis of problem solving were increased significantly after team-based learning. Learning satisfaction was significantly lower after team-based learning than lecture-based learning. Conclusion: Although participants were satisfied with lecture-based learning rather than team-based learning in pathology course, team-based learning needs to be introduced to nursing students for positive effects of team-based learning. Gradual implementation of team-based learning or supplemental team-based learning with a lecture is recommended when adopting team-based learning in pathology. 본 연구는 간호학과 병리학 교과목에 팀기반학습을 적용하고 일반 강의기반학습과 비교하여 간호학생의 학습동기, 의사소통, 문제해결능력, 학습만족도에 미치는 효과를 알아보기 위하여 수행되었다. 연구대상자는 일 대학 간호학과에서 2017년도 1학기 병리학 교과목을 수강하는 학생으로 3회의 설문조사에 모두 응답한 94명의 자료를 분석하였다. 자료 분석은 SPSS 통계 프로그램을 활용하여 대응표본 t-검정으로 분석하였다. 연구 결과 학습 동기의 하위 영역인 주의력과 의사소통능력은 강의 기반학습에 비해 팀기반학습 후 유의하게 증가하였다. 문제해결능력은 두 학습법 간에 유의한 차이가 없었지만 하위 영역을 살펴본 결과, 팀기반학습 후에 문제 인식, 정보 수집 및 분석 영역이 유의하게 증가하였다. 학습만족도는 팀기반학습보다 강의 기반학습 후에 유의하게 높았다. 병리학 수업에 참여한 학생들은 팀기반학습보다 강의기반학습에 더욱 만족하였으나 의사소통능력 향상과 같은 팀기반학습의 긍정적 효과를 고려할 때, 간호학생에게 팀기반학습 적용을 고려해 볼 수 있다. 그러나 팀기반학습을 교과목에 처음 도입할 때는 점진적으로 적용하거나 팀기반학습과 강의를 병행하여 상호 보완하는 방법을 권장한다.

중심성의 이동 : 치매 환자 가족의 돌봄 경험에 대한 질적 합성 접근

유영미(Ryu, Young Mi),유미(Yu, Mi),오세은(Oh, Seieun),이해영(Lee, Haeyoung),김해진(Kim, Haejin) 한국간호과학회 2018 Journal of Korean Academy of Nursing Vol.48 No.5

Purpose: This study aimed to synthesize the caring experiences of Korean family members of patients with dementia through a qualitative meta-synthesis method. Methods: By searching through nine Korean and English databases, we compared 37 qualitative studies on caring experiences of family members of patients with dementia. The selected studies were synthesized through meta-synthesis, proposed by Sandelowski and Barroso (2007). Results: The meta-synthesis elicited four themes: tough life due to care for patients, changes in relationships, adaptation to caregiver’s roles, and new perspectives of life through personal growth. Caregivers were shocked when a sudden diagnosis of dementia was made prior to any preparation on their part. They were tied to their patients all the time and their mind and body got exhausted. Their relationship with patients began to change and they looked at them differently. They experienced conflicts with the other non-caring family members and were alienated from them. They were also socially isolated. However, by building their own care strategies and utilizing social resources, they gradually adapted to their caregiver roles. Finally, they experienced personal growth and acquired a new perspective toward life by accepting their roles and finding meaning in their lives. Shifting the caregiver’s centricity from themselves to the patient was the process of becoming human beings who actively constructed their realities while giving meaning to their painful lives and interacting with the environment. Conclusion: The results of the study can be useful for nurses in understanding the experiences of caregivers of the patients with dementia and in providing them with practical interventions.

어머니의 양육체계와 유아의 애착체계간의 관계

유영미(Young Mi Ryu),이영(Young Lee) 한국아동학회 2005 아동학회지 Vol.26 No.4

생리학 수업에 적용한 팀기반학습, 학습자질문중심 학습 및 강의기반 학습의 효과

유영미(Ryu Young Mi),양영미(Yang Young Mi) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.9

본 연구는 생리학 교과목에 팀기반학습, 학습자질문중심 학습, 강의기반 학습을 적용하고 각각의 교수법이 간호학생의 학습 동기, 의사소통, 문제해결능력, 학습만족도에 미치는 효과를 알아보기 위하여 수행되었다. 연구대상자는 일 대학 간호학과에 서 생리학 교과목을 수강하는 학생 86명으로 팀기반학습 27명, 학습자질문중심 학습 32명, 강의기반학습 27명 이었다. 자료수집 기간은 2017년 8월 28일부터 12월 20일까지이었다. 자료 분석은 SPSS 통계 프로그램을 활용하여 ANOVA/Kruskal-Wallis test, ANCOVA, paired t-test로 분석하였다. 연구 결과, 팀기반학습의 학습동기는 학기 말에 유의하게 감소하였고(p=.05), 학습자질문중심 학습에 비해 유의하게 낮았다(p=.023). 의사소통은 세 그룹 모두 학기 초에 비해 학기 말에 유의하게 증가하였 다(p<.001). 그러나 그룹별로 비교했을 때에는 그룹 간 유의한 차이는 없었다(p=.955). 문제해결능력은 세 그룹 모두 학기 초와 비교하였을 때 학기 말에 유의한 차이가 없었으며 학기 말 문제해결능력도 그룹 간의 유의한 차이가 없었다(p=.811). 학습만족도는 팀기반학습이 학습자질문중심 학습과 강의기반 학습보다 유의하게 낮았다(p<.001). 본 연구 결과 생리학 교과목에 적용한 학습자질문중심 학습과 강의기반 학습이 학생들의 학습만족도를 높이고 의사소통 능력을 향상시키므로 적극 활용하길 추천한다. Purpose: The aim of the study was to compare effects of team-based learning(TBL), student generated questions(SGQ), and lecture-based learning(LBL) on learning motivation, communication, problem-solving, and learning satisfaction in nursing students. Methods: A total of 86 freshman nursing students in a nursing school, who took physiology, participated in the study. In the fall semester of 2017, TBL, SGQ, and LBL were provided to each group of students. Data were collected in the 1st and 15th week via online Google Forms. ANOVA/Kruskal-Wallis test, ANCOVA, paired t-test/Wilcoxon-signed rank test were employed to analyze the effect of each teaching-learning strategy using SPSS Statistics Ver. 22. Results: The levels of learning motivation and communication after intervention increased significantly compared to those before intervention in three groups(p<.001). However, problem-solving ability was not statistically significant when compared before and after intervention. The levels of learning motivation and learning satisfaction after intervention were significantly lower in the TBL group than in the SGQ and LBL group(p=.044, p<.001 respectively). The levels of communication and problem-solving ability after intervention were not significantly different in three groups. Conclusion: Learner-centered teaching strategies are necessary to improve learning outcomes in nursing education. SGQ and LBL could be useful in physiology course to enhance communication and learning satisfaction.

메니에르병 환자가 지각하는 건강 상태, 불안, 우울, 사회적 지지가 삶의 질에 미치는 영향

유영미(Ryu, Young Mi),정우정(Joung, Woo Joung) 한국성인간호학회 2020 성인간호학회지 Vol.32 No.4

환자의 질병 체험 내러티브가 조현병에 대한 지식, 정신질환에 대한 태도, 학습만족도에 미치는 효과

안영미 ( Ahn Youngmi ),유영미 ( Ryu Young Mi ) 한국간호과학회 정신간호학회(구 대한간호학회정신간호학회) 2018 정신간호학회지 Vol.27 No.2

Purpose: The aim of this study was to identify effects of a psychiatric and mental health nursing class to improve knowledge about schizophrenia, attitudes toward mental illness, and learning satisfaction after using an illness narrative of a patient with schizophrenia. Methods: This study was in nonequivalent control group and a pretest-posttest design. Of the 88 nursing students, the 34 in the experimental group received 5 hours of lectures on schizophrenia plus 2 hours of learning using a patient's illness narrative. The control group (n=54) received only the 5 hours of lectures on schizophrenia. During September, 2017, an online survey was used to collect data before and after the intervention. Data were analyzed using t-tests and Mann-Whitney U tests with SPSS Statistics version 22.0. Results: There were no differences for knowledge on schizophrenia or for attitudes toward mental illness between the experimental group and the control group after the intervention. However, learning satisfaction was significantly higher in the experimental group compared to the control group (Z=-2.18, p=.029). Conclusion: Findings indicate that patient illness narratives could be a useful tool to improve learning satisfaction in nursing students. Therefore, using patient illness narratives in nursing classes is recommended.

유방암 여성들의 자조집단 활동 경험

이명선(Yi, Myungsun),유영미(Ryu, Young Mi),황은경(Hwang, Eunkyung) 한국성인간호학회 2014 성인간호학회지 Vol.26 No.4

간호대학생의 인성, 문제해결능력이 임상수행능력에 미치는 영향

정우정(Joung Woo Joung),유영미(Young Mi Ryu) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.16

본 연구는 간호대학생의 인성과 문제해결능력이 임상수행능력에 미치는 영향을 파악하기 위해 C시와 D광역시에 소재한 두 대학 간호학과 3, 4학년 214명을 대상으로 온라인 설문을 실시하였다. 자료 분석은 SPSS Windows 20.0 프로그램을 활용하 여 단계적 다중 회귀분석을 하였다. 연구 결과, 간호대학생의 인성은 4.17±0.46점이었고, 문제해결능력은 3.87±0.49점이었으며, 임상수행능력은 4.08±0.59점이었다. 인성과 문제해결능력, 문제해결능력과 임상수행능력, 인성과 임상수행능력은 모두 강한 정적 상관관계를 보여주었다(p<.01). 문제해결능력, 인성, 전공만족도 만족함이 임상수행능력의 61.5%를 설명하였으며(F=114.553, p<.001), 문제해결능력이 임상수행능력에 가장 큰 영향을 미치는 요인이었고, 인성, 전공만족도 만족함 순이었다. 본 연구를 통해 문제해결능력과 인성이 임상수행능력이라는 간호사로서의 역량을 함양하는데 필수적인 요인임을 확인하였다. 따라서 문제중심학습 등과 같은 다양한 학습자중심학습법을 수업에 적용하여 간호대학생의 문제해결능력을 높이고 간호학과 교육과정을 통해 지속적이고 체계적으로 인성교육이 제공될 필요가 있다. This study was conducted to identify the influence of humanity and problem solving ability on clinical competence in nursing students. Methods: Data were collected from June 17 to July 2, 2019 through online self-report questionnaires from 214 nursing students in two colleges. The collected data were analyzed using SPSS/WIN 20.0. program. χ² test, t-test, ANOVA, Pearson correlation coefficients, stepwise multiple regression were used. Results: The mean±SD score for humanity was 4.17±0.46, for problem solving, 3.87±0.49, and for clinical competence, 4.08±0.59. Humanity was positively correlated with problem solving ability (r=.762, p<.01) and clinical competence (r=.723, p<.01). Problem solving ability was also positively correlated with clinical competence (r=.742, p<.01). The factors associated with clinical competence were problem solving ability (β=.453, p<.001), humanity(β=.336, p<.001), major satisfaction as ‘satisfied’ (β=.112, p=.016) and these three factors explained 61.5% of clinical competence of nursing students (F=114.553, p<.001). Conclusion: Since problem solving is the most influential factor in clinical competence, various learner-centered teaching and learning strategies such as problem-based learning need to be applied to courses to improve problem solving of nursing students. In addition, it is necessary to provide nursing students with humanity education continuously and systematically throughout the curriculum.