논문편 - 식생활 분야 : 고등어 , 칼치 , 명태의 선도변화에 관한 연구

김영희,이영근,김복자 ( Yeong Hee Kim,Young Keun Lee,Bok Ja Kim ) 대한가정학회 1981 Family and Environment Research Vol.19 No.1

논문편 : 밀가루 첨가 및 발효시간에 따른 증편의 특성

김영희,이효지 ( Yeong Hee Kim,Hyo Gee Lee ) 대한가정학회 1985 Family and Environment Research Vol.23 No.3

Work - Family Role Strain in Korean - American Dual - Earner Families : A Theoretical Model

김영희,( Yeong Hee Kim,Elizabeth B . Goldsmith ) 대한가정학회 1992 Family and Environment Research Vol.30 No.2

체크리스트를 활용한 기본간호학 실기 교육평가에 관한 연구

김영희(Kim Yeong-Hee) 기본간호학회 2005 기본간호학회지 Vol.12 No.3

기본간호학실습 교육에서의 동료지지학습과 그릿이 학업적 자기효능감에 미치는 영향

김영희(Yeong-Hee Kim) 한국산학기술학회 2023 한국산학기술학회논문지 Vol.24 No.8

본 연구는 간호학생의 학업적 자기효능감에 미치는 영향을 파악하고자 하였다. 연구대상자는 G시의 간호학생 164명 이었으며 연구기간은 2022년 5월 30일부터 6월 3일 까지였다. 자료는 SAS 9.3 프로그램으로 분석하였다. 연구결과로, 간호학생의 학업적 자기효능감은 간호학 전공 만족도(F=6.47, p =.000), 실습수업 만족도(F=5.50, p =<.001), 자율실습 참여도(F=3.00, p =.020), 자율실습일지 작성의 필요성(F=4.02, p =.004)에서 유의한 차이가 있었다. 학업적 자기효능감은 동료지지학습(r=.322, p <.001)과 그릿(r=.645, p <.001)과 양의 상관관계를 나타냈고 동료지지학습은 그릿(r=.354, p <.001)과 양의 상관관계를 나타냈다. 학업적 자기효능감에 영향을 미치는 요인은 그릿(β=.608, p =.000), 기본간호학실습 수업만족도(β=.180, p =.003) 순이었으며 설명력은 44.0%였다. 동료지지학습, 그릿, 학업적 자기효능감의 요인분석 결과 그릿이 높아질수록 학업적 자기효능감이 높아지는 것으로 나타났다(β=.795, p< .001). 따라서 간호학생의 학업적 자기효능감 향상을 위해 실습교육에서의 그릿을 높일 수 있는 교육프로그램을 개발하고 적용할 필요가 있다. 이에 기본간호학실습 교육시 동료지지학습은 협력관계를 구축하여 상호학습을 촉진하도록 하고 공동체 의식을 갖게 하므로 수업 참여도를 향상시킬 수 있는 교육적 방안이 구축되어야 할 것이다. This study explored factors that influence academic self-efficacy among nursing students. The participants were 164 nursing students in G city. The study was conducted from May 30 to June 3, 2022. Data were analyzed using SAS 9.3. Nursing student academic self-efficacy differed significantly from satisfaction with their nursing major (F=6.47, p =.000), satisfaction with their practicum classes (F=5.50, p =<.001), and participation in self-practice (F=3.00, p =.020), and there was a significant difference in the need to write a self-practice diary(F=4.02, p =.004). Academic self-efficacy was positively correlated with peer-supported learning (r=.322, p <.001) and grit (r=.645, p <.001), and peer-supported learning was positively correlated with grit (r=.354, p <.001). Factors influencing academic self-efficacy were grit (β=.608, p =.000) and satisfaction with the fundamental nursing lab class (β=.180, p =.003), which in combination had an explanatory power of 44.0%. Factor analysis of peer-supported learning, grit, and academic self-efficacy showed that a higher level of grit was associated with greater academic self-efficacy (β=.795, p <.001). The study shows educational programs should be developed that enhance grit in practical education and improve nursing student academic self-efficacy. Furthermore, promoting cooperative relationships through peer-supported learning might enhance class participation.

동료평가를 활용한 실습교육평가방법이 핵심기본간호술 수행능력, 학습태도, 비판적사고 및 셀프리더십에 미치는 효과

김영희(Yeong-Hee Kim) 한국산학기술학회 2019 한국산학기술학회논문지 Vol.20 No.9

본 연구는 동료평가를 활용한 핵심기본간호술의 실습교육평가방법이 졸업반 간호학생의 핵심기본간호술 수행능력, 학습태도, 비판적사고 및 셀프리더십에 미치는 효과를 파악하고자 하였다. 연구대상자는 핵심기본간호술 교과목 수강자 4학년 학생으로 총 326명이었으며, 자료수집은 2018년 한 학기동안 실시하였다. 자료는 AMOS 20.0과 SAS 9.3프로그램을 이용하였으며 t-test, ANOVA, Pearson correlation coefficient, Scheffe test로 분석하였다. 연구결과로, 동료평가를 활용한 핵심기본간호술 수행능력의 평균평점은 3.77(±.62)점, 학습태도 3.17(±.47)점, 비판적 사고는 3.44(±.41)점, 셀프리더십은 3.60(±.49)점으로 나타났다. 핵심기본간호술 수행능력은 성별, 간호학 전공만족도, 핵심기본간호술 실습만족도, 동료평가 전 사전학습여부, 동료평가 만족도에 따라 유의한 차이를 나타냈다. 핵심기본간호술 수행능력은 학습태도(r=.295, p <.001)와, 비판적사고는 핵심기본간호술 수행능력(r=.384, p <.001), 학습태도(r=.623, p <.001)와, 셀프리더십은 핵심기본간호술 수행능력(r=.353, p<.001), 학습태도(r=.529, p <.001), 비판적사고(r=.690, p <.001)와 유의한 순상관 관계를 나타냈다. 핵심기본간호술 수행능력에 영향을 미치는 요인은 구조방정식 모형을 적용하였으며 비판적사고, 셀프리더십으로 나타났다. 따라서 이러한 연구결과를 바탕으로 핵심기본간호술 수행능력 향상을 위해 학습태도, 비판적사고 및 셀프리더십을 고려한 핵심기본간호술 실습교육프로그램 개발이 필요할 것이다. The purpose of this study was to investigate the effect of a peer evaluation method on the core fundamental nursing skills competency, learning attitude, critical thinking and self-leadership of graduating nursing students. A survey using a questionnaire was administered to 326 nursing students. The data was analyzed using SAS(ver. 9.8) and AMOS(ver.20.0) The results of peer evaluation showed that the fundamental nursing skills competency was 3.77(±.62), the learning attitude was 3.17(±.47), critical thinking was 3.44(±.41) and self-leadership was 3.60(±.49). Core fundamental nursing skills competency showed statistical differences based on gender, major satisfaction, practice satisfaction, pre-learning and satisfaction with the peer evaluation. Core fundamental nursing skills competency was positively correlated with learning attitude(r=.295, p<.001), critical thinking was positively correlated with core fundamental nursing skills competency(r=.384, p<.001) and learning attitude(r=.623, p<.001), and finally, self-leadership was positively correlated with core fundamental nursing skills competency(r=.353, p<.001), learning attitude(r=.529, p<.001) and critical thinking(r=.690, p<.001). The factors affecting fundamental nursing skills competency were critical thinking and self-leadership. Core fundamental practical education programs to improve learning attitude, critical thinking and self-leadership need to be developed to increase core fundamental nursing skills.

졸업학년 간호학생의 간호전문직태도와 취업전략이 핵심기본간호술 교육프로그램에 미치는 영향

김영희(Yeong-Hee Kim) 한국산학기술학회 2017 한국산학기술학회논문지 Vol.18 No.10

본 연구의 목적은 졸업학년 간호학생에게 한 학기 동안의 핵심기본간호술 교육프로그램을 적용한 후, 졸업학년 간호학생의 간호전문직태도와 취업전략이 핵심기본간호술 교육프로그램에 미치는 영향을 파악하고자 하는 조사연구였다. 연구대상자는 일개 간호대학의 졸업학년 총 165명이었으며 2016년 6월 23일부터 24일까지 조사하였다. 핵심기본간호술 교육프로그램 만족도는 3.99(±.48)점으로 나타났다. 간호전문직태도의 전체 평균평점은 3.77(±.49)점, 취업전략은 3.28(±.49)점이었다. 간호전문직태도는 대학생활만족도가 매우 만족 군(p=.004), 취업의 준비 정도가 준비된 군(p=.002), 취업의 영향요인은 자기 자신 군(p=.005)에서, 취업전략은 입학동기가 고연봉 군(p=.018), 4년간의 평균 학점 수준이 높은 군(A학점)(p<.001), 취업의 준비 정도가 준비된 군(p<.001), 취업정보 경로는 선배 군(p=.048)에서 통계적으로 차이가 있었다. 간호전문직태도와 취업전략(r=.472, p<.001)은 유의한 정적상관관계를 나타냈다. 또한 간호전문직태도(β=.462, p<.001)가 핵심기본간호술 교육프로그램에 영향을 미치는 변수로 나타났고 이러한 설명력은 29%였다(F=17.79, p<.001). 결론적으로, 졸업학년 간호학생의 간호전문직태도와 취업전략은 관련이 있는 것으로 나타났으며, 졸업학년 간호학생의 핵심기본간호술을 증진시키기 위해서는 간호전문직태도를 확립하고 취업 전략을 강화할 수 있는 실습교육프로그램과 제도적인 접근 전략의 개발과 반복연구가 이루어져야 할 것이다. This study was conducted to investigate the effects of nursing professional attitude and employment strategy on graduate nursing students core fundamental nursing education program, after applied the core fundamental nursing education program for one semester. There were 165 subjects who were surveyed from June 23 to 24, 2016. The mean score of the core fundamental nursing education program satisfaction was 3.99(±0.48). The mean score of nursing professional attitude was 3.77(±0.49) and that of employment strategy was 3.28(±0.49). The nursing professional attitude related tocampus life satisfaction n(p=0.004), employment preparation(p=0.002), factors affecting employment(p=0.005), and employment strategy related with motivation for entering(p=0.018), average credits(p<0.001), employment preparation(p<0.001), information route of employment(p=0.048) showed statistical significance. A significant and positive correlation was found between nursing professional attitude and employment strategy(r=0.472, p<0.001). Nursing professional attitude(β=0.462, p<0.001) wasfound to be an influential variable in core fundamental nursing education programs. The regression model explained 29% of the core fundamental nursing education program(F=17.79, p<0.001). In conclusion, nursing students" nursing professional attitude was related to employment strategy. To increase the core fundamental nursing skills, it is necessary to develop a practical education program and institutional strategies to establish anursing professional attitude and strengthen employment strategy.

일 대학 간호학생의 기본간호학 실습교육 인식에 다른 실습교육 전 후 간호가치관과 간호전문직 태도에 관한 연구

김영희(Kim Yeong-Hee) 기본간호학회 2007 기본간호학회지 Vol.14 No.4

Purpose: This study was to examine nursing values and attitudes toward nursing professions after fundamental nursing practice education. Method: The participants were 166 first-year students. Values and professional attitude were measured. Results: Nursing values increased to 4.49 (±.42) after 1st semester and 4.64 (±.35) after 2nd semester from 4.32 (±.47) before the education(t=7.71, p=.000). Nursing professional attitude also increased to 3.95 (±.49) after 1st semester and 4.20 (±.45) after 2nd semester(t=9.1, p= .000). While voluntary applicants have showed a significant difference in nursing values since they started college education(t=3.34, p=.001), partially voluntarily applicants showed after finishing the 1 st semester(t=-3.02, p=.002). Regarding nursing professional attitude of voluntary applicants, there was a significant difference between starting college education(t=2.35, p=.020) and finishing the 1st semester(t=-2.66, p= .008). Interest in fundamental nursing practice had a significant correlation with satisfaction(r=.301, p=.000) and nursing values(r=.163, p=.035). Nursing values had a significant correlation with nursing professional attitude(r=.590, p=.000). Conclusion: The fundamental nursing practice is effective in changing nursing values and nursing professional attitude in students taking the course.

간호 대학생의 기본간호 임상실습에 관한 자율성, 교수효율성 및 임상실습 만족도

김영희(Kim Yeong-Hee) 기본간호학회 2006 기본간호학회지 Vol.13 No.1

Purpose: The purpose of this study was to investigate autonomy, teaching effectiveness, and clinical practice satisfaction for fundamentals nursing clinical practice in student nurses. Method: The participants were 244 sophomores, who had done the practice for 8 weeks from June 17 ~ August 23, 2005. Autonomy the Caring Perspective(ACP) devised by Boughn(1995) was used to measure autonomy, Instrument to Measure Effectiveness of Clinical Instructor(IMECL) by Reeve(1994) for measuring teaching effectiveness, and an instrument by Moon(2002) for measuring satisfaction. Results: After practice, the role model was seen as rich in knowledge and experience(48.77%). Desirable categories for instructor were full-time professors with a practice background and head nurses(31.97%)). Average score for autonomy was 3.71(±.33), for teaching effectiveness, 3.67(±.48) and for satisfaction 3.51(±.38). Autonomy scores were high for students satisfied with their major(F=5.23,p=.006), and interested in practice(F=4.38,p=.014). Teaching effectiveness scores were high for students satisfied with practice(F=2.57,p=.038). Clinical practice satisfaction scores were high for students interested in practice(F=5.01,p=.007). Relationships between autonomy and teaching effectiveness (r=.174,p=.006), and between teaching effectiveness and satisfaction showed a positive correlation(r=.632,p=.000). Conclusion: Interest in clinical practice courses in first year affect autonomy, teaching effectiveness and satisfaction.

보완대체요법 교과목 개설유무에 따른 간호학생의 보완대체요법에 대한 태도 연구

김영희(Kim, Yeong-Hee) 한국간호교육학회 2005 한국간호교육학회지 Vol.11 No.1