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대학의 시뮬레이션 실습교육이 신규간호사의 임상수행능력에 미치는 영향
전선미,김민영 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.15
Objectives New nurses have experienced clinical practice restrictions due to COVID-19 in the nursing department undergraduate course. Therefore, this study aimed to identify the difference in their clinical performance competency based on the characteristics of the simulation practice education they experienced, determine the effect of simulation practice on their clinical performance competency, and identify the influencing factors. Methods Data were collected from a self-reported questionnaire survey conducted on 197 new nurses from January 10 to February 25, 2023, at 12 general hospitals located in the metropolitan area and Gyeongsang-do. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and hierarchical regression based on the SPSS/WIN 22.0 statistical program. Results Clinical performance competency showed a statistically significant positive correlation with simulation design characteristics (r=.54, p<.001); likewise clinical reasoning competency (r=.69, p<.001) also showed a positive correlation to simulation design characteristics. A statistically significant positive correlation was seen between clinical performance competency and clinical reasoning competency (r=.50, p<.001). Multiple regression analysis revealed that factors significantly affecting clinical performance competency were clinical reasoning competency (β=.57, p<.001) and simulation design characteristics (β=.25, p<.001). The explanatory power was 53.8%. Conclusions To improve new nurses' clinical performance competency, various educational programs that can enhance simulation design characteristics and clinical reasoning competency need to be developed. In the simulation practice class, efforts to enhance the clinical realism of nursing students are required, such as scenario development of cases and methods.
고등학생의 완벽주의가 학업 지연행동에 미치는 영향과 학업적 자기효능감의 조절효과
전선미,박주희 한국청소년학회 2014 청소년학연구 Vol.21 No.8
The present study examined the effects of perfectionism and academic self-efficacy on academic procrastination in high school students, and also investigated whether academic self-efficacy moderated the relations between perfectionism and academic procrastination. The participants of this study were 510 students (252 boys and 258 girls) in three high schools located in Seoul. The data were analyzed by means of descriptive statistics and hierarchical regressions. The moderating effect of academic self-efficacy was examined by using the analysis procedures proposed by Baron and Kenny(1986). Results indicated that the levels of self-oriented perfectionism and academic self-efficacy decreased academic procrastination whereas the level of socially-prescribed perfectionism increased academic procrastination. Second, academic self-efficacy moderated the effects of both self-oriented perfectionism and socially-prescribed perfectionism on their academic procrastination. Specifically, the influence of self-oriented perfectionism on academic procrastination was greater when the level of academic self-efficacy was high, compared to when it was low. In addition, the influence of socially-prescribed perfectionism on academic procrastination was significant when the level of academic self-efficacy was high, but not when it was low. 본 연구는 고등학생의 완벽주의와 학업적 자기효능감이 학업 지연행동에 미치는 영향을 알아보고, 완벽주의가 학업 지연행동에 미치는 영향이 학업적 자기효능감에 의해 조절되는가를 검증하는 것을 목적으로 하였다. 이를 위해 서울시 소재의 세 개 고등학교에 재학 중인 학생 510명(남 252명, 여 258명)을 대상으로 Aitken(1982)의 학업 지연행동 척도, Hewitt과 Flett(1991)의 다차원적 완벽주의 척도, 김아영과 박인영(2001)의 학업적 자기효능감 척도를 사용하여 자료를 수집한 후 분석하였다. 연구결과 첫째, 자기지향 완벽주의와 학업적 자기효능감의 수준이 높을수록 그리고 사회부과 완벽주의의 수준이 낮을수록 학업 지연행동을 보일 가능성이 낮았다. 둘째, 학업적 자기효능감의 조절효과 검증결과, 자기지향 완벽주의와 사회부과 완벽주의가 학업 지연행동에 미치는 영향은 학업적 자기효능감의 수준에 따라 다른 것으로 나타났다. 즉, 자기지향 완벽주의가 학업 지연행동에 미치는 영향은 학업적 자기효능감이 낮은 집단보다 높은 집단에서 더 큰 것으로 나타났다. 또한, 사회부과 완벽주의가 학업 지연행동에 미치는 영향은 학업적 자기효능감의 수준이 높은 경우에만 유의함을 보여주었다.