http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
한미현(Han Mi Hyun) 기본간호학회 2008 기본간호학회지 Vol.15 No.1
Purpose: Objective Structured Clinical Examination (OSCE) has been used for clinical skill evaluation. This study was done investigate whether there are positive impact educational effects if nursing students are invited to develop OSCE modules. Method: The participants were 63 second-year students in one nursing college. Students were divided into 3 groups; the OSCE module development group (Exp1), traditional study group (Exp2), and control group (Cnt). Students were allocated according to clinical skill test scores to make the 3 groups equal. Exp1 developed OSCE modules, and Exp2 studied using traditional methods. Clinical skill tests and surveys were done to measure self-directed readiness, problem-solving ability, and self-efficacy before and after experimental treatments. Results: Clinical skill test scores increased significantly in all three groups, but Exp1 and Exp2 showed a higher clinical skill test score increment than Cnt. Self-directed readiness scores increased significantly in Exp1, but not in Exp2 and Cnt. Problem-solving ability scores increased significantly in Exp1 compared to Cont. Conclusion: Development of OSCE modules has positive educational effects for participating students in terms of clinical skill tests, self-directed readiness, and problem-solving ability.
간호대학생의 대학생활적응과 학업성취도에 영향을 미치는 요인
한미현 ( Mi Hyun Han ) 한국보건정보통계학회(구 한국보건통계학회) 2017 보건정보통계학회지 Vol.42 No.1
Objectives: Recently, the characteristics of students enrolled in a nursing school have changed; the number of aged students and students who have various motivations has increased. Also various admission types are used to select the students. The author investigated the changes and contributing factors in college adaptation and academic achievement among these students. Methods: Eighty nursing students participated in this study. A survey was performed using the Baker and Siryk`s Student Adaptation to College Questionnaire (SACQ) for the class of 2012 during the 1st year term. The same survey was performed 2 years later. Academic achievement of the 1st and 3rd year students was also compared. Paired t-test, Pearson correlation and regression analysis were performed with SPSS WIN 23.0. Results: The SACQ score increased from 5.22±0.82 (1st year) to 5.45±0.96 (3rd year) (p<0.05). Students motivated by their own will showed a higher SACQ score than students who had other motivations during the 1st year and 3rd year. Academic achievement score decreased from 3.68±0.52 (1st year) to 3.49±0.64 (3rd year). Student of younger age and students selected via regular admission showed higher academic achievement in the 1st and 3rd year. Students motivated by their own will showed higher academic achievement in the 1st year but not in the 3rd year. There was a positive correlation between the SACQ score and academic achievement. Conclusions: Motivation, age at admission and admission type affected the SACQ score and academic achievement. It is recommended that measures to motivate the students should be instituted earlier and special attention should be paid to aged students.
한미현(Mi Hyun Han),유안진(An Jin Yoo) 한국아동학회 1996 아동학회지 Vol.17 No.1
The purpose of this study was to examine the relation of stress and perceived social supports to problem behavior during childhood, with particular emphasis on the main and stress-buffering effects of perceived social supports. Such demographic data as parents` educational level, father`s job, mother`s employment, family income, and child`s sex and age were also in chided in the study. Statistical techniques were ANOVA, t-test, and multiple regression. Major findings were that behavior problems of children increased with children`s stress and decreased by perceived social supports. Perceived social supports moderated the relation between children`s stress and problem behavior. Children`s stress and perceived social supports differ by educational level of parents, father`s job, and family income. Behavior problems of children were differed by family income, father`s educational level and job. Children`s stress and behavior problems differed by sex and age in some sub-domains, but perceived social supports did not differ by children`s sex and age. Perceived social support from friends was the most influential factor affecting children`s problem behavior. Therefore, friends may be considered the most important source of social support that is available for adjustment and for coping with stress during childhood.
간호대학생에서 도덕적 민감성이 도덕적 용기에 미치는 영향에 관한 연구
한미현(Mi-Hyun Han) 한국산학기술학회 2022 한국산학기술학회논문지 Vol.23 No.10
본 연구는 간호대학생의 도덕적 민감성과 도덕적 용기의 정도를 파악하여 간호대학생들이 윤리적인 판단이 요구되는 상황에서 더 효과적으로 대응하도록 돕기 위한 기초 자료를 얻고자 시도한 서술적 조사연구이다. 연구대상은 경기, 충남의 2개 대학 간호학과 4학년 137명으로, 자가 보고식 설문지를 사용하였다. 자료는 2021년 9월부터 11월까지 수집하였다. 도덕적 민감성은 Lutzen과 Nordin이 개발한 민감성 측정 도구(moral sensitivity questionnaire)를 한성숙 등이 번역 후 수정한 도구를 저자의 승인을 받아 사용하였다. 도덕적 용기는 Sekerka 등이 개발한 도구를 문숙자와 김달숙이 한국어로 번역하여 수정한 도구를 저자 승인을 받아 사용하였다. 수집된 자료는 SPSS 프로그램을 이용하여 상관분석과 다중회귀분석을 실시하였다. 연구 결과 간호대학생의 도덕적 민감성 정도는 7점 만점에 5.10점이었고 도덕적 용기는 7점 만점에 5.31점이었다. 도덕적 민감성과 도덕적 용기는 통계적으로 유의한 상관관계를 보여주었다(r=.375, p =.000). 도덕적 민감성의 하위 영역 중 환자 중심 간호(p =.016), 전문직 책임(p =.035), 의미(p =.048), 선행(p =.000)이 도덕적 용기에 영향을 미치는 것으로 나타났으며, 도덕적 용기에 대한 이들 변인의 설명력은 26.9%이었다. 도덕적 용기는 간호대학생이 윤리적 문제가 포함된 상황에서 책임 있는 행동을 할 수 있는 기본이 될 수 있다. 도덕적 용기는 도덕적 민감성과 의미 있는 상관관계를 보여주었다. 그러므로 교육을 통해 윤리적 문제들에 대한 민감성이 향상되면 도덕적 용기 발휘에 긍정적인 영향을 줄 수 있을 것이다. This study evaluates moral sensitivity, moral courage, and their association among nursing students. The subjects were 137 fourth-year nursing students. Data were collected from September 2021 to November 2021 from two nursing schools using Lutzen and Nordins moral sensitivity questionnaire (MSQ), translated and modified by Han and Sekerkas Professional Moral Courage (PMC), and translated and modified by Mun with permission of translators. Correlation analysis and multiple regression tests were performed using SPSS. The overall scores for MSQ and PMC were 5.10 and 5.31, respectively. MSQ and PMC showed a statistically significant positive correlation (r = 0.375, p = 0.000). Among the five subconstructs of moral sensitivity examined, patient-oriented care, professional responsibility, meaning, and benevolence were determined to influence moral courage. The explanatory power of these variables was 26.9%. Moral courage is one of the foundations for responsible behavior in complex situations with ethical conflicts. Our results indicate that moral sensitivity positively affects moral courage. We believe that the level of moral sensitivity can be increased by imparting ethical education.