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- 저자 : Emilie M. Lopez (검색결과 1 건)
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Emilie M. Lopez 한국간호과학회 2021 한국간호과학회 학술대회 Vol.2021 No.10
Aim(s): This descriptive-correlative study determined Junior & Senior nursing students’ perceived effectiveness of High-Fidelity Simulation (HFS) and assessed specific behavioral indicators in the acquisition of learning among the three domains of learning. Method(s): A total of 124 out of 166 respondents were randomly chosen after retrieval of the gathered 30-item questionnaires during the Fall and Spring Semesters, Academic Years 2016-2018 at a nursing department in the Republic of South Korea. Data were statistically treated using frequency and percentage distribution, weighted mean, Cramer’s V and Pearson’s Moment of Correlation. Result(s): Findings of the study revealed that the respondents perceived as highly effective the use of HFS in the acquisition of learning in the three domains of learning. There was a marked significant relationship that existed between the students’ perception on the effectiveness of HFS and their year level in the cognitive and affective domains, but not in the psychomotor learning domain. On the other hand, acceptance of the null hypothesis was noted between perceived effectiveness of HFS in the three domains of learning and gender variable. Conclusion(s): Majority of the female Senior Nursing students perceived HFS as highly effective in the acquisition of their learning with affective domain ranked as the highest and cognitive as the lowest. On significant relationship that was established between the variables correlated, it was more evident to have higher learning on the cognitive and affective domains of learning among Senior nursing students than the psychomotor domains. All were engaged and performed regardless of their year level and gender into the expected performance in this simulation class. For better understanding of the specific context of students’ appreciation of their learning gains in the domains of learning, succeeding study may further explore about their simulation learning experiences per se to comprehensively explain complex issues of acquisition of learning.
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