과학 수업에서 교사의 적응적 실행의 특징 분석

김희경,이봉우 한국과학교육학회 2023 한국과학교육학회지 Vol.43 No.4

In this study, we examined the adaptive practices of science teachers in their classrooms and their perspectives on the distinguishing features of these practices within science subjects. Our analysis comprised 339 cases from 128 middle and high school science teachers nationwide, and 199 cases on the characteristics of adaptive practices in science disciplines. The primary findings were as follows: First, the most significant characteristic of adaptive practice in science disciplines pertained to experimental procedures. Within the 'suggestion of additional materials/activities' category, the most frequently cited adaptive practice, teachers incorporated demonstrations to either facilitate student comprehension or enhance motivation. Additionally, 'experimental equipment manipulation or presentation of inquiry skills' emerged as the second most common adaptive practice related to experiments. Notably, over 50% of teacher responses regarding the characteristics of adaptive practices in science pertained to experiment guidance. Second, many adaptive practices involving difficulties experienced by students in learning situations were presented, particularly in areas such as numeracy and literacy. Many cases were related to the basic ability of mathematics used as a tool in science learning and understanding scientific terms in Chinese characters. Third, beyond 'experiment guidance', the characteristic adaptive practices of science subjects were related to 'connections between scientific theory and the real world', 'misconception guidance in science', 'cultivation of scientific thinking', and 'convergence approaches'. Fourth, the cases of adaptive practice presented by the science teachers differed by school level and major; therefore, it is necessary to consider school level or major in future research related to adaptive practice. Fifth, most of the adaptive action items with a small number of cases were adaptive actions executed from a macroscopic perspective, so it is necessary to pay attention to related professionalism. Finally, based on the results of this study, the implications for science education were discussed. 본 연구에서는 과학 수업에서의 적응적 실행에 대한 과학교사의사례와 과학 교과에서의 적응적 실행의 특징에 대한 교사의 사례를분석하였다. 이를 위하여 전국의 중고등학교 과학교사 128명이 제시한 적응적 실행의 사례 339개와 과학 교과의 특징적인 적응적 실행사례 199개를 분석하였다. 주요 연구 결과는 다음과 같다. 첫째, 과학교과의 적응적 실행의 가장 두드러진 특징은 실험과 관련된 적응적실행이었다. 가장 많은 적응적 사례로 제시한 항목인 ‘추가적인 자료/ 활동의 제시’에서 학생들의 이해나 동기유발을 위해 시범실험을 추가하여 제시하는 것이나 두 번째로 많은 사례가 제시된 ‘실험기구 조작이나 탐구기능 제시’에서도 실험과 관련된 적응적 실행을 제시하였다. 또한 교사들이 응답한 과학 교과의 특징적인 적응적 실행에 대해서도 50%가 넘는 사례가 실험 지도와 관련된 내용이었다. 둘째, 수리력과 문해력 등 학습 상황에서 학생들이 겪는 어려움과 관련된 적응적 실행도 많이 제시되었는데, 과학 학습에서 도구로 사용되는 수학의 기본 능력과 관련된 사례와 한자어로 된 과학 용어의 이해와 관련된 사례가 많이 제시되었다. 셋째, ‘실험 지도’ 이외에 ‘과학이론과실세계의 연결’, ‘과학 오개념 지도’, ‘과학적 사고 함양’, ‘융복합적접근’ 등을 위한 적응적 실행이 과학 교과의 특징적인 유형이었다. 넷째, 과학교사들이 제시한 적응적 실행의 사례는 학교급별로 전공별로 차이가 있어 적응적 실행과 관련된 추후 연구에서 학교급이나 전공을 고려할 필요가 있다. 다섯째, 사례수가 적은 적응적 실행 항목들은 대부분 거시적 측면에서 실행되는 적응적 실행으로 이와 연관된전문성 향상에 관심을 기울일 필요가 있다. 추가적으로 본 연구 결과를 바탕으로 과학교육에 주는 시사점을 논의하였다.

경험-실천의 구원을 위한 개념적 전략

허재훈(Hur, Jay-hunn) 대한철학회 2012 哲學硏究 Vol.122 No.-

유사-주체의 능동적 실천이라는 환상이 미디어와 인터넷 환경을 넘나들고 있는 것이 현대의 풍경이다. 이성-주체와 감각-경험의 분리라는 전통적인 서양 계몽의 사유는 내재적 방법을 통해 후자를 전자에 복속시키는 역할을 해왔다. 게다가 총체적으로 관리되는 사회는 경험의 구원을 원천적으로 불가능하게 만들었다. 총체적으로 관리되는 사회는 경험을 장악함으로써 그 지배를 완성하지만 지배에 균열을 낼 수 있는 계기도 경험이다. 경험은 흐름이자 매체이기 때문에 총체성의 사회가 지배의 계기로 삼으려고 해도 완전하게 장악되지 않는다. 경험의 구원은 여기서 그 틈새를 발견한다. 순응과 체념도 계몽의 속도전에서는 배제해야 할 가치로 간주되지만, 경험의 자리 배열에 의해 드러나는 저항의 구도에서는 의미있는 역할을 할 수도 있다. 무목적의 목적이라는 경험의 운용 방식은 전일적 지배구조에서는 간결한 저항 방식이다. 어떠한 주체의 행위도 모두 지배에 포섭되어 있는 사회에서 순응과 체념도 저항의 가치가 될 수가 있는 것이다.경험-실천은 권력의 균열에도 유효하다. 워낙 유동성을 경계하는 권력의 구조는 표출적인 경험-실천조차 관리하려 한다. 게다가 권력은 소통조차도 관리하기 때문에 유사-주체의 개별적 저항은 연대의 효과를 전혀 발휘하지 못한다. 그러나 권력도 흐름과 매체의 성격을 지니고 있기 때문에 경험-실천의 활동 무대가 될 수도 있다. 따라서 경험-실천이 이 틈새를 활용하여 소통과 연대를 강화하면 선한 권력의 계기를 마련할 수 있을 것이며, 적어도 절대악이 아니라 최소한 필요악의 지위에 머물게 할 수 있을 것이다. 경험-실천의 넘치는 생명력과 경험-실천의 무규정성은 현대의 사유지평을 비판하는 지렛대로 기능하기도 하며, 경험의 자기배열을 통해 현대 자본주의의 물신성과 직접성을 드러내는 계기를 제공한다. 저항이 아니라 저항의 계기와 가능성을 보여주는 것이 바로 경험-실천의 계기다. 따라서 내재성과 외재성의 통전적 성찰이 필요하다. 현실적으로 경험-실천의 ‘약한’ 구조화를 통해 경험-실천의 터전인 삶, 그리고 그 정치성을 드러내는 작업이 요청된다. 이는 경험-실천의 원근을 확대하고, 정치의 일상화와 일상의 정치화를 통해 선한 권력에 이르는 틈을 발견하는 계기가 될 것이다. The landscape of the modern period reveals an illusion about the activity of pseudo-subject. The Western tradition of enlightenment that breaks down the relationship of reason-subject and sensation-experience has taken a role of subordinating the latter to the former by way of immanent method. In the totally administered society nowadays, the redemption of experience has been made impossibl from the origin. Totally administered society completed its dominance by way of grasping experience, but it is the experience that could make a crack in the dominance. The society of totality trying to dominate experience cannot grasp it completely, because experience is a stream and media. The redemption of experience finds an opening at this point. Though adaptation and resignation are the values that should be excluded from the speedy war of enlightenment, but can play a meaningful role in the resistance structure that is revealed in the arrangement process of experiences. Operation method of experience as purpose of non-purpose is a simple way of resistance in the structure of totally established dominant structure of power. In a society where all kinds of subjective actions are subordinated to the dominance, adaptation and resignation could be a value of resistance. The experience-parxis is useful for the fissure of power. The structure of power that always watches the fluidity tries to manage even the expressive experience-praxis. Moreover, it manages the social communication, so that any individual resistance of pseudo-subject cannot be effective for the solidarity at all. However, because the power too has the characteristics of fluidity and media, it can be a stage for the activity of experience-praxis. Therefore, if experience-praxis takes advantage of this fissure and strengthens the communication and solidarity, an opportunity to make a good power could be prepared, and make it stay at the stage of not the absolute evil but the least necessary evil. The vital life force and the undetermined character of experience-praxis plays a role of a lever for the critique of modern thought, and provides an opportunity to reveal the fetishism and bare immediacy of modern capitalism by way of the self-arrangement of experience, which is contellation in Aodrno’s term. The opportunity of experience-praxis shows not resistance but the opportunity and possibility of resistance. This must be understood more in holistic unity or wholeness than is usual in the ‘weak’ structuralization of experience-praxis, but more politically than the application of its categories to daily lives might imply. In expanding the perspective of experience-praxis, it is opened that a road to finding the redemption of experience and the good power is contemplated.

유기체적 삶의 변화와 Dewey의 탐구 개념에 관한 고찰 -Dewey의 Logic: The Theory of Inquiry을 중심으로-

이상원 ( Sang Won Lee ) 한국교육철학회 2011 교육철학 Vol.43 No.-

The purpose of this study is to newly define the meaning and significance of Dewey`s concept of inquiry. A precedent studies on the Dewey`s concept of inquiry focus on problem-solving ability, method of acquiring knowledge, correlation between educational end and inquiry, concept deriving from interaction between organism and environment. This study will characterize Dewey`s concept of inquiry as an organism`s mode of adaptation to the changing environment. The life of organism including human-being is layed in a continuity of change. To change presuppose a movement. The pivotal point of change has a certain mode. The organism constantly move in interaction to the environment and lead their lives as a result of their movements. The life does not exist in a determinate situation but consist of continued indeterminate one. That organism including human-being lead their own lives is only a continued process that convert indeterminate situation to determinate one. Here, to convert indeterminate situation to determinate one implies that the phases in their lives are progressing towards the situations better than those of now. As for Dewey, the mechanism that shift indeterminate situation to determinate one is inquiry. The inquiry that lead the indeterminate situation to determinate one is a universal principle of the nature, which turns the environmental conditions altered by interaction between the organism and environment to those of the lives of organism. In terms of this, Dewey(1964: 19) mentions that inquiry is an adaptation of means to consequences in the activities of living creatures. Accordingly, the inquiry as a mode of adaptation in an organism is to become the most generic form of naturalistic theory which exists in every area of life and in every aspect of every area of the organism. Dewey`s concept of experience, habit, value, and growth can be regarded as the products gained from its adaptation to the environment. In other words, Experience is organism`s qualitative action formed from inquiry as an organism`s mode of adaptation. Habit is mode of organical action that leads to continuous experience in the subsequent adaptation process. The value is to judge criterion which effectiveness of earlier experience, habit formed in the process of adaption. Growth is optimizated adaptability toward enviornment that constituent of experience, habit, value formed in the process of adaptation is accumulated. Therefore, the inquiry as a mode of adaptation to the environment will underlie the aforementioned concepts. Conclusively, the inquiry in an organism including human-being can be characterized as a mode of an organism`s adaptation to the environment.

전문성 발달에서 경험의 역할과 쟁점

이상훈(李相勳),오헌석(吳憲錫) 서울대학교 교육연구소 2016 아시아교육연구 Vol.17 No.3

경험은 전문성 발달에 있어서 핵심적인 요소로 인식되어 왔으나 전문성 발달과 경험의 관계에 관한 실증 연구들은 일관성 있는 결론을 내리지 못하고 있다. 이에 본 연구는 전문성 발달 과정에서 경험이 어떤 역할을 하는지를 살펴보고 관련 쟁점을 분석하였다. 전문성의 발달에서 경험의 역할을 경험적 지식, 지식의 맥락적 활용 능력, 암묵지, 자동성 획득의 네 가지 측면으로 나누어 살펴보았다. 전문성과 경험의 관계에 관한 쟁점은 크게 세 가지로 첫째, 경험과 지식의 관계, 둘째, 경험과 학습의 관계, 셋째, 경험의 깊이와 폭에 관한 것이다. 쟁점의 분석 결과 전문성의 발달에서 경험은 분석적 지식과 서술적 지식 보다는 절차적 지식에 영향을 미치고, 경험이 학습으로 연계되는 데는 특정 조건이 필요하며, 비구조화된 문제상황에서는 경험이 깊이와 함께 폭이 중요하다는 점이 확인되었다. 본 연구는 전문성과 경험에 관한 이론적, 실천적 시사점을 제공해준다는 점, 특히 최근 전문성 연구에서 주목되고 있는 적응적 전문성 연구에서 고려해야 하는 시사점을 제시한다는 점에서 의의가 있다. The purpose of this study was to review research issues about a role of experience in expertise development. The experience has been recognized as a key factor in expertise development. However, many empirical studies about the relationship between the experience and expertise were not consistent. Therefore this study reviewed prior studies about the relationship between the experience and expertise, and analyzed the related issues. In this study, the role of experience in expertise development was divided four aspects acquisition of automaticity, ability of knowledge contextual utilization, acquisition of tacit knowledge, and construction of experiential knowledge. The issues on experience and expertise was the relationship between experience and knowledge, the relationship between experience and learning, and the breath and depth of experience. Through this issue, I described that experience affects the procedural knowledge, rather than analytical knowledge and procedural knowledge in the development of expertise, there are certain conditions required to be linked experience to the learning, and experienced with not only the breath and but depth may be important at ill-structured problem situation. These issues have implications on theories and practice of expertise, especially adaptive expertise research.

초등학생 상담경험 실태와 학교적응도, 자기주도학습력 간의 관계

손유선(Yu-sun Son) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.22

목적 본 연구에서는 초등학생 상담경험 실태조사에서 초등학생의 상담경험과 상담경험 배경변인(상담 장소, 상담자 유형, 상담경험 지각)에 따른 학교적응도와 자기주도학습력의 차이 등을 확인하는 데 목적을 두었다. 방법 일반적인 상담경험 배경에 대한 실태조사 설문과 학교적응(조수정, 2014), 자기주도학습력(이경화, 김수연, 2018) 검사를 초등학생 3~6학년(208명)에게 실시하였고, 수집된 데이터를 사용하여 기술통계, 두 독립표본 t-test, ANOVA 방법으로 SPSS 25.0 프로그램을 통해 통계처리 하였다. 결과 첫째로 초등학생의 상담경험은 학교적응(학업태도와 규칙준수)과 관련이 있었고, 자기주도학습력과의 관련성은 없었다. 둘째로, 상담경험 배경 변인에 따른 학교적응도와 자기주도학습력의 일부 하위요인에서 차이가 있었다. 셋째로 학년에 따른 학교적응도에서의 차이를 나타냈고, 학교적응도와 자기주도학습력 간의 높은 상관을 보였다. 결론 본 연구를 통하여 초등학생의 상담경험과 학교적응, 자기주도학습력 간의 관계를 확인했으며 초등학생의 일반적인 학교 내외의 상담 가운데 특히 학교상담(교사, 학교상담실)은 초등학생의 학교적응과 자기주도학습력에 있어서 중요한 변인임을 알 수 있었다. 이에 본 연구는 초등학생 상담에 대한 학교현장과 관계자에게 일부 시사점을 제공한 것에 의의가 있다. Objectives In this study, the purpose of this study was to identify the difference between school adaptation and self-directed learning ability according to the background variables of counseling experience(counseling location, type of counselor, perception of counseling experience) and counseling experience in the relationship between the counseling experience, school adaptation, and self-directed learning ability of elementary school students. Methods A fact-finding survey on the background of general counseling experience, school adaptability (Jo Soo-jeong, 2014), and self-directed learning ability test (Lee Kyung-hwa, Kim Soo-yeon, 2018) were conducted on 3rd to 6th graders (208 students) of elementary school students. Descriptive statistics, two independent samples t-test, and ANOVA methods were used for SPSS 25.0 program statistical processing. Results First, the counseling experience of elementary school students was related to school adaptation (study attitude and rule observance), but was not related to self-directed learning ability. Second, there were differences in some sub-factors of school adaptation and self-directed learning ability according to the background variable of counseling experience. Third, there was a difference in school adaptation according to grade level, and there was a high correlation between school adaptation and self-directed learning ability. Conclusions Through this study, the relationship between the counseling experience of elementary school students, school adaptation, and self-directed learning ability was confirmed. In addition, it was found that school counseling (teacher, counseling room of school) is an important variable in elementary school students' school adjustment and self-directed learning ability among the general counseling inside and outside school. Therefore, this study is meaningful in that it provided some implications to the school field and related parties regarding counseling for elementary school students.

디지털 패션 테크 플랫폼 무신사의 반응형 웹 디자인 개발

이홍,염미선 한복문화학회 2022 韓服文化 Vol.25 No.3

This study aims to compensate for the shortcomings of the adaptive web of the Musinsa platform website, which has the highest percentage of MZ generation consumers in the fashion e-commerce platform market. Thus, the purpose of this study is to develop a responsive web that reacts fluidly to various devices and considers the user's purchase experience. The research method examines the concepts and features of the responsive and adaptive designs and theoretically examines the five responsive layouts defined by Luke Wroblewski. The characteristics of Musinsa, built with adaptive design, were analyzed by analyzing the websites of fashion platforms using responsive design. Based on the analysis results, a prototype was constructed through wireframe design, and a responsive web was designed. The conclusion of this study is as follows. Musinsa is a fashion commerce platform that provides fashion content and an online shopping mall. Therefore, This study designs and proposes a responsive web that can provide consistent purchasing and content experiences on various devices, rather than an adaptive web with limitations in exposing the platform's core value and poor user experience regarding device fluidity. The responsive web of Musinsa, designed and developed in this study, is designed to expose various contents by fluid layout and media rules and to make efficient information access by utilizing their characteristics and changing expression methods as necessary. The results of this study can further activate the web of Musinsa to improve users' purchasing experience and ultimately expect a positive effect of sales increase.

대학 신입생의 대학생활적응과 학습태도간의 관계 : 입학전형의 차이분석

강성배,김광현 한국교양교육학회 2019 교양교육연구 Vol.13 No.6

This study analyzed the effects of university life adaptation on learning attitudes for college freshmen. To this end, this study analyzed the relationship between university adaptation and learning attitude, and empirically analyzed the differences between college admission system. The analytical subjects were collected and analyzed through a questionnaire survey of 294 freshmen from provincial universities. As a method of analysis, multiple regression analysis was conducted to analyze the relationship between adaptation to college and learning attitude. And a multi-group analysis approach was used to verify the differences among the groups according to college admission system. The major findings of the study are as follows: First, as a result of analyzing the relationship between adaptation to college and learning attitude, career adaptation has the most influence on learning attitude. And environmental adaptation, emotional adaptation, and social adaptation were found in this order. Second, as a result of the difference analysis according to the college admission system, the selection for high school GPA group has a high impact on the learning attitude of environmental adaptation and emotional adaptation. Third, the selection for national academic aptitude test scores group showed that career adaptation and social adaptation had more influence on learning attitudes. Finally, the difference between the adaptation to college and learning attitudes of the two groups was found to be statistically significant. In college life, first grade has a great influence on the success of four years of college life. Based on these results, it is necessary to have a flexible academic system considering the type of admission and the timing of admission system, various educational programs, and long-term policy plans. 본 연구는 대학 신입생을 대상으로 대학생활적응이 학습태도에 미치는 영향관계를 분석하고 대학입학전형에 따라 어떤 차이가 있는지를 실증적으로 분석하였다. 이를 위해 대학입학전형을 수시, 정시전형으로 집단을 구분하여 영향관계와 차이 검증을 실시하였다. 이를 위해 지방 사립대 신입생 294명을 대상으로 설문조사를 실시하여 자료를 수집, 분석하였다. 분석방법으로 대학생활적응과 학습태도 간의 영향관계를 분석하기 위해 다중회귀분석을 실시하였으며 입학전형에 따른 집단 간 차이를 검증하기 위해 다집단 분석 접근법을 이용하였다. 연구의 주요 결과는 첫째, 대학생활적응과 학습태도 간의 영향관계 분석 결과 진로적응이 학습태도에 가장 많은 영향을 미치는 것으로 나타났으며 환경적응, 정서적응, 사회적응 순으로 나타났다. 둘째, 입학전형에 따른 차이분석 결과 수시 입학전형 그룹은 환경적응과 정서적응이 학습태도에 미치는 영향이 높은 것으로 나타났다. 셋째, 정시 입학전형 그룹은 진로적응, 사회적응이 학습태도에 더 많은 영향을 미치는 것으로 타났다. 마지막으로 수시, 정시 두 집단 간의 대학생활적응과 학습태도 간의 차이검증 결과 통계적으로 유의미한 결과가 있는 것으로 나타났다. 대학생활에서 1학년 시기는 4년 대학생활의 성패에 많은 영향을 미친다. 이와 같은 결과를 바탕으로 입학유형 및 입학 시기를 고려한 유연한 학사시스템과 다양한 교육 프로그램과 장기적 관점에서의 정책방안이 필요할 것으로 판단된다.

전담간호사의 역할적응경험: 현상학적 연구

엄재현,채영란,김민섭 대한질적연구학회 2023 대한질적연구학회지 Vol.8 No.2

Purpose: This study utilizes a phenomenological research method to understand the nature of role adaptation experience of PA nurses. Methods: This was a qualitative study that applied Colaizzi’s phenomenological research method to understand the nature of role adaptation experience of PA nurses. The study participants were thirteen PA nurses (three men and ten women) with over five years of experience. For data collection, individual in-depth interviews were conducted, each about 50 to 90 minutes long. Individual interviews were conducted once or twice. Colaizzi’s method was used to analyze data. Results: The result of this study had 11 clusters of themes and 4 major themes were derived from the analysis: “parallel lines of conflict,”“anxiety about unclear future,”“disorganization of identity,”and “my own way to learn about myself.”These four major themes are structured chronologically to the extent possible but are not mechanically segmented based on time. Conclusion: This study recognizes the seriousness of PA nurses’problems in the absence of research on PA nurses’role adaptation experience and recommends that appropriate research is necessary. Standardized work guidelines and positive awareness of the role of PA nurses are necessary and are supported by PA nurses to establish their position as professionals.

통합교육 경험 유무에 따른 장애대학생의 불안, 우울과 대학생활 적응 비교

김자경,강혜진 한국지체.중복.건강장애교육학회 2008 지체.중복.건강장애연구 Vol.51 No.2

The purpose of this study is to analyze the anxiety, depression, and school adaptability of university students with disabilities according to inclusive education experiences. The results from this study are as follow: First, in the comparison of the anxiety level, the anxiety level of university students with disabilities without inclusive education experiences is meaningful higher than university students with disabilities with inclusive education experiences. Second, in the comparison of the depression level, the depression level of university students with disabilities without inclusive education experiences is meaningful higher than university students with disabilities with inclusive education experiences. Third, in the comparison of the school adaptability level, the school adaptability level of university students with disabilities with inclusive education experiences is meaningful higher than university students with disabilities without inclusive education experiences. Forth, there is a correlation between anxiety and depression. And there are negative correlations between anxiety and school adaptability, between depression and school adaptability. 본 연구는 통합교육 경험 유무에 따른 장애대학생의 불안, 우울과 대학생활 적응 특성과 이들 변인 간의 상관관계를 조사함으로써 통합교육의 경험이 장애학생의 대학생활 적응에 미치는 영향을 알아보고자 하였다. 이를 위해 장애학생지원센터가 설치되어 있는 전국 11개의 대학교에 재학 중인 204명의 장애대학생을 대상으로 설문조사 하였다. 연구에 사용된 검사도구는 장애대학생의 불안 정도를 알아보기 위해 Beck의 불안척도를 사용하였으며, 장애대학생의 우울 정도를 알아보기 위해 한국 우울증 검사를 사용하였다. 또한, 장애대학생의 대학생활 적응 정도를 알아보기 위해 대학생활 적응 척도를 사용하였다. 연구에서 얻어진 결과는 다음과 같다. 첫째, 불안 정도는 통합교육의 경험이 없는 장애대학생이 통합교육 경험이 있는 장애대학생보다 높게 나타났다. 둘째, 우울 정도는 통합교육의 경험이 없는 장애대학생이 통합교육 경험이 있는 장애대학생보다 높게 나타났다. 셋째, 대학생활 적응 정도는 통합교육의 경험이 있는 장애대학생이 통합교육 경험이 없는 장애대학생보다 높게 나타났다. 넷째, 통합교육 경험이 있는 학생과 통합교육 경험이 없는 학생 모두 장애대학생 불안과 우울 간에는 정적 상관관계가 나타났으며, 불안과 대학생활 적응, 우울과 대학생활 적응 정도 간에는 부적 상관관계가 나타났다. 장애대학생의 통합교육 경험 유무가 대학생활 적응과 불아, 우울에 영향을 미친다는 본 연구의 결과를 토대로 장애학생에게 통합교육의 경험이 중요하다 결론을 내릴 수 있다.

신규간호사의 임상적응 경험에 관한 현상학적 연구

박정혜(Park Jeong Hye),전인숙(Chun In Sug) 질적연구학회 2008 질적연구 Vol.9 No.2

Purpose: The purpose of this study was for newly employed nurses who work in the clinical fields such as general hospitals or larger, to understand the integrity of experience through the skills on clinical experience, and to gather the basic data to educate them by establishing strategies for their positive role-adaptation. The question of this study was that 'What is your lived experience as a newly employed nurse?'. Methods: The experiences were explored through in-depth interview with six new nurses who have worked in hospital for one year. The analysis of the data was made by phenomenological analytic method suggested by Colaizzi. Results: In this study, about 80 significant statements were extracted and these were clustered into 6 main categories: 'problem with interpersonal relationship', 'always fatigue', 'unprofessional nursing', 'confused nursing experience', 'effort to be a competent nurse', 'adapted oneself to be a nurse'. Conclusion: Because newly employed nurses have many difficulties in making communication, and building and maintaining relationship, the educational methodology helping their maintaining proper relationship and enforcing communication skill should be explored for their quick clinical adaptation. And it describes the need of dissemination of well-organized preceptor system in hospital and of emotional support for new nurses.