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장애인 직업재활 조직의 네트워크 특성과 성과간의 관계 -장애인 직업재활시설과 장애인복지관 비교를 중심으로-
오혜경,최영광 한국직업재활학회 2011 職業再活硏究 Vol.21 No.2
This study examined the preliminary conditions that can affect the network performance of Community Rehabilitation centers and vocational rehabilitation facilities for the disabled and clarified how inter-organizational network characteristics affect each organization's performance by entering each preliminary condition as control variable. The analysis resources used in this study were extracted from the resources gathered by Young-Kwang Choi (2011). A total of 125 organizations, including 37 Community Rehabilitation centers and 88 vocational rehabilitation facilities, were extracted to analyze secondary resources and multiple regression analysis was performed to analyze research model. In result of analysis, vocational rehabilitation facilities showed better business performance with lower central connectedness and higher central betweenness and better operational performance with higher central closeness and contact frequency. Also, Community Rehabilitation centered showed better business performance with lower central connectedness, higher central closeness, and higher network sustainability. Therefore, it was shown that it is necessary to develop strategies to manage the network of each individual organization. 본 연구는 직업재활 조직 중 대표적인 장애인복지관과 직업재활시설을 중심으로 네트워크 성과적인 측면에서 영향을 줄 수 있는 선행조건을 살펴보고, 각 선행조건을 통제변수로 투입한 후, 조직간 네트워크 특성이 개별조직의 성과에 미치는 영향을 규명하기 위한 연구이다. 본 연구에서 활용된 분석자료는 최영광(2011)의 연구에서 수집된 자료 중에서 장애인복지관 37개소와 직업재활시설 88개소의 총 125개소를 추출하여 이차자료를 분석하였고, 연구모형의 분석을 위해 다중회귀분석(multiple regression analysis)을 실시하였다. 분석결과, 직업재활시설은 사업성과에서 네트워크 구조적 특성은 연결중심성이 낮고 매개중심성이 높을수록, 운영성과에서는 근접중심성과 접촉빈도가 높을수록 높게 나타났다. 또한 장애인복지관은 연결중심성이 낮고 근접중심성이 높을수록, 네트워크 지속성이 높을수록 사업성과가 높았다. 따라서 개별조직의 네트워크 관리전략이 필요함을 보여주었다.
혼합형 학습이 간호대학생의 자기주도적 학습과 학습성취에 미치는 효과
오혜경 사단법인 인문사회과학기술융합학회 2015 예술인문사회융합멀티미디어논문지 Vol.5 No.4
본 연구는 온라인과 오프라인 방식을 혼합한 학습을 간호대학생에게 적용하고 자기주도적 학습능력과 학습성취도 향상에 미치는 영향을 분석하여 간호교육의 질을 향상시키기 위한 교육방법으로 혼합형 학습의 활용성을 알아보고자 시도되었다. 본 연구에서 온라인-오프라인 혼합형 학습을 적용한 그룹과 기존의 오프라인 강의식 학습을 적용한 그룹 간에 자기주도적 학습능력과 학업성취도에 있어 통계적으로 유의한 차이가 없는 것으로 나타났다. 혼합형 학습을 적용한 실험군의 경우, 혼합형 학습을 적용하기 전보다 후에 자기주도적 학습능력이 향상되어 통계적으로 유의한 차이를 나타냈다. The present study was performed to understand the effects of self-directed learning and learning achievement in nursing education course based on blended learning. This was undertaken to provide basic data necessary to preparation of various applications and uses of blended learning in nursing education. There was no significant difference in total self-directed learning and learning achievement between blended learning of online-offline group and control group. There was a significant difference in self-directed learning score between pre and post blended learning group.
오혜경 사단법인 미래융합기술연구학회 2022 아시아태평양융합연구교류논문지 Vol.8 No.4
This study applied blending learning that combined online theoretical learning and offline practical education and examined its effects on the clinical competence, clinical judgment, and skill performance ability of nursing students in dealing with patients having complex nursing issues. A one-group pre- and post-test quasi-experimental research design was used. The participants comprised 87 fourth-year nursing students enrolled in a simulation practice course: 22 men and 75 women. Data were analyzed using SAS 9.2. The general characteristics, clinical competence, clinical judgment, and skill performance ability were analyzed using real numbers, percentages, mean, and standard deviation. The differences in scores for clinical competence, clinical judgment, and skill performance ability before and after the blended learning course were analyzed by conducting t-test. The integrated course was conducted for eight weeks for fourth-year nursing students, with the e-learning module delivered over five weeks and offline practical education conducted for three weeks. Clinical competence (t=4.63, p=<0.0001) appeared improvement after the blended learning course, with the difference being statistically significant. Clinical judgment and skill performance ability also improved after the blended learning course, with the differences being statistically significant (t=17.99, p=<0.0001; t=11.03, p=<0.0001). According to the results of this study, a blended learning approach that combines online and offline education is deemed an appropriate teaching-learning mode in improving the clinical competence, clinical judgment and skill performance ability of nursing students.