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이우숙(Lee Woo Sook),박선환(Park Sun Hwan),최은영(Choi Eun Young) 기본간호학회 2008 기본간호학회지 Vol.15 No.4
Purpose: The purpose of this study was to develop a Korean problem solving process inventory (K-PSPI) for adults. Method: A conceptual framework for the adult problem solving process, and 40 preliminary questions were developed based on references and expert consultations. After a pilot test, preliminary questions were further refined. The final inventory of 30 items was tested with 1,500 adults. The validity and reliability of the K-PSPI were tested by factor analysis using the SPSS Windows 12.0 program. Results: Through factor analysis on the final 30 questions, 5 factors were identified and cumulative variant of the factors was 52.15%. For the test of reliability of the 30 questions on the problem-solving process, The Cronbach alpha was .93. Conclusion: This study showed that the K-PSPI is a systematic method with verifies reliability and validity. It is not only adequate for the actual circumstance and culture of Korean adults, but is also a useful instrument to test post-action problem solving ability.
시뮬레이션 연계 문제중심학습이 간호학생의 간호기본역량에 미치는 효과
이우숙(Lee Woo Sook),조갑출(Cho Kap Chul),양선희(Yang Sun Hee),노영숙(Roh Young Sook),이규영(Lee Gyu Young) 기본간호학회 2009 기본간호학회지 Vol.16 No.1
Purpose: The objective of this study was to identify the effects of problem based learning (PBL) combined with simulation on the basic nursing competency of nursing students. Method: A pretest-posttest design with a nonequivalent control group was used to examine the effects of problem based learning combined with simulation for 9 weeks in a group of 283 nursing students. The PBL group of 141 students participated in PBL classes with simulation, 4 hours a week for 9 weeks compared to control group of 142 students who received the usual fundamental nursing class. Results: The group that had PBL with simulation showed significant increases in problem solving and self-directed learning competency, although there were no significant changes in communication competency as compared to the control group. Conclusion: The findings of this study demonstrate that PBL with simulation for nursing students may increase problem solving and self-directed learning competency and suggest that utilizing this teaching-learning method may be beneficial as an effective nursing education strategy.
물리치료학 교육의 변화에 부응하는 문제중심학습방법(Problem Based Learning)
황현숙,이우숙,임종수,Hwang, Hyun-Sook,Lee, Woo-Sook,Lim, Jong-Soo 대한물리치료과학회 2002 대한물리치료과학회지 Vol.9 No.3
This study addresses the need to adopt teaching-learning approaches in physical therapy education that develop links between theory and clinical practice in a meaningful way. Problem-based learning (PBL) is presented as a useful way to educate physical therapy for the future. The essential characteristics of problem-based learning include: curricular organization around problems rather than disciplines; an integrated curriculum rather than one separated into clinical and theoretical components; and an inherent emphasis on cognitive skills as well as on knowledge. PBL as implemented in the health sciences, is an educational method in which the focus of learning is a small-group tutorial in which students work through health care scenarios. The goals of the health care scenarios are to provide a context for learning, to activate prior knowledge, to motivate students, and to stimulate discussion. Learning is student-centered rather than faculty-centered, and self-directed learning is emphasized. Whereas the former focuses on critical thinking and clinical judgement, the latter's emphasis is on clinical competency. The physical therapist (PT) program at Cheju Halla college is a partial integrated problem-based curriculum. The history and process of PBL in general and in the PT program are reviewed. Long-term advocates of PBL stress that it is the only known method for preparing future professionals to be able to adapt to change, learning how to reason critically, enabling a holistic approach to health.
간호대학의 시뮬레이션 연계 문제중심학습(PBL)을 위한 수업설계 핵심요인 분석 연구
노영숙 ( Young Sook Roh ),조은순 ( Eun Soon Cho ),이우숙 ( Woo Sook Lee ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2010 교육정보미디어연구 Vol.16 No.1
본 연구의 목적은 시뮬레이션 연계 PBL간호학 수업에서 교수자와 학습자간의 수업설계에 대한 인식과 차이를 분석하고, 이를 바탕으로 수업설계모형에 포함되어야 할 필수적인 요인을 추출해 봄으로써 간호학 수업에 최적의 수업설계모형을 개발하기 위한 기초자료를 제시하고자 시도되었다. 연구대상은 서울에 위치한 간호대학의 교수 18인과 학생 131명을 임의 표출하여 교수자의 수업 준비도에 대한 설문을 실시하여 시뮬레이션 연계 PBL수업에 대한 필수 요인을 분석하였다. 연구결과 교수자에게는 ‘교수학습매체개발’에 대한 준비도가 부족한 것으로 나타났고, 학습자에게는 ‘효과적인 팀티칭 진행’이 부족한 것으로 나타났다. 또한 교수자와 학습자간에는 전체 설문 항목 32문항 중 21문항에서 유의미한 차이를 보여 학습자와 교수자간에 수업준비에 대한 인식이 다른 것으로 나타났다. 결론으로 전체 32개의 설문 항목에 대한 요인분석 결과 ‘수업설계’, ‘수업평가’, ‘수업실행’, ‘학습 활동과 환경’, ‘팀티칭’과 ‘학습성과 분석’의 총 6요인이 나타남으로써, 본 연구에서 확인된 교수설계의 핵심 요인을 바탕으로 향후 연구에서는 시뮬레이션 연계 PBL학습을 위한 간호학의 구성주의적 수업설계모형 개발이 반드시 이루질 필요가 있음을 보여주고 있다. The purpose of this study was to assess the needs and perception differences among nursing faculty and students to investigate main factors for simulation linked with PBL nursing course design. A descriptive survey design was conducted to examine the need for instructional desig ni nnursing course with 18 faculty and 131 sophomore nursing students. The Faculty Preparation for Instructional Design Scales(FPIDS) was used to analyze discrepancies in perceptions of faculty vs. students. The lower mean score from faculty preparation was `developing teaching media` compared to `doing effective team teaching` from students. There were statistical significances on faculty preparation for instructional design between faculty and students. Six factors in Faculty Preparation for Instructional Design Scale were identified as `course design`, `course assessment`, `course implementation`, `learning activities and environment`, `team teaching`, and `analyzing learning outcome`. The significant items and factors from the Faculty Preparation for Instructional Design Scale should be included in instructional system design for nursing PBL and simulation courses. Further study needs to develop a simulation-PBL integrated instructional design for constructive nursing courses based on six main factors investigated in this study to improve nursing faculty preparations and students participation.
최경숙(Choi, Kyung Sook),이우숙(Lee, Woo Sook),박연숙(Park, Yeon Suk),전명희(Jun, Myunghee),이소영(Lee, So Young),박연우(Park, Yeonwoo),박수영(Park, Soo Young),Bev Zabler 한국간호교육학회 2018 한국간호교육학회지 Vol.24 No.1
Purpose: This study evaluated the effect of a teaching model to improve cultural competency (TMCC) for Korean undergraduate nursing students. Methods: A nonequivalent control group pretest/posttest quasi-experimental study was conducted with a convenience sample of 168 undergraduate nursing students in South Korea. The experimental group of 121 seniors was taught a 13-week teaching model in order to improve cultural competence. A control group with 47 junior students underwent nursing major courses, but did not take this teaching model. Before and after the program, students’ level of cultural competency was measured using the Questionnaire for Cultural Competence (QCC) consisting of three sub-scales: “awareness and desire,” “encounter,” and “nursing skill and knowledge.” Results: After the experiment, the experimental group showed significantly higher improvement in the Questionnaire for Cultural Competence in the three sub-scales of “awareness and desire,” “encounter,” and “nursing skill and knowledge” than the control group (p=<.050). Conclusion: A teaching model to improve cultural competence was effective in improving Korean undergraduate nursing students cultural competency. Further studies need to be repeated in order to identify the effectiveness of the teaching model to improve cultural competency with graduate or clinical nurses.