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성소수자와 직접적인 접촉경험1)이 있는 비성소수자 경험에 관한 현상학적 연구
김정숙(Kim, Jung-suk),전유림(Jeon, Yoo-rim),김명찬(Kim, Myeung-chan) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.23
목적 본 연구는 성소수자와 직접접촉 경험이 있는 비성소수자 경험이 어떠한지 심층적으로 살펴보고 그 본질적인 의미를 탐색하고자 한다. 방법 연구목적을 위하여 동성애, 양성애, 트랜스젠더의 성소수자와 직접적인 접촉경험이 있었던 비성소수자 12명을 대상으로 대면과 화상, 전화를 활용한 반구조화 면담을 60분~90분 실시하여 자료를 수집하였다. 수집된 자료는 참여자의 공통적인 경험인 Colaizzi의 현상학적 방법으로 자료 분석하였다. 결과 연구 결과는 5개의 상위주제와 22개의 하위주제, 그리고 66개의 의미단위가 도출되었다. 도출된 5개의 상위주제는 첫째, ‘직접 접촉 이전경험’은 간접접촉이 있었더라도 성소수자에 대한 거부감이 있었다. 둘째, ‘성소수자임을 알게 된 경험’은 직접접촉을 통해 성소수자를 수용할 수 있었다. 셋째, ‘성찰의 경험’은 내면 깊숙이 성소수자에 대한 편견이 있음을 자각하였다. 넷째, ‘이해의 확장경험’은 커밍아웃의 두려움을 이해하면서 다른 영역의 사회문제에 관심을 가졌다. 다섯째, ‘더 나은 사회를 위한 경험’은 차별금지법제정 등 교육의 필요성을 제시하였다. 결론 성소수자에 대한 편견과 차별에서 벗어나 한 인간으로 수용해가는 비성소수자 경험과 동시에 성소수자가 커밍아웃을 할 수 있는 안전한 환경이 어떤 것인지를 탐색하였다. 이 연구결과를 토대로 관용의 사회로 나아갈 필요성을 제기하고 교육자와 상담자에게 성소수자를 이해하기 위한 교육 자료로 활용할 수 있을 것이다. Objectives The purpose of this study was to explore the essential meaning of the experience of non-LGBTQI people who had contact with LGBTQI people. Methods For this purpose, 12 non-LGBTQI people who have contact with LGBT people who are sexually oriented, such as homosexuality and bisexuality, and transgender, who are sexually oriented, were selected. Each participant collected data by conducting a semi-structured interview using face-to-face, video, or telephone for 60 to 90 minutes. The collected data were analyzed by Colaizzi s phenomenological method, which is a common experience of the participants. Results As a result of the study, 5 super-topics, 22 sub-topics, and 66 semantic units were derived. The 5 super- themes derived were first, ‘experience before direct contact’, even if there was indirect contact, there was a sense of rejection towards LGBTQI people. Second, the ‘experience of knowing that I am a LGBTQI person’ was able to accept a LGBTQI person through direct contact. Third, ‘Experience of Reflection’ recognized that there was a prejudice against LGBTQI people deep inside. Fourth, ‘Experience of Expansion of Understanding’ was interested in social issues in other areas while understanding the fear of coming out. Fifth, ‘Experience for a Better Society’ suggested the need for education such as the enactment of the Anti-Discrimination Act. Conclusions The results of this study explored the experience of escaping from prejudice and discrimination against LGBTQI people and accepting them as a human being, as well as exploring a safe environment in which LGBTQI people can come out. Based on the results of this study, it will be possible to raise the need to move toward a tolerant society and to use it as an educational material for educators and counselors to understand LGBTQI people.
일개 대학 간호대학생의 비판적 사고성향, 전문직 자아개념과 임상수행 능력에 관한 연구
박나래 ( Park Narae ),전유림 ( Jeon Yourim ),장은수 ( Eunsu Jang ),김윤영 ( Yunyoung Kim ) 대한한의진단학회 2016 大韓韓醫診斷學會誌 Vol.20 No.1
Objectives The purpose of this study was to revealed the association among the clinical performance, self-concept of the nursing profession and critical thinking disposition of nursing students. Methods The subjects were recruited from the university nursing students who was experienced Grade 3 and Grade 4 students. The general characteristics of the subjects were presented with the frequency and percentage. Differences in clinical performance, professional nursing self-concept and critical thinking disposition were analyzed by t-test, ANOVA according to the degree of general characteristics. A significant positive correlation were analyzed from Scheffe test. Multiple regression analysis was used to reveal the effective indexes for Clinical Competence of the subjects. The suitable significance was 0.05 Results Total 318(23 males and 295 females) participants were joined in this study. Critical thinking disposition of the nursing students was significantly different in the university satisfaction, academic record, major satisfaction, satisfaction of clinical practice, relationships with colleagues practice, satisfaction amount of practice(p<0.001). Clinical competence of nursing students was positively associated with critical thinking disposition, professional self-concept and professional self-concept was positively associated with critical thinking disposition. Critical thinking disposition and professional self-concept was significant (F=83.081, p<.001). The higher clinical competence was (β=.168, p=.001), the higher professional self-concept was(β=.051, p<.001). The explanation power of critical thinking disposition and professional self-concept was 34.5% in clinical competence. Conclusions There is significantly positive correlation among critical thinking disposition, professional self-concept, and clinical performance in the nursing students