임상간호사의 학습민첩성 측정 도구개발

국문 초록 (Abstract)

본 연구는 임상간호사의 학습민첩성(Learning Agility)에 대한 핵심 속성을 규명하고, 이를 측정하기 위한 도구를 개발한 후 타당도와 신뢰도를 검정하기 위해 시행되었다.본 연구 절차는 DeVellis (2022)의 도구개발 지침에 따라 도구 개발과 도구 검정의 총 9단계로 진행되었다.
도구개발 단계에서 1단계는 혼종모형을 활용하여 문헌고찰과 포커스그룹면담을 실시하고, 이론적 단계와 현장단계를 거쳐 학습민첩성의 차원, 속성, 지표를 도출하였다. 2·3단계에서는 도출된 속성과 지표를 기반으로 예비문항을 구성하고 Likert 5점 척도의 예비도구를 개발하였다. 4단계에서는예비도구에 대해 전문가 10인으로부터 2회에 걸쳐 내용타당도를 검정하였다. 5단계에서는 인지면담을 통해 문항이 모호하거나 이해의 어려움 등으로 인해 발생하는 대상자의 응답 오류를 방지하고 도구를 수정·명료화하였다. 6단계에서는 국어교육 전공 박사에게 문항의 문법적 적합성을 검토받고, 임상간호사 38명을 대상으로 예비조사를 시행하여 예비문항 구성의 적절성을 평가하였다. 7단계는 도구 검정단계로 G도 소재 6곳의 종합병원 임상간호사를 대상으로 본조사를 시행하였다. 8단계는 문항평가 단계로 수집한 자료 530부 중 부적합한 자료 17부를 제외한 총 513부의 자료를 분석하였다. 자료는 SPSS Win 29.0 program, AMOS 29.0 program, Jamovi2.6.4, R 4.5.1를 이용하여 타당도 및 신뢰도를 검정하고, 학습민첩성 정도를 확인하였다. 9단계에서는 최종 측정도구를 선정하였다.
본 연구의 결과는 다음과 같다. 첫째, 학습민첩성 개념분석을 통해 도출된 4개 속성과 11개의 지표를 근거로 초기문항 110문항을 개발하였고, 내용타당도 검정과 예비조사를 거쳐 65문항의 Likert 5점 척도로 구성된 예비도구를 개발하였다. 둘째, 문항분석과 탐색적 요인분석을 통해 문항을 정제한 후, 확인적 요인분석을 통해 구성타당도를 확인한 결과 최종 4개 요인, 26문항이 도출되었고 모형의 적합도는 양호하였다(χ²/df=1.87,SRMR=.06, RMSEA=.06, TLI=.91, CFI=.92). 도출된 4개 요인은 신속한 대처(9문항), 지속적 전문성 향상(6문항), 협력적 소통(6문항), 성찰적 실천(5문항)이며, 총 설명력은 58.50%였다. 근로자의 학습민첩성 척도를 통해 준거타당도를 확인한 결과 준거척도는 본 척도와 유의한 상관관계(r=.72,p<.01)가 있는 것으로 확인되었다. 최종 도구의 신뢰도는 Cronbach’s α=.93, McDonald’s ω=.93으로 내적일관성이 매우 우수하였으며, 검사-재검사 신뢰도(r=.86, p<.01)와 급내상관계수 ICC=.89로 안정성도 확보되었다.최종 측정도구는 26문항, Likert 5점 척도로 구성되며, 점수가 높을수록 임상간호사의 학습민첩성이 높은 것을 의미한다. 본 연구에서 개발된 임상간호사 학습민첩성 측정도구는 임상현장에서 임상간호사의 학습민첩성을 객관적으로 평가하고, 교육프로그램의 효과를 검증하며, 간호 인적자원 개발에 활용될 수 있을 것으로 기대된다.

목차 (Table of Contents)

• 목 차
• 목차 ········································································································· ⅰ
• 표 목차 ··································································································· ⅳ
• 그림 목차 ······························································································· ⅴ
• 부록 목차 ······························································································· ⅵ
• Ⅰ. 서론 ··································································································· 1
• 1. 연구의 필요성 ··························································································· 1
• 2. 연구목적 ····································································································· 5
• 3. 용어 정의 ··································································································· 6
• Ⅱ. 문헌고찰 ··························································································· 7
• 1. 학습민첩성 ································································································ 7
• 1) 학습민첩성 개념 ····················································································· 7
• 2) 학습민첩성 유사개념 ··········································································· 14
• 2. 학습민첩성 모델 ····················································································· 18
• 3. 학습민첩성 측정도구 ············································································· 28
• 4. 간호학에서 학습민첩성 연구 ······························································· 34
• Ⅲ. 연구방법 ························································································· 37
• 1. 연구설계 ··································································································· 37
• 2. 연구절차 ··································································································· 37
• 1) 도구개발 ······························································································· 40
• 2) 도구평가 ······························································································· 54
• 3) 도구의 최적화 ····················································································· 66
• 3. 자료 분석방법 ························································································· 67
• 4. 윤리적 고려 ····························································································· 69
• Ⅳ. 연구결과 ························································································ 70
• 1. 도구 개발 ································································································· 70
• 1) 학습민첩성의 측정 개념 확인 ··························································· 70
• 2) 초기문항 구성 ······················································································· 74
• 3) 도구의 측정 형식 결정 ······································································· 74
• 4) 전문가 문항 검토 ················································································· 74
• 5) 인지면담 ································································································· 75
• 6) 도구의 문항검토 및 예비조사 ··························································· 78
• 2. 도구 평가 ································································································· 82
• 1) 도구개발 표본조사 ··············································································· 82
• 2) 문항평가 ································································································· 85
• (1) 구성 타당도 ······················································································· 85
• (2) 준거타당도 ······················································································· 117
• (3) 신뢰도 ······························································································· 118
• 3) 도구의 최적화 ····················································································· 120
• (1) 측정도구의 요인 명명 ··································································· 120
• (2) 최종 측정도구 확정 ······································································· 121
• (3) 임상 간호사의 학습민첩성 정도 ················································· 124
• Ⅴ. 논의 ······························································································ 125
• 1. 임상간호사의 학습민첩성 측정도구 개발 ··································· 125
• 2. 임상간호사의 학습민첩성 측정도구 평가 ··································· 141
• 3. 연구의 의의 ··················································································· 150
• 4. 연구의 제한점 ··············································································· 152
• Ⅵ. 결론 및 제언 ·············································································· 153
• 1. 결론 ································································································ 153
• 2. 제언 ································································································ 156
• 참고문헌 ····························································································· 158
• 부록 ······································································································ 186
• 표 목차
• 표 1. 학습민첩성 개념 정의 ·········································································· 12
• 표 2. 학습민첩성 측정 도구 ········································································· 32
• 표 3. 개념분석 각 단계별 진행과정 ··························································· 42
• 표 4. FGI 질문 ································································································ 48
• 표 5. 임상간호사의 학습민첩성의 차원, 속성, 및 지표(이론 단계) ···· 71
• 표 6. 임상간호사의 학습민첩성의 차원, 속성, 및 지표(최종 단계) ···· 73
• 표 7. 설문지 구성에 관한 예비 조사 ·························································· 79
• 표 8. 예비조사 문항 ······················································································· 80
• 표 9. 연구 대상자의 일반적 특성 ······························································· 83
• 표 10. 예비 문항의 기술통계 분석 ····························································· 87
• 표 11. 예비 문항의 문항–총점 상관분석 ················································· 89
• 표 12. 최종 탐색적 요인분석········································································· 97
• 표 13. 요인 간 상관분석················································································· 99
• 표 14. 확인적 요인분석 적합도··································································· 102
• 표 15. 수렴 타당도 ······················································································· 105
• 표 16. 판별 타당도 ······················································································· 106
• 표 17. 요인별 문항 특성(난이도/ 변별도) ·············································· 109
• 표 18. 준거 타당도 ······················································································· 117
• 표 19. 내적일관성 신뢰도 ··········································································· 118
• 표 20. 검사– 재검사 ················································································· 119
• 표 21. 최종 확정된 학습민첩성 측정도구 ··············································· 123
• 표 22. 학습민첩성 측정도구의 기술통계 ················································· 124
• 그림 목차
• 그림 1. 학습민첩성 개념 모델 ····································································· 19
• 그림 2. 본 연구의 도구 개발 과정 ····························································· 38
• 그림 3. 개념 분석의 혼종모형 ····································································· 41
• 그림 4. 본 연구의 개념분석 혼종모형 요소 ············································· 41
• 그림 5. 문헌선정과정 흐름도 ······································································· 44
• 그림 6. 스크리 결과 도표 (23차 탐색적 요인분석 후) ·························· 94
• 그림 7. Jamovi 평행분석 결과 도표 ·························································· 94
• 그림 8. 최종 Jamovi 평행분석 결과 도표 ················································ 96
• 그림 9. 도구 문항의 축소 과정 ································································· 100
• 그림 10. 확인적 요인분석 모형 ································································· 103
• 그림 11. 문항특성곡선- 요인 1 ······························································· 111
• 그림 12. 문항특성곡선- 요인 2 ······························································· 112
• 그림 13. 문항특성곡선- 요인 3 ······························································· 113
• 그림 14. 문항특성곡선- 요인 4 ······························································· 114
• 그림 15. 문항정보함수- 총 26문항 ························································· 115
• 그림 16. 문항정보함수- 각 요인들 ························································· 116
• 부록 목차
• 부록 1. 문헌고찰 검색식 ············································································· 186
• 부록 2. 생명윤리심의위원회 심의결과 통지서 ······································· 187
• 부록 3. 혼종모형의 현장단계- FGI 분석결과 ······································ 189
• 부록 4. 준거타당도 도구승인, 설문지 ······················································ 193
• 부록 5. 초기문항 개발 ················································································· 195
• 부록 6. 전문가 내용타당도 의뢰서 ··························································· 201
• 부록 7. 1차 내용타당도 결과 ····································································· 204
• 부록 8. 2차 내용타당도 결과 ····································································· 210
• 부록 9. 인지면담 질문지 및 인지면담 결과 ··········································· 214
• 부록 10. 국어교육학자 문항검토 결과 ····················································· 219
• 부록 11. 예비조사 기타의견 ······································································· 223
• 부록 12. 설문조사 도구 ··············································································· 224
• 부록 13. 1차 탐색적 요인분석 ··································································· 231
• 부록 14. 23차 탐색적 요인분석 ································································· 234
• 부록 15. 국문학자 최종 문항검토 결과 ··················································· 236