간호대학생의 임상실습 교육 유형에 따른 문제해결능력, 의사소통능력, 자기주도적 학습능력 비교

Types of Clinical Practice Education of Nursing Students Comparison of problem solving ability, Communication ability, and Self-directed learning ability

목적 본 연구의 목적은 간호대학생의 임상실습 교육 유형 즉, 오프라인 실습, 온라인 실습, 온오프라인 병행 실습에 따른 문제해결능력, 의사소통능력, 자기주도적 학습능력의 차이를 파악하기 위함이다. 방법 간호대학생 159명을 대상으로 설문조사를 시행하였고, 수집된 자료는 SPSS 22.0을 활용하여 오프라인 실습, 온라인 실습 및 온오프라인 병행실습에 따른 문제해결능력, 의사소통능력, 자기주도적 학습능력의 차이를 비모수 분석인 Kruskal-Wallis 검정을 시행하였고, Mann-Whitney 검정으로 집단 간 차이를 분석하였다. 결과 간호대학생의 확산적 사고(χ²=8.09, p=.006)와 문제해결능력(χ²=3.48, p=.033)은 온라인 실습군이 오프라인 실습군과 온오프라인 병행실습군보다 유의하게 높았고, 주도적 의사소통(χ²=4.45, p=.037)과 타인관점 이해(χ²=4.92, p=.029)는 온라인 실습군의 점수가 오프라인과 온오프라인 병행실습군보다 높았으며, 학습욕구진단(χ²=5.78, p=.045), 학습을 위한 자원파악(χ²=4.45, p=.037), 자기주도적 학습능력(χ²=3.70, p=.027)은 온라인 실습 군이 오프라인 실습군과 온오프라인 병행실습군보다 유의하게 높았다. 또한, 문제해결능력, 의사소통능력, 자기주도적 학습능력은 양적 상관관계가 있는 것으로 나타났다. 결론 온라인 실습이 간호대학생의 문제해결능력, 의사소통능력, 자기주도적학습능력 향상에 효과가 있으며 특히 자기주도적 학습능력 향상에 긍정적 영향을 미치므로 온라인 임상실습 전략 개발이 필요하다.

Objectives The purpose of this study is to identify the differences in problem-solving ability, communication ability, and self-directed learning ability according to the types of clinical practice education of nursing students, that is, offline practice, online practice, and online/offline concurrent practice. Methods A survey was conducted on 159 nursing students, and the collected data were analyzed using SPSS 22.0 to determine the differences in problem-solving ability, communication ability, and self-directed learning ability according to offline practice, online practice, and online/offline concurrent practice. Analysis, the Kruskal-Wallis test, was performed, and the difference between groups was analyzed using the Mann-Whitney test. Results Nursing students' divergent thinking (χ²=8.09, p=.006) and problem-solving ability (χ²=3.48, p=.033) were significantly higher in the online practice group than the offline practice group and online/offline concurrent practice group, and the leading For communication (χ²=4.45, p=.037) and understanding others' point of view (χ²=4.92, p=.029), the scores of the online practice group were higher than those of the offline and online/offline concurrent practice groups, and the learning needs diagnosis (χ²=5.78, p=.045), resource identification for learning (χ²=4.45, p=.037), and self-directed learning ability (χ²=3.70, p=.027) showed that the online practice group had both offline practice group and online/offline. significantly higher than that of the practice group. In addition, problem-solving ability, communication ability, and self-directed learning ability were found to be positively correlated. Conclusions Online practice is effective in improving problem-solving ability, communication ability, and self-directed learning ability of nursing students.