Effects of Team-based Simulation Learning on Team Efficacy, Interpersonal Understanding, and Problem Solving Ability of Nursing Students
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
interpersonal understanding, and problem solving ability of nursing students with a non‐equivalent control group pretest‐posttest design. Subjects were senior nursing students enrolled in a simulation course. A total of 91 participants were divided into an experimental group (n = 44) and a control group (n = 47). The former consisted of teams of three to four students who experienced 15 sessions of team‐based simulation learning for 8 weeks, while the latter received sessions of individual simulation learning. A survey regarding team efficacy, interpersonal understanding, and problem solving ability was conducted for the two groups before and after the treatment. Collected data were analyzed using SAS 9.2. The experimental group with team‐based simulation learning exhibited a significant improvement in team efficacy after learning compared to the control group with individual simulation learning (t = 3.63, p ≤ 0.001). The level of interpersonal understanding also increased after learning for both experimental and control groups. The between‐group variation was insignificant. The level of problem solving ability was increased to a greater extent for the experimental group than the control group, while the increase for the experimental group was statistically significant (t = 3.43, p ≤0.001). Team‐based simulation learning was shown to be an effective learning method to enhance the team efficacy, interpersonal understanding, and problem solving ability of nursing students.
Abstract
interpersonal understanding, and problem solving ability of nursing students with a non‐equivalent control group pretest‐posttest design. Subjects were senior nursing students enrolled in a simulation course. A total of 91 participants were divided into an experimental group (n = 44) and a control group (n = 47). The former consisted of teams of three to four students who experienced 15 sessions of team‐based simulation learning for 8 weeks, while the latter received sessions of individual simulation learning. A survey regarding team efficacy, interpersonal understanding, and problem solving ability was conducted for the two groups before and after the treatment. Collected data were analyzed using SAS 9.2. The experimental group with team‐based simulation learning exhibited a significant improvement in team efficacy after learning compared to the control group with individual simulation learning (t = 3.63, p ≤ 0.001). The level of interpersonal understanding also increased after learning for both experimental and control groups. The between‐group variation was insignificant. The level of problem solving ability was increased to a greater extent for the experimental group than the control group, while the increase for the experimental group was statistically significant (t = 3.43, p ≤0.001). Team‐based simulation learning was shown to be an effective learning method to enhance the team efficacy, interpersonal understanding, and problem solving ability of nursing students.
참고문헌 (20)
- Y. A. Song, "Effect of Simulation-based practice education for core skill of maternity nursing", Korean Parent Child Health, 16(1), pp.37~44 (2013)[DOI]
- 강지영, "온택트 시대의 시뮬레이션 간호실습교육: 혼합방법 사례연구", 학습자중심교과교육연구, 20(18), pp.937~957 (2020), 학습자중심교과교육학회[DOI]
- Walter Eppich, "Simulation-Based Team Training in Healthcare", Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 6(7), pp.S14~S19 (2011), Ovid Technologies (Wolters Kluwer Health)[DOI]
- Samuel Lapkin, "A cost–utility analysis of medium vs. high‐fidelity human patient simulation manikins in nursing education", Journal of Clinical Nursing, 20(23-24), pp.3543~3552 (2011), Wiley[DOI]
- D. A. Y. Levis, "The impact of a simulation lab experience for nursing students", Nurs. Educ. Perspect, 32(4), pp.256~258 (2011)[DOI]
- 서지혜, "팀기반학습이 간호대학생의 학습성과에 미치는 효과", 박사, 간호학과 간호학전공, pp.2012
- H. Y. Kang, "Nursing students' team capability and performance in simulation education using team-based learning", J. Korea Soc. Simulation Nurs, 1(1), pp.29~41 (2013)
- 김해란, "시뮬레이션 실무학습 모듈 개발 및 팀역량 평가", 기본간호학회지, 18(3), pp.392~400 (2011), 기본간호학회
- 김해란, "간호학생을 위한 팀기반 시뮬레이션 학습 프로그램 개발 및 효과", 박사, 간호학과, pp.2012
- 김우경, "체육계열 전공 대학생들의 자기효능감, 전공만족도, 진로결정효능감의 구조적 관계", 한국체육교육학회지, 17(2), pp.65~77 (2012), 한국체육교육학회
- 권은미, "대학교 팀 프로젝트 학습에서 팀 효능감, 대인관계의 이해, 문제해결의 적극성과 팀 성과 간 상관분석", 석사, 교육공학, pp.2010
- S. H. Yang, "Development and effect of team-based family simulation practice program", M.S., Dept. Nursing, pp.2016
- L. C. Marshall, "The relationship between efficacy, teamwork, effort and patient satisfaction", Ph.D., Dept. Education, pp.2003
- V. U. Druskat, "Learning versus performance in short-term project teams", Small Group Research, 31(3), pp.328~353 (2000)[DOI]
- 엄미란, "표준화환자를 활용한 실습교육이 피하주사 간호수행능력, 자기주도학습 준비도 및 문제해결능력에 미치는 효과", Journal of Korean Academy of Nursing, 40(2), pp.151~160 (2010), 한국간호과학회
- "A study on the development of life-skills: Communication, problem solving, and self-directed learning, KEDI(RR2003-15-03)" (2003)[URL]
- E. F. Barkley, "Collaborative learning techniques: A handbook for college faculty" (2005), Jossey-Bass John Wiley & Sons Inc
- 이정민, "문제중심학습 성과에 대한 팀효능감, 메타인지의 예측력 규명", 아시아교육연구, 13(1), pp.105~123 (2012), 교육연구소[DOI]
- 심미정, "간호학생의 학업적 자기효능감, 학습동기 및 자기주도적 학습태도가 문제해결능력에 미치는 영향", 한국콘텐츠학회 논문지, 12(6), pp.328~337 (2012), 한국콘텐츠학회[DOI]
- 양선희, "간호대학생의 문제해결능력, 비판적 사고 성향, 창의성, 자기효능감과 간호과정 수행능력과의 관계", 한국콘텐츠학회 논문지, 16(5), pp.612~622 (2016), 한국콘텐츠학회[DOI]