임상간호사의 학습민첩성에 대한 개념분석
A Concept Analysis of Nurses’ Learning Agility
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본 연구는 임상간호사의 학습민첩성의 개념을 정의하고 정립하기 위해 Schwartz-Barcott & Kim의 혼종모형(Hybrid model)을 이용하였다. 자료수집은 이론적 단계에서 다양하게 관련된 문헌으로부터 수집하고, 현장작업단계에서는 2, 3차 종합병원에 근무하는 간호사 10명을 대상으로 포커스면담(FGI)을 통해 수집하였다. 연구결과 간호사의 학습민첩성은 변화의 민감성, 경험학습의 적용성, 관계의 반응성, 인지적유연성 네 가지 차원으로 분류되었고, 네 가지 속성과 11가지 지표로 정의되었다. 임상간호사의 학습민첩성은 새롭게 변화하는 임상상황에서 경험학습을 바탕으로 상황을 빠르게 인지하여 유연하게 대처하고상호작용하여 간호를 수행하는 능력으로 정의되었다. 본 연구는 임상간호사의 학습민첩성 개념적 속성을 파악함으로써 학습민첩성을 이해하고 학습민첩성 증진을 위한 기초자료를 제공하였다는 데 의미가있다. 본 연구결과를 토대로 간호사의 학습민첩성 속성과 지표를 반영하여 학습민첩성 측정도구 개발을제언한다.
Abstract
This is a conceptual analysis conducted to identify the concept and properties of clinical nurses' learning agility using a hybrid model. The concept is identified through a reviewing of literature in the theoretical phase, andthen, we conducted in-depth interview using focus group interview to using of fieldwork phase. As a result of this study, nurses' learning agility was classified into four dimensions: sensitivity to change, applicability of experiential learning, responsiveness in relationships, and cognitive flexibility, and was defined by four attributes and 11 indicators. In conclusion, the learning agility of clinical nurses was defined as the ability to quickly recognize situations, to flexibly respond, and to interactively perform nursing practice based on experiential learning in newly and challenging situations. The significance of this study is that it provides a basis for understanding and promoting learning agility by identifying conceptual attributes of learning agility in clinical nurses. Based on the findings of this study, it is suggested to develop a learning agility measurement tool that reflects nurses' learning agility attributes and indicators.
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