시뮬레이션교육에서 간호대학생의 성찰 분석: 후향적 혼합연구
Analysis of Nursing Students' Reflections in Simulation-Based Education: A Retrospective Mixed-Methods Study
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초록
본 연구는 시뮬레이션교육에서 간호대학생의 성찰일지를 분석하여 성찰 특성을 확인하여 성찰을 지도하기 위한 가이드라인을 제공하기 위하여 후향적 혼합연구로 수행되었다. 대상자의 성찰일지를 분석하여자가평가 점수와 교수자의 평가점수를 비교한 양적 자료와 대상자가 평가근거로 기술한 질적 자료를통합적으로 분석하였다. 양적 분석 결과, 자가평가한 점수와 교수자가 평가한 성찰점수는 자기평가/자가분석(χ2=195.13, p<.001), 개선의지(χ2=215.64, p<.001)에서 교수자와 통계적으로 유의한 차이가 있었다. 교수자는 대상자의 성찰수준이 성취단계 이상인 경우가 없다고 평가하였으나, 대상자는 대부분 성취단계 이상이라고 자가평가하였다. 대상자의 평가근거를 내용분석한 질적 자료에서 대상자는 성찰과정에참여했고, 노력하였으며 개선의지가 있기 때문에 성찰수준이 성취수준 이상이라고 평가하였다. 시뮬레이션교육에서 학습자가 효과적인 성찰을 하도록 하는 교육이 필요하며, 향후 연구에서는 반복 연구를통해 확인하고 성찰을 평가하고 피드백하기 위한 평가도구를 고려한 연구를 제안한다.
Abstract
This study aimed to identify the levels of reflection among nursing students and provide guidelines for improvement. A retrospective, mixed-methods approach was used to analyze reflective journals from simulation-based education. Quantitative data, comparing self-evaluation scores to instructor evaluation scores, and qualitative data based on participants' self-reported rationales for their scores were analyzed in an integrated manner. The quantitative analysis revealed statistically significant differences between self-assessed and instructor-assessed reflection scores in both self-assessment/self-analysis (χ2=195.13, p <.001) and commitment to improvement (χ2=215.64, p<.001). Instructors consistently rated the students' reflection levels as below achieving, whereas students self-rated themselves as mostly above achieving. Qualitative analysis revealed that participants believed their reflections were successful due to proactive participation, effort, and a willingness to improve. Future studies should replicate these findings and explore evaluation tools that provide feedback to enhance reflective practices.
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