온라인 시뮬레이션을 연계한 문제중심학습이 간호학생의 임상추론, 간호수행자신감 및 학습만족도에 미치는 영향
Effects of online simulation using problem-based learning on nursing students’ clinical judgement, nursing performance confidence and learning satisfaction
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Background: In the COVID-19 era, novel online educational strategies are required to improve the learning transfer and core competency of nursing students. This study aimed to identify the effects of online simulation using problem-based learning (S-PBL) in obstetric and gynecological nursing on the clinical judgement, nursing performance confidence, and learning satisfaction of nursing students. Methods: A one-group pretest-posttest design was used. Third-year nursing students (n=89) at a university participated in the online S-PBL from August 23 to October 15, 2021. The online S-PBL consisted of various obstetric and gynecological nursing cases, such as premature rupture of membranes, preterm labor, postpartum hemorrhage, and uterine myoma. Data were collected via a self-reported questionnaire using Google survey and analyzed using descriptive statistics, Pearson’s correlation coefficient, and paired t-test using SPSS 23.0. Results: Compared with pretest, clinical judgement (t=-8.33, p<.001) and nursing performance confidence (t=-11.83, p<.001) increased significantly after participation in the online S-PBL. Learning satisfaction was 7.81±1.62 points out of 10 points in the online S-PBL. Conclusions: Online S-PBL was an effective non-face-to-face educational strategy for improving clinical judgement, nursing performance confidence, and learning satisfaction among nursing students during the COVID-19 pandemic.
Abstract
Background: In the COVID-19 era, novel online educational strategies are required to improve the learning transfer and core competency of nursing students. This study aimed to identify the effects of online simulation using problem-based learning (S-PBL) in obstetric and gynecological nursing on the clinical judgement, nursing performance confidence, and learning satisfaction of nursing students. Methods: A one-group pretest-posttest design was used. Third-year nursing students (n=89) at a university participated in the online SPBL from August 23 to October 15, 2021. The online S-PBL consisted of various obstetric and gynecological nursing cases, such as premature rupture of membranes, preterm labor, postpartum hemorrhage, and uterine myoma. Data were collected via a self-reported questionnaire using Google survey and analyzed using descriptive statistics, Pearson’s correlation coefficient, and paired t-test using SPSS 23.0. Results: Compared with pretest, clinical judgement (t=-8.33, p<.001) and nursing performance confidence (t=-11.83, p<.001) increased significantly after participation in the online S-PBL. Learning satisfaction was 7.81±1.62 points out of 10 points in the online S-PBL. Conclusion: Online S-PBL was an effective non-face-to-face educational strategy for improving clinical judgement, nursing performance confidence, and learning satisfaction among nursing students during the COVID-19 pandemic.
참고문헌 (20)
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