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간호학생 대상 심정지 전문소생술 시뮬레이션 교육 시 Lasater의 임상판단력 루브릭을 활용한 구조화된 성찰 글쓰기 디브리핑 방법의 효과

Effectiveness of the structured reflection writing debriefing method using Lasater’s clinical rubric in the KALS for nursing students

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초록

Background: This study aimed to confirm the effects of a structured reflection writing debriefing using Lasater’s Clinical Judgment Rubric (LCJR) during Korean Advanced Life Support (KALS) simulation training for nursing students. Methods: The study used a non-equivalent control group post-test-only design, and the subjects of this study were 4th graders in the Department of Nursing. The debriefing method using the LCJR was applied to 53 subjects in the experimental group, and the general debriefing method was applied to 50 subjects in the control group. The study period was January 2-17, 2024. Data were collected after the KALS education program. Descriptive statistics and t-test were performed using SPSS version 22.0 data analysis. Results: Compared with the control group, the experimental group showed significant improvements in critical thinking disposition (t=3.397, p=.001), self-directed learning ability (t=2.440, p=.016), and educational satisfaction (t=7.130, p<.001). However, there was no significant difference in clinical performance (t=.329, p=.745). Conclusion: The results of this study confirmed that the structured reflection debriefing method using the LCJR can improve critical thinking disposition, self-directed learning ability, and educational satisfaction. Additionally, the results of this study are expected to be used as a debriefing method in future simulation education.

Abstract

Background: This study aimed to confirm the effects of a structured reflection writing debriefing using Lasater’s Clinical Judgment Rubric (LCJR) during Korean Advanced Life Support (KALS) simulation training for nursing students. Methods: The study used a non-equivalent control group post-test-only design, and the subjects of this study were 4th graders in the Department of Nursing. The debriefing method using the LCJR was applied to 53 subjects in the experimental group, and the general debriefing method was applied to 50 subjects in the control group. The study period was January 2-17, 2024. Data were collected after the KALS education program. Descriptive statistics and t-test were performed using SPSS version 22.0 data analysis. Results: Compared with the control group, the experimental group showed significant improvements in critical thinking disposition (t=3.397, p=.001), self-directed learning ability (t=2.440, p=.016), and educational satisfaction (t=7.130, p<.001). However, there was no significant difference in clinical performance (t=.329, p=.745). Conclusion: The results of this study confirmed that the structured reflection debriefing method using the LCJR can improve critical thinking disposition, self-directed learning ability, and educational satisfaction. Additionally, the results of this study are expected to be used as a debriefing method in future simulation education.

참고문헌 (29)

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