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간호대학생의 근거기반 실무교육을 연계한 시뮬레이션 실습의 효과

Effect of Simulation Training on Evidence-based Practical Training for Nursing Students

제남주|여형남|박미라
한국간호시뮬레이션학회 (Korean Society for Simulation in Nursing)|2019.12|한국간호시뮬레이션학회지 (Journal of Korean Society for Simulation in Nursing)|제7권 제2호|pp. 45-59|DOI https://doi.org/10.17333/JKSSN.2019.7.2.45

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참고문헌

키워드

Evidence-based practiceProblem solving문제해결Nursing간호사고ThinkingSimulation training시뮬레이션 실습근거기반 실무

초록

Purpose: This study was conducted to provide simulation training on evidence-based practical training and to examine its effects. Method: Data were collected from 83 students at C University, between October 1, 2018 and December 31, 2018. This training was conducted over a 5-week period. Data were analyzed using descriptive statistics, the Friedman test, the Wilcoxon signed-rank test, and Repeated Measure ANOVA, all after the normality test. Results: There was a significant difference between the two groups in evidence-based practice beliefs, competence, nursing profession perspective, critical thinking tendencies, and problem-solving ability (p<.001). More specifically, there was a greater improvement in evidence-based practice knowledge, critical thinking tendency, and problem-solving ability than in the existing simulation exercise. Conclusion: Being effective in enhancing the ability to provide evidence-based practice beliefs, competencies, nursing profession perspectives, and, especially in evidence-based practice knowledge, critical thinking tendencies, and problem-solving skills, it is necessary to link evidence-based education and existing simulation training.

Abstract

Purpose: This study was conducted to provide simulation training on evidence-based practical training and to examine its effects. Method: Data were collected from 83 students at C University, between October 1, 2018 and December 31, 2018. This training was conducted over a 5-week period. Data were analyzed using descriptive statistics, the Friedman test, the Wilcoxon signed-rank test, and Repeated Measure ANOVA, all after the normality test. Results: There was a significant difference between the two groups in evidence-based practice beliefs, competence, nursing profession perspective, critical thinking tendencies, and problem-solving ability (p<.001). More specifically, there was a greater improvement in evidence-based practice knowledge, critical thinking tendency, and problem-solving ability than in the existing simulation exercise. Conclusion: Being effective in enhancing the ability to provide evidence-based practice beliefs, competencies, nursing profession perspectives, and, especially in evidence-based practice knowledge, critical thinking tendencies, and problem-solving skills, it is necessary to link evidence-based education and existing simulation training.

참고문헌 (30)

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