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간호사들의 무형식학습 양상에 관한 사례연구

A Case Study on the Informal Learning Aspects of Nurses in a Hospital

이희수|김혜영
한국직업교육학회|2009.09|직업교육연구 (The Journal of Vocational Education Research)|제28권 제3호|pp. 181-207

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참고문헌

키워드

사례연구일터학습informal learning무형식학습adult learnercontinuing professional education전문직 계속교육
주제분류교육학

초록

이 논문은 의사와 간호사 등 전문가 집단이 모여 있는 병원에서의 무형식학습에 주목하여, A병원 간호사들의 무형식학습이 어떠한 양상을 보이며, 어떻게 유형화할 수 있는지를 알아보고자 A병원에서 직무순환을 경험한 간호사를 대상으로 실시한 사례연구이다. 자료 수집은 면대면 인터뷰를 중심으로 이루어졌으며, 유형을 도출하기 위해 설문조사 방법을, 그리고 A병원의 상황을 이해하기 위해 관련 문서를 보조적으로 활용하였다. 연구 결과 첫째, A병원 간호사들의 직무순환 상황은 무형식학습이 증진될 수 있는 것으로 규명되었고, 직무순환 목적에 따라 4개의 집단으로 분류되었다. 둘째, 무형식학습 과정에서 학습 주제로는 간호 스킬·이해관계자와의 관계형성·내적 갈등 해결 등 총 18개의 일과 조직 그리고 개인에 대한 학습 항목이 정리되었다. 학습활동으로는 팀 동료와의 상호작용·시행착오 등 총 14개 항목이 도출되었다. 셋째, 직무순환 목적별로 분류된 4개 집단은 무형식학습의 양상에 따라 개인주의적 경력개발형, 개인주의적 현실안주형, 조직 상호작용적 경력개발형, 조직 상호작용적 현실안주형으로 유형화되었다.

Abstract

This study is to analyze what aspects of informal learning can be shown, and how the informal learning can be patterned on the basis of the intention of each nurse in the hospital ‘A’. In this end, three research questions were developed: What is a learning environment of hospital ‘A’, and what environmental factors are positively improving the informal learning of nurses? What is the process of their informal learning? How can it be patterned on the basis of the nurses' intention? To approach research questions, a case study methodology was employed and the questionnaire was administerd to the nurses who have experienced a job rotation in hospital ‘A’. This study reached the following conclusions. First, the job rotation of the nurses increased the informal learning and four separated groups by the intention of the job rotation were identified. Second, there were identified 18 topics on the process of an informal learning and 14 topics for learning activity in the education programs for the nurses. Third, nurse groups are classified into four types by intention of job rotation: an individualistic career developer, an individualistic comfort seeker in reality, organization-interactive career developer, and organization-interactive stability seeker. To sum up, three conclusions deserve to be mentioned; 1) To make informal learning active, organization should be sensitive to employees' individual goal; 2) Because the class of position might have an influence on the aspects of informal learning, training should be differentiated by job grade; 3) It is recommended to give a role of learning leader to ‘High learners’as to ‘the type of organization-interactive career developer' in order to promote the learning climate in organization.

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