코로나19 이후 임상실습에 대한 간호학생의 인식유형
Nursing Students’ Perceptions of Clinical Practice after the COVID-19
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임상실습은 간호학생들의 실무 역량 개발을 위한 중요한 학습 환경이지만, 코로나19로 인해 임상실습의 경험이 부분적으로 제한되어 새로운 학습 패러다임에 적응해야 하는 도전을 받고 있다. 본 연구는 Q 방법론을 적용하여 코로나19 이후 임상실습 중단을 경험한 간호학생의 39명을 P 표본으로 조사하였으며, 3개 유형을 도출하였다. 유형 I ‘실제적 경험 추구형’은 임상실습을 통해 간호사 및 대상자와의 현실감 있는 소통을 경험하고자 하는 집단이었다. 유형 II ‘개인적 안전 추구형’은 감염병 상황에 대한 두려움을 가지고 있었으며, 교내실습실 실습 및 비대면 실습을 선호하였다. 유형 III ‘미래 실무능력 추구형’은 미래의 간호사로서의 임상 실무 능력을 함양할 수 있는 기회로 임상실습을 인식하고 있어 임상실습이 제한된다면 신규간호사로의 적응에 부정적인 영향이 있을 것이라고 응답하였다. 본 연구는 임상실습과 감염병에 대한 간호학생들의 인식이 다양함을 밝혔으며, 각 유형별 특성을 반영한 효과적인 임상실습 교육프로그램 개발이 요구됨을 제언한다.
Abstract
Clinical practice is an important learning environment for developing nursing students’ practical competency, but due to COVID-19, the experience of clinical practice is partially limited, and they are challenged to adapt to a new learning paradigm. In this study, we tried to find an effective clinical practice education direction in the future by investigating nursing students’ perceptions of clinical practice after COVID-19. This study investigated the recognition types of 39 nursing students who experienced clinical practice suspension after COVID-19 by applying the Q methodology. As a result of the study, three types were derived, and 47% of the total variance was explained. The first type was ‘pursuit of practical experience’, which was to experience realistic communication with nurses and patients through clinical practice. The second type, ‘pursuit of personal safety’, had a fear of the infectious disease situation, and preferred classroom practice and non-face-to-face practice. The third type, ‘pursuit of future practical skills’, recognized clinical practice as an opportunity to develop clinical practice skills as a future nurse, and responded that if clinical practice was limited, it would have a negative effect on adaptation to new nurses. This study revealed that nursing students’ perceptions of clinical practice and infectious diseases are diverse, and suggests that the development of an effective clinical practice education program that reflects the characteristics of each type is required.
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