간호대학생의 시뮬레이션수업 적응경험: 돌봄상황에 본능적으로 몰입하기
Nursing Student's Experiences Adapting to Simulation Class: An Approach with a Grounded Theory
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초록
Purpose: The purpose of this study is to explain the adaptation process based on the nursing student’s learning experiences in a simulation class by using the grounded theory. Methods: An inductive qualitative research was conducted. A total 24 senior students- 20 females and 4 males students, were recruited from nursing department in a G university, K city in South Korea using theoretical sampling. All students participated in a clinical scenario mock situation by using a high-fidelity simulator. All data were collected through in-depth and focus group interview. Each In-depth interview lasted about 2~3 hours and it was continued until the meanings were saturated. All interviews were tape-recorded, transcribed, and analysed by using Strauss & Corbin’s Grounded theory. Results: The core category of this study was ‘Immersion into help instinctively’ and the adaptation processes of the learning experience were identified as follows; Immersion into the nursing situation given, die down of the unrest and tension, and acquirement of knowledge. Consequences learning experiences through the adaptation process were ‘knowing practical knowledge’ ‘Improvement of clinical potential’ ‘Having a foggy idea of clinical problem solving skills’ ‘with a full heart, giving a care’ ‘confidence in clinical performance’ ‘realizing the importance of clinical thinking’ Conclusion: This finding of the study demonstrated the positive effectiveness of simulated scenarios in providing realistic clinical experiences for nursing students. This implies that the realistic scenario development and planned simulation classes should be an integral part of nursing practical education.
Abstract
Purpose: The purpose of this study is to explain the adaptation process based on the nursing student’s learning experiences in a simulation class by using the grounded theory. Methods: An inductive qualitative research was conducted. A total 24 senior students- 20 females and 4 males students, were recruited from nursing department in a G university, K city in South Korea using theoretical sampling. All students participated in a clinical scenario mock situation by using a high-fidelity simulator. All data were collected through in-depth and focus group interview. Each In-depth interview lasted about 2~3 hours and it was continued until the meanings were saturated. All interviews were tape-recorded, transcribed, and analysed by using Strauss & Corbin’s Grounded theory. Results: The core category of this study was ‘Immersion into help instinctively’ and the adaptation processes of the learning experience were identified as follows; Immersion into the nursing situation given, die down of the unrest and tension, and acquirement of knowledge. Consequences learning experiences through the adaptation process were ‘knowing practical knowledge’ ‘Improvement of clinical potential’ ‘Having a foggy idea of clinical problem solving skills’ ‘with a full heart, giving a care’ ‘confidence in clinical performance’ ‘realizing the importance of clinical thinking’ Conclusion: This finding of the study demonstrated the positive effectiveness of simulated scenarios in providing realistic clinical experiences for nursing students. This implies that the realistic scenario development and planned simulation classes should be an integral part of nursing practical education.
참고문헌 (32)
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