간호대학생의 임상실습 실수에 대한 대처유형
Types of Coping with a Mistake in Clinical Practice of Nursing Students
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study was attempted to contribute to enhancing the quality of practical education by using Q-methodology to find out how nursing students cope with a mistake during clinical practice. From October 3rd to 26th, 2016, 30 Q-statements were selected through in-depth interviews and prior papers to identify response patterns for mistakes in the 3rd to 4th grade of the Department of Nursing at K University. The analysis using the QUANL program has four types. the first type was named the frankness type, the second type was named the forwardness type, the third type was named the evasion type, the fourth type was named the anxiousness type. In this paper we proposed that the practical guidance instructor and the field instructor need to understand the individual recognition style of each student and to develop coping strategies considering the individuality and to cooperate with education and guidance. In addition, in order to establish a positive cognitive formation and coping method in case of a mistake, it is necessary to educate management about mistakes in systematic nursing student clinical practice.
Abstract
This study was attempted to contribute to enhancing the quality of practical education by using Q-methodology to find out how nursing students cope with a mistake during clinical practice. From October 3rd to 26th, 2016, 30 Q-statements were selected through in-depth interviews and prior papers to identify response patterns for mistakes in the 3rd to 4th grade of the Department of Nursing at K University. The analysis using the QUANL program has four types. the first type was named the frankness type, the second type was named the forwardness type, the third type was named the evasion type, the fourth type was named the anxiousness type. In this paper we proposed that the practical guidance instructor and the field instructor need to understand the individual recognition style of each student and to develop coping strategies considering the individuality and to cooperate with education and guidance. In addition, in order to establish a positive cognitive formation and coping method in case of a mistake, it is necessary to educate management about mistakes in systematic nursing student clinical practice.
참고문헌 (24)
- 권미형, "임상실습을 경험한 간호학생의 간호사 이미지에 대한 주관성 연구", 주관성 연구, (29), pp.29~48 (2014), 한국주관성연구학회
- 이은주, "간호학생의 통합성과 임상실습 스트레스", 한국간호교육학회지, 19(2), pp.163~171 (2013), 한국간호교육학회[DOI]
- 오두남, "간호학생들의 임상실습 대처 경험: ‘의미 있는 존재가 되기 위해 노력하기’", 한국간호교육학회지, 22(4), pp.430~440 (2016), 한국간호교육학회[DOI]
- 강민아, "간호대학생의 의사소통 능력, 간호전문직 자아개념과 임상실습 스트레스와의 관계", 한국간호교육학회지, 22(4), pp.452~461 (2016), 한국간호교육학회[DOI]
- 박현주, "일 간호대학생의 스트레스, 우울, 대처방법과 임상실습 만족도", 한국간호교육학회지, 16(1), pp.14~23 (2010), 한국간호교육학회
- 김인숙, "간호학생의 비판적 사고성향과 임상실습 스트레스 및 임상실습수행능력", 한국간호교육학회지, 17(3), pp.339~347 (2011), 한국간호교육학회
- Oh, M. J., "A Factor Analysis of the Perspectives on the Coping Strategies about Practical Stress in Nursing Student", Child Health Nursing Research, 6(3), pp.423~436 (2000)
- 김성미, "남녀 간호대학생의 임상실습 스트레스, 대처방식 및 임상수행능력 비교", 한국간호교육학회지, 20(4), pp.606~616 (2014), 한국간호교육학회[DOI]
- Park, M. C., "PARAPRAXES", Won kwang psychiatry journal of Wonk wang medical, 3(6), pp.3~19 (1987)
- 안종혁, "초등영재와 일반학생의 학업스트레스, 스트레스 대처방식, 학업소진 비교 및 관계 분석", 영재교육연구, 24(2), pp.169~189 (2014), 한국영재학회
- DiBartolo, P. M., "Can cognitive restructuring reduce the disruption associated with perfectionistic concerns?", Behavior Therapy, 32(1), pp.167~184 (2001)
- Frost, R. O., "Reactions to mistakes among subjects high and low in perfectionistic concern over mistakes", Cognitive Therapy and Research, 19(2), pp.195~205 (1995)
- 김종백, "실수-기반 학습의 의미와 교육적 시사점", 교육심리연구, 24(4), pp.895~913 (2010), 한국교육심리학회
- 신종호, "학교목표구조, 개인목표성향 및 학업적 자기평가가 학습자의 실수 인식에 미치는 영향", 교육심리연구, 28(1), pp.225~249 (2014), 한국교육심리학회
- Clifford, M., "Failure Tolerance and Academic Risk-Taking in ten-to twelve-year-old Students", British Journal of Educational Psychology, 58(1), pp.15~27 (1988)
- Jones, R. M., "Acquisition of children's addition strategies : A model of impasse-free, knowledge-level learning", Machine Learning, 16(1), pp.11~36 (1994)
- Mathan, S. A., "Fostering the intelligent novice : Learning from errors with metacognitive tutoring", Educational Psychologist, 40(4), pp.257~265 (2005)
- Oh, A. R, "The Effects of Academic Achievement Pressure of Parents on Students’ Perception of Errors:Focused on Mediating Effects of Students’ Goal Orientation", master's, pp.2016
- Kim, M, A, "Perception Types of Nursing Students to Clinical Education", The Journal of Korean Academic Society of Adult Nursing, 13(2), pp.327~339 (2001)
- 조준아, "간호대학생의 생명의료윤리에 대한 지각유형", 주관성 연구, (31), pp.95~117 (2015), 한국주관성연구학회
- Kim, J. S., "Clinical Practice Experiences of Nursing Students", Journal of Qualitative Research, 10(1), pp.63~76 (2009)
- Lofmark, A., "Facilitating and obstruction factors for development of learning in clinical practice : A student perspective", Journal of Advanced Nursing, 34(1), pp.43~50 (2001)
- 김찬희, "임상실습 현장에서 간호대학생이 경험하는 도덕적 고뇌", 한국간호교육학회지, 22(3), pp.355~365 (2016), 한국간호교육학회[DOI]
- 손행미, "임상실습 경험 내러티브에 나타난 간호학생의 자리매김", 한국간호교육학회지, 20(1), pp.129~139 (2014), 한국간호교육학회[DOI]