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간호대학생을 위한 가상 시뮬레이션 기반 협동학습 프로그램 운영

The effective application of virtual simulation-based collaborative learning programs for nursing students

김성해|최윤아
한국의료시뮬레이션학회 (Korean Society for Simulation in Healthcare)|2022.12|한국의료시뮬레이션학회지|제6권 제2호|pp. 49-56|DOI 10.22910/KOSSH.2022.6.2.2

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LearningSelf-ControlNursing studentsSimulation trainingClinical Reasoning

초록

Background: Online platform-based nursing practicum education has increased since the Coronavirus disease-19 (COVID-19) out- break. Virtual simulation-based learning helps enable students’ self-directed and repetitive learning. However, most virtual simulation-based learning focuses on clinical practicum, despite the need to apply biological nursing education. The aim of this study was to examine the effects of a clinical pharmacology course applying virtual simulation-based learning needs, learning competency, clinical reasoning ability, and self-regulated learning ability among nursing students. Methods: A one-group pre-and post-test design was used in this study. Data collection was conducted from April to May 2021, and 35 nursing students participated in this study. A collaborative learning program based on a cooperative integrated reading and composition (CIRC) model using virtual simulation-based learning was applied to a clinical pharmacology course. Data were analyzed using descriptive statistics and paired t-tests with SPSS 25.0. Results: The findings indicated that virtual simulation-based learning needs (t=-4.40, p<.001), learning competency (t=-5.21, p<.001), clinical reasoning ability (t=-6.15, p<.001), and self-regulated learning ability (t=-2.79, p=.008) significantly increased after participating in the program. Conclusion: It was found that applying virtual simulation-based learning in a clinical pharmacology course affects students’ learning needs, learning competency, clinical reasoning ability, and self-regulated learning ability. Therefore, it is suggested that more virtual simulation-based learning (programs) be conducted in nursing education.

Abstract

Background: Online platform-based nursing practicum education has increased since the Coronavirus disease-19 (COVID-19) out- break. Virtual simulation-based learning helps enable students’ self-directed and repetitive learning. However, most virtual simulation-based learning focuses on clinical practicum, despite the need to apply biological nursing education. The aim of this study was to examine the effects of a clinical pharmacology course applying virtual simulation-based learning needs, learning competency, clinical reasoning ability, and self-regulated learning ability among nursing students. Methods: A one-group pre-and post-test design was used in this study. Data collection was conducted from April to May 2021, and 35 nursing students participated in this study. A collaborative learning program based on a cooperative integrated reading and composition (CIRC) model using virtual simulation-based learning was applied to a clinical pharmacology course. Data were analyzed using descriptive statistics and paired t-tests with SPSS 25.0. Results: The findings indicated that virtual simulation-based learning needs (t=-4.40, p<.001), learning competency (t=-5.21, p<.001), clinical reasoning ability (t=-6.15, p<.001), and self-regulated learning ability (t=-2.79, p=.008) significantly increased after participating in the program. Conclusion: It was found that applying virtual simulation-based learning in a clinical pharmacology course affects students’ learning needs, learning competency, clinical reasoning ability, and self-regulated learning ability. Therefore, it is suggested that more virtual simulation-based learning (programs) be conducted in nursing education.

참고문헌 (34)

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