학술논문
구조화된 디브리핑 방법에 따른 수혈 간호 시뮬레이션 교육의 효과 / Effects of Simulated Blood Transfusion Nursing Education in accordance with Structured Debriefing Methods
Document Type
Dissertation/ Thesis
Author
Source
Subject
Language
Korean
Abstract
본 연구는 수혈 간호 시뮬레이션 교육에서 구조화된 디브리핑 방법에 따른 간호학생의 지식, 임상수행능력 및 임상판단력에 미치는 효과를 검증하고자 시도된 비동등성 대조군 사후 시차 설계의 유사 실험 연구이다.연구대상은 M대학에 재학 중인 간호학과 2학년 학생들 중, 연구의 목적과 절차를 이해하고 연구 참여에 동의한 학생을 대상으로 실험군 16명, 비교군 16명, 대조군 15명으로 총 47명이다. 연구진행은 목포대학교 생명윤리심의위원회의 승인을 받은 후, 2015년 8월 22일부터 8월 30일까지 실시하였다.실험처치로는 첫째 날, 오리엔테이션, 강의 및 시범교육, 문제중심학습과 개별실습을 포함하여 총 6시간의 교육을 실시하였고, 둘째 날, 각 군에게 구조화된 디브리핑 방법에 따른 수혈 간호 시뮬레이션 교육과 자율실습을 총 3시간 20분간 실시하였다. 각 군에게 적용한 디브리핑 방법은 다음과 같다. 실험군에게는 LCJR (Lasater clinical judgment rubric) 질문을 이용한 구조화된 비디오 디브리핑, 비교군에게는 LCJR 질문을 이용한 구조화된 구두 디브리핑, 대조군에게는 LCJR 질문을 이용한 구조화된 그룹 토론 디브리핑을 실시하였다. 자료수집은 지식, 임상수행능력 및 임상판단력을 측정하기 위해서 시뮬레이션 교육 종료 후, 다음날 실시하였다.연구도구는 연구자가 개발한 지식 측정도구, 핵심기본간호술 프로토콜(한국간호교육평가원, 2014)의 수혈요법을 토대로 본 연구자가 수정·보완한 임상수행능력 체크리스트와 Lasater(2007a)에 의해 개발된 LCJR을 연구자가 수정·보완한 임상판단력 측정도구를 사용하였다.자료분석은 SPSS 20.0 프로그램을 이용하여 χ2-test/Fisher’s exact test, one way ANOVA, Shapiro-Wilk test, Sheffe test, ICC (Intra-Class Correlation)와 Pearson's correlation coefficient, Cronbach’s alpha coefficient로 분석하였다.본 연구의 결과는 다음과 같다.1) 간호학 전공에 대한 만족도, 간호학과 적응도, 자기표현, 대인관계, 직전 학기 성적, 간호수행에 대한 자신감 및 문제해결능력에 따른 세 군 간의 동질성이 확인되었다. 2) 제 1가설 ‘실험군, 비교군, 대조군 간의 지식 점수에 차이가 있을 것이다.’는 지지되었다(F=11.28, p
This study is quasi-experimental study of non-equivalent control group non-synchronized posttest design attempted to investigate the effects of simulated blood transfusion nursing education in accordance with structured debriefing methods for nursing students during on the knowledge, clinical competence, and clinical judgment of nursing students. The subjects of the study were 47 nursing sophomore students at M University who fully understood the objectives and consented to the procedure of the study. There were 16 subjects in the experimental group, 16 subjects in the comparison group, and 15 subjects in the control group. After approval by the Bioethics Review Board at Mokpo National University, the study was performed from August 22 through to August 30, 2015. All three groups received a total of 6 hours training, including orientation, lecture and demonstration, problem-based learning, and practical training on the first day. During the second day the experimental, comparison, and control groups received a total of 3 hours 20 minutes of simulated blood transfusion training in accordance with structured debriefing methods and self practical training. Debriefing methods applied to each group are as follows. The experimental group received a structured video debriefing that utilizes the Lasater Clinical Judgment Rubric (LCJR) for 40 minutes. The comparison group received a structured oral debriefing utilizing LCJR for 40 minutes. Finally the control group received a structured group discussion debriefing utilizing LCJR for 40 minutes. After conducting the treatments for 2 days, data was collected to measure: knowledge, clinical competence, and clinical judgment of blood transfusion procedures.The research tools used included: a knowledge measuring tool developed by the researcher, a clinical performance ability checklist based on the blood transfusion protocol of basic core nursing management that was modified by the researcher, and a clinical judgment measuring tool that was based on the Lasater Clinical Judgment Rubric and also modified by the researcher.The data were analyzed by the chi-squared test, Fisher’s Exact Test, One-Way ANOVA, Shapiro-Wilk Test, Scheffe Test, Intra-Class Correlation, Pearson's Correlation Coefficient, and Cronbach’s alpha coefficient using SPSS WIN 20.0 program.The results of this study are as follows:1) The homogeneity among the three groups was identified as in accordance with the satisfaction for the nursing major, adaptation in nursing, self-expression, interpersonal relationship, grade point average of previous semester, confidence in nursing performance, and problem solving ability.2) First Hypothesis : ‘There will be a significant difference between the knowledge scores of the experimental, comparison and control groups.’ was supported(F=11.28, p
This study is quasi-experimental study of non-equivalent control group non-synchronized posttest design attempted to investigate the effects of simulated blood transfusion nursing education in accordance with structured debriefing methods for nursing students during on the knowledge, clinical competence, and clinical judgment of nursing students. The subjects of the study were 47 nursing sophomore students at M University who fully understood the objectives and consented to the procedure of the study. There were 16 subjects in the experimental group, 16 subjects in the comparison group, and 15 subjects in the control group. After approval by the Bioethics Review Board at Mokpo National University, the study was performed from August 22 through to August 30, 2015. All three groups received a total of 6 hours training, including orientation, lecture and demonstration, problem-based learning, and practical training on the first day. During the second day the experimental, comparison, and control groups received a total of 3 hours 20 minutes of simulated blood transfusion training in accordance with structured debriefing methods and self practical training. Debriefing methods applied to each group are as follows. The experimental group received a structured video debriefing that utilizes the Lasater Clinical Judgment Rubric (LCJR) for 40 minutes. The comparison group received a structured oral debriefing utilizing LCJR for 40 minutes. Finally the control group received a structured group discussion debriefing utilizing LCJR for 40 minutes. After conducting the treatments for 2 days, data was collected to measure: knowledge, clinical competence, and clinical judgment of blood transfusion procedures.The research tools used included: a knowledge measuring tool developed by the researcher, a clinical performance ability checklist based on the blood transfusion protocol of basic core nursing management that was modified by the researcher, and a clinical judgment measuring tool that was based on the Lasater Clinical Judgment Rubric and also modified by the researcher.The data were analyzed by the chi-squared test, Fisher’s Exact Test, One-Way ANOVA, Shapiro-Wilk Test, Scheffe Test, Intra-Class Correlation, Pearson's Correlation Coefficient, and Cronbach’s alpha coefficient using SPSS WIN 20.0 program.The results of this study are as follows:1) The homogeneity among the three groups was identified as in accordance with the satisfaction for the nursing major, adaptation in nursing, self-expression, interpersonal relationship, grade point average of previous semester, confidence in nursing performance, and problem solving ability.2) First Hypothesis : ‘There will be a significant difference between the knowledge scores of the experimental, comparison and control groups.’ was supported(F=11.28, p