Earticle

본 연구는 단일그룹 사전-사후 실험설계를 통해 다중요소 실습기반교육의 간호학생의 임상수행능력과 임상의사결정 에 대한 효과를 탐색하는 것을 목적으로 하였다. 2020년 5월 4일부터 29일까지 임상실습 경험이 없는 간호학과 3학년 학생 총 60명이 2팀으로 나누어 2주씩 다중요소 실습기반교육에 참여했고, 최종 51명의 자료가 분석에 포함되었다. 연구결과 임 상수행능력, 임상의사결정 자신감은 실습교육전에 비해 유의미하게 상승하였고, 임상의사결정에 대한 불안은 유의미하게 감 소하였다. 간호학생을 위한 다중요소를 포함한 실습교육은 환자 간호를 위한 수행 자신감을 향상시키고, 임상적 의사결정에 대한 자신감을 증가와 불안 완화의 교육방법으로 적용될 수 있다.

This study is a one-group pre-post experimental design that investigates the effects of a practicebased learning program with multiple components on the clinical competence of nursing students, and clinical decision-making. From May 4 to 29, 2020, a total of 60 third-year nursing students with no clinical practice experience were divided into two teams and participated in multi-component practice-based education for two weeks each, and the data of the final 51 students were included in the analysis. Following the practicum, there was a significant increase in clinical competence (t=-4.74, p <.001) and self-confidence in clinical decision-making (t=-8.41, p <.001), and a decrease in anxiety related to clinical decision-making (t=2.54, p= .014). The findings suggest that a multi-component, practice-based learning approach for nursing students can enhance their clinical competence, reduce preclincal anxiety and increase confidence in clinical decision-making in patient care.

This study confirms the effect of high school students’ digital literacy competence on their intention to use EduTech in AI-based learning environments, with a particular focus on the mediating role of self-directed learning competence, as emphasized in the 2022 revised curriculum. Data from 308 vocational high school students were analyzed using statistical methods, including Structural Equation Modeling (SEM) and bootstrapping. Results indicate significant positive correlations among digital literacy, self-directed learning competence, and the intention to adopt EduTech. The study emphasizes the significant role of self-directed learning competence as a mediating factor in the relationship between digital literacy competence and the intention to adopt EduTech. The findings suggest that fostering self-directed learning is crucial for enhancing students’ adaptability and effective use of technology in AI-based learning environments.

본 연구는 간호대학생을 대상으로 보건학 교과목에 팀 기반 학습(Team-Based Learning, TBL)을 적용하여 의사 소통능력, 비판적 사고성향, 협력적 자기효능감, 협업역량에 미치는 효과를 분석한 단일군 전·후 설계의 유사실험연구이다. 간호학과 2학년 77명을 대상으로 5주간 TBL을 실시하고, 2주차와 16주차에 설문조사를 진행하였다. 수집된 자료는 paired t-test, Pearson 상관분석, 다중회귀분석을 통해 분석하였다. 연구 결과, TBL 적용 후 의사소통능력, 비판적 사고 성향, 협력적 자기효능감, 협업역량이 유의하게 향상되었으며, 협업역량에 통계적으로 유의한 영향을 미친 요인은 의사소 통능력으로 협업역량의 55.9%를 설명하였다. 본 연구는 팀 기반 학습이 간호대학생의 협업역량을 향상시키는 효과적인 교수전략임을 보여주며, 간호 실무역량 강화를 위한 교육과정 개발의 기초자료로 활용할 수 있을 것이다.

This quasi-experimental study employed a one-group pretest-posttest design to investigate the effects of team-based learning (TBL) on communication skills, critical thinking disposition, collaborative self-efficacy, and collaboration competence among nursing students. A total of 77 second-year nursing students participated in a five-week TBL program, with data collected in the 2nd and 16th weeks. The collected data were analyzed using descriptive statistics, paired t-tests, Pearson correlation, and multiple regression analysis. The results showed statistically significant improvements in all four variables after the TBL intervention. The statistically significant predictors of collaboration competence were communication skills which explained 55.9% of the variance in collaboration competence. These findings suggest that TBL is an effective instructional strategy for enhancing nursing students’ collaborative competencies and provide foundational evidence for developing competency-based curricula to strengthen practical skills in nursing education.

본 연구는 팀활동을 통한 PBL 수업방식이 대학생들의 융합역량 증진에 효과가 있는지를 알아보 기 위해 수행되었다. 연구대상은 충남소재 A대학교에서 2019년 2학기에 ‘인간발달과 융합적 사고’를 수강한 학생 88명이다. 융합역량의 변화를 알아보기 위해 A대학교의 역량검사지 중 융합역량에 대 한 상황판단형 검사지를 활용하였다. 또한 PBL 수업활동에 대한 인식과 태도를 확인하기 위해 PBL 수행성찰을 분석하였다. 연구결과는 다음과 같다. 첫째, PBL수업은 융합역량 증진에 효과가 있는 것 으로 나타났다. 둘째, 학생들의 PBL 수업활동 참여도에 따라 융합역량 증진에 차이가 나타났다. 셋 째, PBL 활동을 통한 융합교육은 2,3학년의 학생들에게 역량증진의 효과가 나타났다. 넷째, 학생들 은 PBL 수업 활동을 통해 ‘사고의 확장’과 ‘타전공에 대한 관심 증대’, ‘전공분야에 대한 적용 가능 성’, ‘협업과 소통의 소중함’에 대한 인식 및 태도 등의 긍정적인 교육효과를 나타내었다. 본 연구를 통해 PBL수업은 융합역량 증진에 효과가 있음을 알 수 있다.

The purpose of this study was to investigate whether PBL classes through team activities are effective in enhancing convergence competence of college students who were in a different major. To identify changes in convergence competence, a survey instrument(the situation judgment type test sheet) was provided to 88 respondents who had taken 'human development and convergent thinking' in the second semester of 2019 at A University in Chungnam province. In addition, PBL performance reflection was analyzed to confirm perceptions and attitudes about PBL class activities. This study found followings; First, PBL class was effective in improving convergence competence of the college students. Second, there was a significant difference in the convergence competence according to students' participation in PBL class activities. Third, PBL class showed the effects of convergence competence building for the second and third grade students. Fourth, students insisted on the positive effects of 'expansion of thought', 'increased interest in other majors', 'applicability in the major field', and 'the importance of collaboration and communication' through the PBL class activities. This study shows that PBL class is effective in enhancing convergence competence.

본 연구는 PBL-SIM 교육을 이수한 간호대학생의 메타인지와 회복탄력성이 임상추론능력에 미치는 영향을 살펴보 기 위한 서술적 조사연구이다. PBL-SIM 교육을 경험한 간호학과 4학년 141명을 연구 대상으로 하였으며, 2021년 9월부터 12월까지 설문지를 적용하여 자료수집 하였다. 수집된 자료는 SPSS 21.0 프로그램을 사용하여 기술통계, 상관분석 및 위계 적 회귀분석을 진행하였다. 연구 결과, 메타인지(r=.78, p<.001)와 회복탄력성(r=.81, p<.001)은 임상추론능력과 유의한 양 의 상관관계를 보였다. 간호대학생의 임상추론능력에 영향을 주는 요인으로는 교육 참여의 자신감, 메타인지 및 회복탄력성 이었으며, 이들은 임상추론능력을 75%의 높은 수준으로 설명하였다(F=32.74, p<.001). 간호대학생의 임상추론능력을 향상 하기 위해서는 자신감, 메타인지 및 회복탄력성과 같은 내적 요인을 시뮬레이션 교육과정에 반영할 것을 제언한다.

This study is a descriptive research to examine the effects of meta-cognition and resilience on clinical reasoning ability of nursing students who have completed the simulation education integrated with problem based learning. The study subjects were senior nursing students who had experienced SIM-PBL education, and data was collected by using a structured questionnaire from September to December 2021. The collected data was analyzed employing descriptive statistics, correlation, and hierarchical regression analysis using the SPSS program. The results demonstrated that meta-cognition and resilience had a significant positive correlation with clinical reasoning ability. The chief factors influencing on the clinical reasoning ability of nursing students were as follows: confidence in participating in the SIM-PBL education, meta-cognition, and resilience. In addition, the three factors explained the clinical reasoning ability at a high level of 75%. The clinical reasoning ability of nursing students may be cultivated by applying internal reinforcers of self-confidence, meta-cognition, and resilience into a SIM-PBL simulation.

치위생학교육평가·인증체계 정립을 위한 학습성과기반 치위생 핵심역량을 파악하고자 치위생(학)과 전임교수 207명을 대상으로 설문 조사를 실시하였다. 핵심역량별 세부영역에서 전문가적 행동 및 윤리적 의사결정 능력(1영역)과 과학적이고 전문적인 임상치위생과 임상치과업무의 지식과 기술을 적용할 수 있는 능력(2영역)의 전체 점수가 가장 높 게 나타났고, 의사소통 능력 정도(3영역)는 4.48점, 근거중심의 통합적 사고와 문제해결 능력 정도(5영역)는 4.35점으로 나타났다. 핵심역량 세부영역들은 강한 상관관계가 있는 것을 확인하여 보건의료서비스 직종간의 핵심역량 파악과 임상 실무현장에 근무하고 있는 치과위생사들의 핵심역량에 대한 질적 연구가 필요하다고 사료된다.

This study conducted to investigate the core competency of dental hygiene based on learning outcomes for establishing an educational evaluation and certification system for dental hygiene. The sub-categories of core competencies, the overall score of professional behavior and ethical decision-making ability (category 1) and the ability to apply scientific and professional clinical hygiene and knowledge and skills of clinical dental work (category 2) was highest. and the level of communication skills (category 3) was 4.48 points, and the level of evidence-based integrated thinking and problem solving skills (category 5) was 4.35 points. Furthermore, there was a strong correlation between the core competency sub-categories, and it is necessary to identify the core competency between health care service occupations and to qualitatively study the core competency of dental hygienists working in clinical practice.

본 연구는 간호대학생을 대상으로 Kolb의 경험학습이론을 적용한 정신간호학실습이 의사소통능력, 의사소통 자기효 능감, 정신간호역량에 미치는 영향을 확인하기 위해 단일군 전후설계로 수행된 유사실험연구이다. 2024년 4월부터 5월까지 4학년 간호대학생 48명을 대상으로 실습 전･후 자가보고형 설문지를 활용하여 자료를 수집하였다. 수집된 자료는 SPSS 24.0 프로그램을 이용하여 기술적 통계와 대응표본 t 검정을 실시하였다. 연구 결과, 실습 후 정신간호역량은 통계적으로 유의하게 향상되었으며(t=-3.62, p<.01), 의사소통능력(t=-1.62, p=.113)과 의사소통 자기효능감(t=-1.61, p=.125)에는 유의한 변화 가 나타나지 않았다. 이러한 결과는 Kolb의 이론 기반 정신간호학실습이 간호대학생의 정신간호역량 향상에 기여할 수 있음 을 시사한다. 향후 연구에서는 다양한 실습 형태와 교육 전략의 효과를 비교･분석하여 보다 체계적인 정신간호학 실습교육 전략 개발을 위한 근거를 축적할 필요가 있다.

This quasi-experimental study with a one-group pretest-posttest design aimed to examine the effects of a psychiatric nursing practicum based on Kolb’s experiential learning theory on nursing students’ communication competence, communication self-efficacy, and psychiatric nursing competence. Data were collected using self-reported questionnaires from 48 fourth-year nursing students between April and May 2024, before and after the practicum. The data were analyzed using descriptive statistics and paired t-tests with SPSS 24.0. The results showed that psychiatric nursing competence significantly improved after the practicum (t=-3.62, p<.01), whereas no statistically significant changes were found in communication competence (t=-1.62, p=.113) and communication self-efficacy(t=-1.61, p=.125). These findings suggest that a psychiatric nursing practicum based on Kolb’s experiential learning theory may contribute to enhancing nursing students' psychiatric nursing competence. Future research should aim to compare the effects of different practicum formats and teaching strategies to provide evidence for the development of psychiatric nursing practicum programs.

본 연구는 액션러닝을 적용한 심리학 수업의 학업유용성이 학습자의 내재적 가치와 상담관계능력에 미치 는 영향을 알아보고자 하였다. 연구대상으로는 C지역에 위치한 교양대학의 심리학 수업을 수강하는 93명을 선정 하여 진행하였으며 이에 대한 분석방법으로는 SPSS 21.0을 활용하여 기술통계, 상관분석, 회귀분석을 실시하였다. 연구결과로는 액션러닝을 적용한 심리학 수업의 학업유용성이 개인의 내재적 가치 및 상담관계와는 정적으로 상 관관계가 있는 것으로 나타났고 유의미한 영향을 미치는 것으로 밝혀졌다. 이와같은 결과로 액션러닝의 교수-학습 방법을 심리학 수업에 적용함으로서 실제적으로 수업이 목표하는 내재적 가치와 상담관계 능력을 향상시키는 것 을 확인할 수 있었다. 따라서 대학에서 운영되는 많은 수업 또한 새로운 교수법의 확대를 통해 학습경험과 학습의 질제고가 이루어지기를 바란다.

With The present research aims to identify how psychology classes using action learning affect the learners’ intrinsic values and counseling relationship competence. The subject group consist of 93 college students taking psychology classes at a university located in C City. A set of analysis methods using SPSS 21.0 were employed: descriptive statistics, correlation analysis, and regression analysis. It was found that there existed a positive correlation between learning usefulness on one hand and their intrinsic values and counseling relationship competence on the other hand. Also, the former exerted a significant effect on the latter. The positive impact of action learning is expected to be expanded and applied to other classes in order for improvement of students’ learning experiences as well as the quality of classes.

본 연구는 간호대학생을 대상으로 AI 기반 통합돌봄 교육 전후 학습몰입, AI 리터러시, 돌봄효능감, 임상수행능력에 미치는 효과를 검증하기 위한 단일군 사전사후 연구이다. 대상자는 일개 대학 간호학과 재학생 38명이며, 온라인 자가보고식 설문으로 교육 전후 자료를 수집하였다. 자료는 IBM SPSS 25.0으로 기술통계, 신뢰도 분석, Shapiro-Wilk 검정, 대응표본 t검정, Wilcoxon 검정, Pearson 상관분석을 실시하였다. 연구결과 학습몰입(t=5.81, p<.001), AI 리터러시(t=5.14, p<.001), 돌봄효능감(t=3.12, p=.003), 임상수행능력(t=4.33, p<.001)이 유의하게 증가하였다. AI 리터러시는 임상수행능력(r=.67, p<.001) 및 학습몰입(r=.56, p<.001)과 유의한 정적 상관을 보였다. 이는 AI 기반 통합돌봄 교육이 간호대학생의 디지털·돌봄 역량을 향상시키는 효과적인 교육임을 시사한다. 본 연구는 AI 리터러시와 돌봄역량 교육의 효과를 다룬 초기 연구로서 AI 기반 간호교육과정 개발과 통합돌봄 실무역량 강화를 위한 기초자료로 활용될 수 있으며, 향후 대조군을 포함한 반복연구를 통한 검증이 필요하다.

This one-group pretest-posttest study examined the effects of AI-based integrated care education on learning flow, AI literacy, caring efficacy, and clinical competence in nursing students. Participants were 38 nursing students enrolled in the Department of Nursing at a single university, and data were collected before and after the education using an online self-report survey. Data were analyzed using descriptive statistics, reliability analysis, the Shapiro-Wilk test, paired t-tests, Wilcoxon signed-rank tests, and Pearson correlation analysis using IBM SPSS 25.0. Learning flow (t=5.81, p<.001), AI literacy (t=5.14, p<.001), caring efficacy (t=3.12, p=.003), and clinical competence (t=4.33, p<.001) all increased significantly. AI literacy showed significant positive correlations with clinical competence (r=.67, p<.001) and learning flow (r=.56, p<.001). These findings suggest that AI-based integrated care education is an effective educational strategy for enhancing nursing students' digital and caring competencies. As an early study addressing the effects of education on AI literacy and caring competency, this study can be used as foundational evidence for developing AI-based nursing curricula and strengthening practical competencies for integrated care. Future studies incorporating a control group are needed for further verification.

이 연구는 간호학과 학부 과정에서 경험한 시뮬레이션 학습이 신규간호사의 문제해결과정과 임상수행능력에 미친 영향을 파악하기 위한 서술적 조사연구이다. 연구 대상자는 학부과정에서 시뮬레이션 학습 경험이 1회 이상 있으며 임상 경력 12개월 미만의 신규간호사 202명이다. 연구를 통해 학부에서 경험한 시뮬레이션 학습의 횟수와 신규간호사의 문제해결과정 및 임상수행능력에 미친 영향 간에는 유의미한 상관관계가 없었으며, 시뮬레이션 학습의 설계와 문제해결과정 및 임상수행능력에 미친 영향 간에는 유의미한 양의 상관관계가 있는 것으로 나타났다. 연구 대상자들이 경험한 시뮬레이션 학습의 설계를 군집분석으로 유형화하여 문제해결과정 및 임상수행능력에 미친 영향의 차이를 분석한 결과에서도 유의미한 차이를 나타냈다. 이 연구를 통해 학습의 효과를 향상하기 위해서 시뮬레이션 학습의 설계가 중요하다는 점을 확인하였으며, 효과적인 운영을 위한 기초 자료로 활용할 수 있을 것으로 기대한다. 추후 학부 과정의 시뮬레이션 학습이 간호사의 임상 능력에 미치는 영향에 대하여 보다 면밀한 평가가 이루어질 필요가 있다.

This study was a descriptive research investigating the impact of simulation-based learning on the problem solving process and clinical competence of new nurses. The 202 participants were new nurses who have provided nursing care for less than 12 months have experienced simulation-based learning more than once in their undergraduate courses. This study found that the number of times participants have experienced the simulation-based learning had no correlation with their problem solving process and clinical competence, but simulation design features correlated with their problem solving process and clinical competence. The results of clustering analysis that examined differences in the effects on problem solving process and clinical competence by classifying simulation design features by clustering also showed significant differences. This study has confirmed the importance of simulation design to simulation-based learning in nursing education. We hope that the findings of the study will be used for effective operation of simulation-based learning. In the future, objective assessment methods will be required to evaluate the effects of simulation-based learning provided in undergraduate courses on nurses' clinical competence.

본 논문은 지적장애학생을 대상으로 몰입형 가상현실 기반 모의학습 프로그램이 편의점 이용에 필요한 의사 소통 능력과 학습태도에 미치는 효과를 파악하는데 목적이 있었다. 이를 위해, 지적장애 고등학생 23명을 연구 대상으로 선정하여, 실험집단에 11명과 통제집단에 12명을 배치하였다. 실험집단에는 HMD 기반의 몰입형 가상현실 기법을 활용한 편의점 모의학습 프로그램을 적용하였고, 통제집단에는 전통적인 중재 프로그램을 적용하였다. 프로그램은 해당 학교의 여름방학 동안 주 5회씩 4주간 실시되었으며, 1회 중재 시간은 40분이었다. 프로그램의 효과를 파악하기 위하여 사전-사후 평가를 실시하였고, 독립표본 t검증을 통해 분석하였다. 연구 결과, 실험집단이 통제집단 보다 의사소통 능력이 향상되었고, 학습태도 또한 더 긍정적으로 나타났다. 이는 지적장애학생의 언어 및 의사소통 교육에 있어 몰입형 가상현실을 활용한 모의학습이 유용한 교수-학습 방법으로 활용될 수 있음을 시사한다.

The purpose of this study was to identify the effects of an immersive virtual reality-based simulation learning program(IVR-SLP) on the communication competence and learning attitude of students with intellectual disabilities. To do this, 23 participants with intellectual disabilities were selected from 2 special schools. 11 students were placed in an experimental group and 12 students in a control group. An IVR-SLP, focusing on possible situations in a convenience store, was implemented within the experimental group and a traditional intervention program was implemented within the control group. The programs were conducted 5 times per week for 4 weeks and each session lasted approximately 40 minutes. Evaluations were carried out by using a pre- and post- test, and the results of the evaluation were analyzed using the independent t-test. The results of this study indicated that the communication competence of the experimental group showed greater improvement than that of the control group. In addition, the learning attitude of the experimental group became more positive than that of the control group. This implies that the immersive virtual reality-based simulation learning program can be a very effective tool for teaching language and communication skills to students with intellectual disabilities.

Purpose: The purpose of this study was to investigate the effects of simulation in nursing education based on caring for elderly cognition disorder patients. The education consisted of a caring program for patients that included a process of assessment of a patient's mental status, diagnosis of the patient's health condition, and intervention to address the problems by using therapeutic communication. Methods: A nonequivalent control group pretest-posttest design was used. A total of 69 subjects (undergraduate students) participated in the education and they were assigned to two groups: the experimental group (n=32) and the control group (n=37). Data-gathering structured questionnaires that included communication competence, academic self-efficacy, and attitudes about the elderly. The data were collected from October 2013 to December 2013, and statistical analyses were conducted with-test and t-test using the SPSS 21.0 program. Results: With respect to education, there was significant improvement in communication competence in the experiment group (t=2.41, p=.022) compared with in the control group (t=.69, p=.494). However, there was no statistically significant difference in academic self-efficacy and attitude about the elderly. Conclusion: Simulation-based education should continue to be developed further for better elderly-patient care. Integrated education in particular using a high-fidelity simulator will contribute to improvements in nursing competence in this area.

Purpose: The purpose of this study was to examine the effects of a cultural competence improvement program for maternity nurses. Methods: A quasi-experimental study using a non-equivalent control group pre and posttest design was used. Participants were 67 maternity nurses caring for multicultural pregnant women in G city. The cultural competence improvement program was developed based on the 3-D Puzzle Model and was provided using case-based small group learning methods for the experimental group (n=31). The control group (n=36) did not receive any intervention. Data were collected using self-report structured questionnaires at two time points: prior to the intervention and after the intervention and were analyzed with descriptive statistics, ${\chi}^2$-test, and t-test. Results: Compared to the control group, the experimental group reported significant positive changes for cultural knowledge (t=6.39, p<.001), cultural awareness (t=3.50, p<.001), and cultural acceptance (t=4.08, p<.001). However, change in cultural nursing behaviors (t=0.92, p=.067) was not significantly different between the two groups. Conclusion: Findings from this study indicate that a cultural competence improvement program with case-based small group learning is a useful intervention strategy to promote multicultural maternity care. Further, strategies to improve cultural nursing behavior should be developed to promote culturally congruent nursing care.

본 연구의 목적은 액션러닝에 기반을 둔 영적간호 교육 프로그램이 간호대학생의 영적요구, 영적안녕 그리고 영적간호역량에 미치는 효과를 평가하기 위함이다. 단일군 사전 사후 설계이며 연구 참여자는 간호대학생 2학년이었다. 학생들은 2014년 9월부터 12월까지 16회에 걸친 액션러닝 기반 영적간호 교육 프로그램에 참여하였다. 가설검증은 SPSS WIN 23.0 통계프로그램을 이용하여 paired t-test로 분석하였다. 본 연구의 결과, 액션러닝 기반 영적간호 교육 프로그램은 간호대학생의 영적요구를 감소시키고, 영적안녕과 영적간호역량을 증진시켰다. 아울러 총체적인 간호를 제공하는 전문적인 간호사의 역량 강화에 기여하였다는 점에서 의의가 있으며, 추후 다양한 교육 분야에서 액션러닝 기반 교육 프로그램을 개발하고 적용할 것을 제언한다.

The purpose of this study was to investigate the effects of the action learning-based spiritual care education program on nursing students' spiritual needs, spiritual well-being, and spiritual care competence. This study was a pre-post test design with single group and participants were recruited from second-year nursing students at a University. From September to December 2014, the students participated in the action learning-based spiritual care education program, which were held 16 times, had decreased their spiritual needs and improved spiritual well-being and spiritual care competence. The data were analyzed using paired t-test with the SPSS WIN 23.0 statistics program. The results of this study indicate that the action learning-based spiritual care education program was effective in decreasing spiritual needs and improving spiritual well-being and spiritual care competence for nursing students. The nursing students, which provide a holistic care, will grow up to be a professional nurse by learning the nursing process including spiritual care. Also, an action learning-based education program should be developed in the various fields.

목적: 본 연구는 AI (artificial intelligence) 챗봇 기반 SBAR (Situation, Background, Assessment, Recommendation) 교육 프로그램이 신규간호사의 임상추론 역량, 보고자신감 및 학습전이에 미치는 효과를 검증하기 위해 수행되었다. 방법: 본 연구는 무작위 대조군 전후 설계의 실험연구이다. 연구대상자는 2026년 4월 8일부터 5월 12일까지 일 상급종합병원에 근무하는 임상경력 12개월 이하의 신규간호사 62명으로, 실험군(31명)과 대조군(31명)에 무작위 배정하였다. 이 중 대조군 1명이 사후 설문조사에 응답하지 않아 자료분석에서 제외되어, 최종 대상자는 실험군 31명, 대조군 30명으로 총 61명이었다. 실험군은 AI 챗봇 기반 SBAR 교육 프로그램에 참여하였으며, 대조군은 통상적인 교육을 받았다. 수집된 자료는 기술통계, 독립표본 t-검정, Fisher의 정확검정, 대응표본 t-검정 및 공분산분석을 이용하여 분석하였다. 결과: 실험군은 대조군에 비해 임상추론 역량(F=5.47, p=.023)과 보고자신감(F=10.92, p=.002)이 유의하게 향상되었다. 학습전이는 실험군에서 증가하였으나, 두 군 간 통계적으로 유의한 차이는 나타나지 않았다(F=0.59, p=.445). 결론: AI 챗봇 기반 SBAR 교육 프로그램은 신규간호사의 임상추론 역량과 보고자신감 향상에 효과적인 교육 방법으로 확인되었다. AI 챗봇 기반 교육은 임상현장에서 신규간호사의 SBAR 의사소통 교육을 지원하는 효과적인 보완적 교육 전략으로 활용될 수 있음을 시사한다.

Purpose: This study examined the effects of an Artificial Intelligence (AI) chatbot-based Situation, Background, Assessment and Recommendation (SBAR) education program on clinical reasoning competence, reporting confidence, and learning transfer among newly graduated nurses. Methods: A randomized controlled pretest-posttest design was used. From April 8 to May 12, 2026, 62 newly graduated nurses with 12 months or less of clinical experience were recruited from a tertiary general hospital and randomly assigned to the experimental group (n=31) or the control group (n=31); one control-group participant was excluded from the analysis due to nonresponse to the posttest survey, leaving 61 for the final analysis. The experimental group participated in the AI chatbot-based SBAR education program, whereas the control group received conventional education. Data were analyzed using descriptive statistics, independent t-test, Fisher’s exact test, paired t-test, and ANCOVA. Results: After the intervention, the experimental group showed significantly greater improvement in clinical reasoning competence (F=5.47, p=.023) and reporting confidence (F=10.92, p=.002) than the control group. Although learning transfer scores increased in the experimental group, no statistically significant between-group difference was found (F=0.59, p=.445). Conclusion: The AI chatbot-based SBAR education program was effective in improving clinical reasoning competence and reporting confidence among newly graduated nurses. These findings suggest that AI chatbot-based education may serve as a useful supplementary strategy for SBAR communication training in this population.

학문간 접경에서 혁신을 도출하는 시대에 융합교육의 필요성은 더욱 강조되고 있다. 많은 대학에서 융합교육의 중요성을 파악하고 다양한 교과목을 개설하고 운영하고 있지만, 막상 실제 교육현장에서 원래의 취지와 교육목표에 부합할 정도로 운영되고 있는가라는 질문 앞에서는 여전히 머뭇거릴 수밖에 없는 것이 현실이다. 본 글의 문제의식은 바로 여기에서 출발한다. 창의·융복합적 사고 함양을 위한 의미 있는 시도의 일환으로 현재 대학 교육에서 가장 역점을 두고 있는 융합교육의 방향과 가능성을 찾아보는 것이다. 이를 위해 인하대학교 교양기초교과목 가운데 하나인 「크로스오버 1: 인간의 탐색」 사례연구를 통해 융합교육의 바람직한 방향을 검토하는 방식을 택할 것이다. 「크로스오버 1: 인간의 탐색」 교과목은 이공계열 학생들이 자신의 전공분야와 다른 인문학의 기초를 탐구함으로써 전공 학문의 시야를 확장하고 창의융복합적 사고를 기르는 데 목적을 두고 있다. 이 글은 「크로스오버 1: 인간의 탐색」 운영 경험을 토대로 융합 기초교과목의 사례를 제시하고자 한다. 이를 위해 우선 2절에서는 바람직한 융합교육을 위해서 어떤 조건이 필요한지 융합교육의 방향을 탐색하면서 본교의 크로스오버 교과목에 대한 현황을 다룰 것이다. 다음으로 3절에서는 융합기초교육의 사례로서 <크로스오버 1: 인간의 탐색>을 다룰 것이다. 교과목 학습목표, 교과목 특징, 학습내용 및 운영방식, 학습목표 성취를 위한 과제 수행 등 어떻게 가르칠 것인가(수업방식)와 무엇을 가르칠 것인가(수업내용)를 중심으로 집중적으로 다룰 것이다. 그리고 마지막으로 4절에서는 본 교과목의 개선방향을 점검하면서 바람직한 융합교육의 방향을 점검해볼 것이다.

This paper attempts to investigate the methodology as a convergence education model for enhancing of creative thinking at General Education. More specifically, this paper is a descriptive case study of ‘Crossover 1: Humanities’, which is a core general course for Science and Engineering Students at Inha University. The purpose of this course is cultivation of humanistic qualities and promotion of creative and convergent thinking. During this course, students will have opportunities to understand and deliberate central issues on human nature and human values, including happiness, social justice, human dignity et al. This sudy is suggestive that topic-centered learning, learner-centered Learning and collaborative learning is effective to promoting creative and convergent thinking and cultivating the core competence of this course. This study will contribute to confirm the importance of convergence basic education and to exploring the future direction of convergence education.

4차 산업혁명의 도래로 인공지능(AI)과 디지털 기술이 보건의료 현장에 빠르게 통합되면서, 간호사에게는 디지털 리터러시와 AI 역량이 필수적인 핵심 역량으로 요구되고 있다. 본 연구는 에듀테크기반 문제중심학습이 간호대학생의 핵심 역량, 특히 AI 사고력과 AI 리터러시 향상에 미치는 효과를 검증하기 위해 설계되었다. 연구 설계는 비동등성 대조군 전후 설계를 적용한 유사실험연구로, G도 C시에 소재한 간호대학생 104명을 대상으로 하였으며, 실험군 52명과 대조군 52명으로 구성되었다. 실험군은 간호연구 교과목에서 에듀테크 기반 PBL 프로그램에 참여하였고, 대조군은 전통적인 강의식 수업을 제공받았다. 측정 변수는 AI 사고력, AI 리터러시, 협동역량, 자기주도학습역량이었다. 연구 결과, 실험군은 대조군에 비해 AI 사고력과 AI 리터러시에서 통계적으로 유의한 향상을 보였다. 이러한 결과는 에듀테크 기반 PBL이 간호대학생의 AI 관련 핵심 역량을 효과적으로 증진시킬 수 있음을 시사하며, 디지털 기술과 학습자의 능동적 참여를 통합한 교수·학습 설계가 디지털 헬스케어 환경에 적합한 미래형 간호 전문인력 양성을 위한 전략적 교육 방안이 될 수 있음을 강조한다.

With the advent of the Fourth Industrial Revolution, the integration of artificial intelligence (AI) and digital technologies into healthcare settings has made digital literacy and AI competency essential skills for nurses. We designed this study to examine the effectiveness of EduTech-based Problem-Based Learning (PBL) in enhancing the core competencies of nursing students. A quasi-experimental design with a non-equivalent control group pretest-posttest structure was employed, involving 104 nursing students from C city in G province (52 in the experimental group and 52 in the control group). The experimental group participated in an EduTech-based PBL program integrated into a nursing research course, while the control group received traditional lecture-based instruction. The measured variables included AI thinking ability, AI literacy, collaboration competence, and self-directed learning ability. The results showed that the experimental group demonstrated significantly greater improvements in AI thinking ability and AI literacy compared to the control group. These findings suggest that EduTech-based PBL is effective in improving AI-related competencies among nursing students and highlight that instructional designs integrating digital technologies and active learner participation can serve as strategic approaches for cultivating future nursing professionals equipped for the digital healthcare environment.proach for fostering future nursing professionals equipped for technologically advanced healthcare environments.

Purpose: In this study an examination was done of the effects of a team-based learning program on enhancement of communication competence for undergraduate nursing students in South Korea. Methods: A quasi-experimental method with a non-equivalent control group pre- and post-test design was used. Participants were 68 undergraduate nursing students recruited from two universities. The experimental group (n=35) received a 5-week team-based learning program on enhancement of communication competence, while the control group (n=33) received traditional lectures. Data were collected using self-report structured questionnaires before and after the intervention, and were analyzed using x2 tests, Fisher’s exact tests, and t-tests. Results: Compared to the control group, the experimental group reported significant positive changes in communication efficacy (t=2.58, p=.012), communication ability (t=12.01, p<.001), and learning satisfaction (t=2.11, p=.039). Conclusion: The findings indicate that this program is an effective intervention strategy to enhance communication competence for nursing students.

In the undergraduate translation classroom, it is very important not to teach about translation or use translation as a learning method for vocabulary or structure, but to develop student’s competence in language use, also known as communicative competence. Many researchers have shown that a task-based learning approach in the classroom facilitates the acquisition of language use competence. Task-based learning has brought significant developments in foreign language teaching, and this approach will bring some insightful ideas to translation teaching. Task-based learning breaks down the traditional hierarchy of the translation class and redefines the roles of teachers and learners. In view of this, this study will examine the practicability of adopting a task-based learning approach in translation classes and present a case study of various authentic translation tasks used in an undergraduate classroom. This study will argue that a task-based translation syllabus can help improve students' communicative competence.

The team-based simulation education allows students to experience the process of evaluating and integrating new information and ideas through active interaction among team members in imitation of real-world scenario. This study investigated the effect of team-based simulation education program on ego-resilience, communication, and clinical competence among nursing students. This study was a quasi-experimental study, one-group pre-posttest design. The participants comprised 82 nursing students in their fourth year of college and a total of 20 teams of four to five members each were created. The team-based simulation education program in this study was conducted for two hours per week, for a total of 30 hours. All data were analyzed using SAS 9.2. The demographic characteristics, ego-resilience, communication, and clinical competence of participants were analysed using real numbers, percentages, and means. Ego-resilience, communication, and clinical competence according to the pre-and post-program were analysed using paired t-tests. The correlations among ego-resilience, communication, and clinical competence were measured used Pearson’s correlation coefficients. The results of this study are as follows. The ego-resilience scores significantly increased after the intervention (t=2.84, p=.0057). While communication scores increased after the intervention, no significant difference was found, (t=1.74, p=.0859). Furthermore, the clinical competence scores for all five domains showed significant increases (t=4.00, p=<.0001). A team-based simulation education program that replicates real-world clinical settings is believed to improve teamwork and enable students to acquire clinical competence and communication skills that can be applied to clinical practice. The program significantly improved ego-resilience, a psychological factor that influences practical competence, and this is significant in that this study proved that the program has a psychological effect in achieving quick and efficient psychological and physiological recovery using positive emotions in a stress situation.