Earticle

본 연구는 COVID-19로 인한 온라인 중심 교육에서 간호대학생의 핵심 기본 간호술 수행자신감 향상을 위한 교수법 개발을 위한 기초자료를 제공하고자 시도되었다. C시에 소재한 N대학 간호학과 146명이 연구에 참여하였다. 수집된 자료는 SPSS 23.0 통계 프로그램을 사용하여 기술통계, t-test, ANOVA 및 Duncan test를 활용한 차이 분석, 상관관계분석 및 다중회귀분석을 시행하였다. 연구 결과, 대상자의 핵심 기본 간호술 수행 자신감은 자기 주도 학습 준비(r=.368, p<.001), 학습 동기의 하위영역인 내재적 동기(r=.232, p=.005), 외재적 동기(r=.344, p<.001), 과제 가치 (r=.237, p=<.001), 학습통제신념(r=.262, p=<.001), 자기효능감(r=.443, p<.001)과 유의한 양의 상관관계가 있었다. 간호대학생의 핵심 기본 간호술 수행자신감 영향 요인으로는, 4학년(β=0.413, p<.001), 학습 동기의 하위 영역 중 외재 적 동기(β=0.307, p<.001), 자기효능감(β=0.316, p=.005)이었으며, 설명력은 35.8%였다(F=8.354, p<.001). 본 연구 결과를 토대로 핵심 기본 간호술 수행자신감 증진을 위해서 간호대학생의 외재적 동기, 자기효능감을 높일 수 있는 다양 한 교수법의 개발 및 적용이 필요하며, 이는 핵심 기본 간호술 수행자신감 향상을 위한 효율적인 온라인 중심의 간호교 육 전략 마련에 기초자료가 될 것이다.

This study aims to provide basic data for the development of teaching methods to improve the performance confidence of performing core basic nursing skills in nursing students while availing of online education owing to COVID-19. Data were collected from 146 students in the Department of Nursing at N University located in C city. The collected data was analyzed using descriptive statistics, difference, correlation analysis, and multiple regression by using SPSS 23.0 program.. The subjects' performance confidence of core basic nursing skills was dependent on self-directed learning readiness (r=.368, p<.001), intrinsic goal motivation (r=.232, p=.005), extrinsic goal motivation (r=.344, p<.001), task value (r=.237, p=<.001), control of learning beliefs (r=.262, p=<.001), and self-efficacy for learning and performance (r=.443), p<.001) with a significant positive correlation. The results indicate that the factors influencing the subjects' performance confidence of core basic nursing skills were the 4th grade (β=0.413, p<.001), extrinsic goal motivation (β=0.307, p<.001), and self-efficacy for learning and performance (β=0.316, p=.005), and the explanatory power was 35.8% (F=8.354, p<.001). The research results showed that it is necessary to develop and apply various online-centered teaching and learning methods to increase the extrinsic goal motivation and self-efficacy for learning and performance of nursing students to enhance their performance confidence of core basic nursing skills. This will serve as a basis for preparing effective online centered nursing education strategies to improve performance confidence of core basic nursing skills.

목적 본 연구에서는 마인드 맵을 활용한 학습법이 자기주도학습능력과 학습동기전략에 미치는 효과를 검증하고자 시도되었다. 방법 연구 대상은 간호대학생 3학년 118명이며, 2024년 4월 8일부터 6월 14일까지 7주간 마인드맵 학습법을 적용하였다. 중재효과를 측정하기 위해 자기주도학습능력과 학습동기전략 도구를 사용하여 사전⋅사후 검사를 실시하였으며, 수집된 자료는 SPSS 26.0 프로그램을 이용하여 대응표본 t-검증으로 분석하였다. 결과 연구 대상자는 ‘자기주도학습능력’(t=2.72, p=.008)과 ‘학습동기전략’(t=5.22, p<.001)에서 통계적으로 유의하게 증가하였으며, 자기주도학습능력의 하위 영역 중 ‘학습과정관리’(t=3.10, p=.002), ‘자아개념’(t=2.77, p=.007)에서 통계적으로 유의하게 증가하였다. 학습동기전략의 하위 영역 중 ‘인지전략’(t=3.65, p<.001), ‘메타인지전략’(t=2.99, p=.003)에서 통계적으로유의하게 증가하였다. 결론 마인드 맵을 활용한 학습법은 간호대학생의 ‘자기주도학습능력’과 ‘학습동기전략’에 효과적인 교수학습법임을 확인하였다.

Objectives This study examined the effect of the learning strategy utilizing mind maps on self-directed learning ability and learning strategies. Methods The study participants were 118 third-year nursing students, and mind map learning was applied for 7 weeks from April 8 to June 14, 2024. To measure the intervention effects, pre-and post-tests were conducted using self-directed learning ability and learning strategies tools, and the collected data were analyzed using paired t-test with SPSS 26.0 program. Results The participants showed a significant increase in ‘self-directed learning ability’(t=2.72, p=.008),and ‘learning strategies’(t=5.22, p<.001). Statistically significant improvements were found in ‘learning process man agement’(t=3.10, p=.002), ‘self-concept’(t=2.77, p=.007) among the sub-domains of self-directed learning ability. Among the sub-domains of motivated strategies for learning, there was a statistically significant improve ment in ‘cognitive strategies’(t=3.65, p<.001), and ‘metacognitive strategies’(t=2.99, p=.003). Conclusions The learning strategy utilizing mind maps had a significant effect on ‘self-directed learning ability’ and ‘learning strategies’. Therefore, it is expected that educational programs using mind maps will be expanded and operated to enhance the learning capabilities of nursing students.

According to changing the society rapidly in the 21s1 century, the self-regulated learning ability is considered as an ability of which people should carry on their lives. The purpose of this study was to investigate prospective elementary school teachers in mathematics teaching method class in terms of the following areas: (1) the degree of their abilities shown the lower level factors of motivated strategies for learning such as self-efficacy, intrinsic value, anxiety, cognitive strategy use, and self-regulation (2) relations between factors of motivated strategies for loaming and performance of prospective elementary school teachers The results show that the prospective elementary school teachers showed above the mean value of the motivated strategies for learning and there are positive relations among lower level factors of motivated strategies fur learning except anxiety, positive relation between motivated strategies for learning and achievement. In order to help the prospective elementary school teacher to improve their motivated strategies fur learning in their elementary mathematics teaching method lecture, several methods such as mathematical connections to real world problem, history of mathematics and interview with mathematicians and application of feller's ARCS model to elementary mathematics education are suggested.