간호실습교육에서의 잠재적 교육과정 탐색

A Study on Hidden Curriculum in Clinical Nursing Education

본 연구는 간호실습교육에서 공공연하게 의도하지는 않았지만 학생들이 실습교육현장에서 은연중에 경험하는 잠재적 교육과정에 대해 살펴보았다. 연구결과, 간호실습교육에 존재하는 잠재적 교육과정은 권위에 대한 복종, 수동적/소극적 사고, 자부심보다 의무감에 기초한 직무수행 이라는 부정적인 모습으로 나타나고 있으며, 이로 인해 실습교육 본래의 목적과 헌실 간에는 괴리가 발생하고 있었다. 첫째, 학생들은 실습교육자의 언어적 위협으로 인해 그들의 권위에 복종하는 것으로 나타났다 둘째, 학생들은 실습교육현장으로부터의 소외, 실습교육자의 무관심 및 인식 부족， 제한된 간호경험으로 인해 수동적/소극적 사고를 하는 것으로 나타났다. 셋째 학생들은 실습교육현장의 물리적 조건이나 실습교육자의 직업의식을 통해 간호사라는 직업에 대한 자부심보다는 의무감을 갖는 것으로 나타났다. 이처럼 실습교육헌장에서 학생들은 잠재적 교육과정의 영항을 많이 받고 있었다. 본 연구에서 밝혀진 간호실습교육의 잠재적 교육과정은 바람직한 실습교육을 운영하는데 도움이 될 것으로 기대된다.

This study examined the character of hidden curriculum existing in clinical nursing education and analyzed the implications of hidden curriculum on clinical practice. Data was collected from sixty-three nursing students. They were asked to complete an open-ended questionnaire and some of respondents were selected for an in-depth interview. The hidden curriculum of clinical nursing education was conceptualized into three categories: (1) obedience to authority, (2) passive attitude, (3) obligation rather than pride as a nurse. The results of the study are as follows. First, most of the nursing students have been taught that they should obey whatever nurses say. Students are forced to submit to the authority through verbal threats of nurses. Second. most of the nursing students have learned a passive attitude due to alienation from the hospital. lack of nurses' interest and understanding in students and education, and limited experiences of nursing students on nursing practice. In other words, when students do not feel a sense of belonging and are not provided opportunities for a variety of nursing experience, they will passively participate in clinical practice. Third, physical conditions for clinical education and nurses' professionalism have an effect on nursing students' pride for their profession. The findings suggest that the hidden curriculum has a strong cultural component. The change of organizational culture and student empowerment could be fostered to counteract the negative effects of the hidden curriculum. The values that have been identified as hidden curriculum in this study will help to improve clinical practice and form the basis for a new and more progressive approach to clinical nursing education.