팀기반 협력학습 적용 시뮬레이션 실습의 효과

Effects of Simulation Practice Applying Team-Based Collaborative Learning: Focusing on Advanced Life support

목적 본 연구는 팀기반 협력학습 적용 시뮬레이션 실습의 효과를 전문소생술 중심으로 파악하기 위하여 수행되었다. 방법 연구 대상은 K시에 소재하는 U대학교의 간호학과 4학년 학생 57명이었다. 시뮬레이션 실습은 2일 동안 10시간 진행되었으며, 자료 수집은 2020년 8월 3일에서 8월 19일까지였다. 단일군 전·후 설계 실험연구이고, 자료 분석은 SPSS 22.0 프로그램을 이용하여 기술통계, shapiro-Wilk, paired t-tests를 하였다. 결과 팀기반 협력학습 적용 시뮬레이션 실습 전·후의 비판적사고성향(t=-2.75, p=.008), 문제해결과정(t=-2.33, p=.023)은 통계적으로 유의한 차이가 있었으나, 목표몰입(t=-0.84, p=.406)은 통계적으로 유의한 차이가 없었다. 실습 후 학습실재감은 4.12±0.53점, 학습만족도는 4.43±0.57점으로 높게 나타났다. 결론 팀기반 협력학습 적용 시뮬레이션 실습이 비판적사고성향, 문제해결과정, 학습실재감과 학습만족도 향상에 효과적이었다. 팀기반 협력학습은 함께하는 과정에 중점을 두어 팀원이 활발한 상호작용을 하면서 팀과제를 해결하는 동안 이론적 지식과 간호수기술이 통합되도록 한다. 따라서 임상현장에 필요한 통합된 간호역량을 향상시키는데 효과적인 교육방법이라 여겨지며 후속연구를 통해 그 효과를 확인할 필요가 있다.

Objectives This study examines the effects of simulation practice applying team-based collaborative learning, focusing on advanced life support. Methods The subjects were 57 4th grade nursing students in department of nursing at U university in K city. Simulation practice was carried out 10 hours for 2 days and data collection was from 3 to 19 of August 2020. It was a one group pretest-posttest design and data analysis was performed using the SPSS 22.0 program, descriptive statistics, shapiro-Wilk, paired t-tests. Results There was a statistically significant difference in critical thinking tendencies(t=-2.75, p=.008), Problem solving process(t=-2.33, p=.023) before and after the team-based collaborative learning simulation practice, but there was no statistically significant difference in goal commitment(t=-0.84, p=.406). After practice, the sense of learning reality 4.12±0.53 points, the learning satisfaction 4.43±0.57 points, which were above the middle. Conclusions Team-based collaborative learning simulation practice was effective in improving critical thinking disposition, problem solving process, learning reality and learning satisfaction. Team-based collaborative learning focuses on the process of being together, allows the theoretical knowledge and nursing skills to be integrated while team members are actively interacting and solving team tasks. Therefore, it is considered to be an effective educational method to improve the integrated nursing competence required in the clinical field, and it is necessary to confirm its effectiveness through follow-up studies.