문제중심학습이 간호학생의 자기결정성 학습동기, 자기주도적 학습능력, 문제해결과정에 미치는 효과

The Effects of Problem-Based Learning on Self-Determined Motivation, Self-directed Learning Abilities, Problem Solving Process in Nursing Students

목적 본 연구는 문제중심학습을 적용하고 자기결정성 학습동기, 자기주도적 학습능력, 문제해결과정의 변화를 파악하기 위한 목적으로 시도된 단일군 사전사후 유사실험연구이다. 방법 연구대상자는 U광역시에 소재한 대학 간호학과 4학년 학생 중 성인간호학 교과목을 수강하고, 본 연구에 참여할 것을 동의한 142명을 대상으로 하였다. 문제중심학습 전과 후에 자기결정성 학습동기, 자기주도적 학습능력, 문제해결과정의 설문지를 작성하여 차이를 파악하였다. 수집된 자료는 SPSS 26.0을 이용하여 빈도와 백분율, 평균과 표준편차, 문제중심학습 전후 변수 차이는 Paired t-test로, 변수 간의 관계는 Pearson's correlation analysis로 분석하였다. 결과 문제중심학습 후 자기결정성 학습동기 전체(t=-4.29, p<.001)와 하위영역 동일시 조절(t=-2.12, p=.036), 내재적 동기(t=-5.13, p<.001)에서 유의한 차이가 있었다. 자기주도적 학습능력 전체(t=-4.31, p<.001)와 하위영역 학습과정관리(t=-4.94, p<.001), 학습결과평가(t=-3.38, p=.001), 자아개념(t=-2.06, p=.041), 학습활동의 지속성(t=-2.99, p=.003), 학습자원이용관리(t=-3.41, p=.001)가 유의하게 향상되었다. 또한 문제해결과정 전체(t=-6.42, p<.001), 하위영역 문제의 명료화(t=-4.45, p<.001), 해결방안 모색(t=-4.86, p<.001), 의사결정(t=-3.72, p<.001), 해결책 수행(t=-5.04, p<.001), 평가 및 방법(t=-4.72, p<.001)에서 유의하게 향상되었다. 결론 본 연구 결과를 통해 문제중심학습을 적용한 교육방법은 간호학생의 자기결정성 학습동기, 자기주도적 학습능력, 문제해결과정 향상에 효과적인 교수학습방법임을 확인하였다.

Objectives This study is a single-group pre-post quasi-experimental study aimed at applying problem-based learning and identifying changes in self-determined learning motivation, self-directed learning ability, and problem-solving process. Methods The subjects of the study were 142 fourth-year nursing students at a university located in the U city who took adult nursing courses and agreed to participate in this study. Data were collected by self filling out questionnaires on self-determination learning motivation, self-directed learning ability, and problem-solving process before and after problem-based learning. The collected data were analyzed using SPSS 26.0 to determine frequency and percentage, mean and standard deviation, and differences in variables before and after problem-based learning using paired t-test, and the relationships between variables were analyzed using Pearson's correlation analysis. Results After problem-based learning, overall classes, the nursing students are self-determination learning motivation (t=-4.29, p<.001) and among the sub-domains of self-determination learning motivation, evaluation identified regulation (t=-2.12, p=.036), and intrinsic motivation (t=-5.13, p<.001) were significant improved. Self-directed learning ability (t=-4.31, p<.001) and among the sub-domains of Self-directed learning ability, management of learning process (t=-4.94, p<.001), evaluation of learning outcome (t=-3.38, p=.001), ego concepts (t=-2.06, p=.041), continuity of learning (t=-2.99, p=.003), and management of learning resource use (t=-3.41, p=.001) were significantly improved. In addition, problem solving process (t=-6.42, p<.001), and among the sub-domains of problem solving process, clarifying problem (t=-4.45, p<.001), seeking a solution (t=-4.86, p<.001), decision making (t=-3.72, p<.001), applying the solution (t=-5.04, p<.001), and evaluation and reflection (t=-4.72, p<.001) were signficantly improved. Conclusions This study was confirmed that classes applying problem-based learning are an effective teaching and learning method in improving nursing students' self-determined learning motivation, self-directed learning ability, and problem-solving process.