블렌디드 러닝을 경험한 간호대학생의 학업스트레스, 자기주도적 학습능력 및 학습만족도 (Academic Stress, Self-directed Learning Ability, Learning Satisfaction of Nursing Students Exposed to Blended Learning)

서지정보

· 발행기관 : 대한통합의학회
· 수록지 정보 : 대한통합의학회지 / 10권 / 2호 / 145 ~ 153페이지
· 저자명 : 박의정, 정경순

초록

Purpose : This study aimed to investigate the effects of blended learning on learning satisfaction in nursing students.
Methods : This study was conducted with 160 current nursing students in the department of nursing at K university located in city B. All students included in the study understood the purpose of the study and provided informed consent to participate. Data were collected between May 3 and July 9, 2021 and analyzed using SPSS/WIN 22.0. The frequency, percentage, mean, and standard deviation were created, and t-test, ANOVA, and Scheffé test for post hoc analysis were performed. Correlations were analyzed using Pearson’s correlation coefficient. The factors influencing learning satisfaction were analyzed using multiple regression.
Results : Significant differences were observed for academic stress according to the online classes environmental satisfaction (F=4.10, p=.001), online classes experience (t=4.11, p=.001) and self-directed learning ability according to the grade (F=4.10, p=.001), online classes environmental satisfaction (t=4.11, p=.001). The academic stress of nursing students who experienced blended learning was significantly negatively correlated with self-directed learning ability (r=−.480, p<.001), and learning satisfaction (r=−.236, p<.001). self-directed learning ability showed a significant positive correlation with learning satisfaction (r=.524, p<.001). The regression model for the factors affecting the learning satisfaction of the subjects was statistically significant (F= 3.027, p<.001 ). The major influential factors of learning satisfaction were grade (β=.154, p=.013 ), satisfaction with school life (β=.168, p=.032), and satisfaction with non-contact learning environment (β=−.141, p=.028). The explanatory power was 28 %.
Conclusion : These results indicate that it is necessary to reduce academic stress and increase self-directed learning ability to enhance learning satisfaction in nursing students through blended learning. In addition, the development and operation of a tailored intervention program is required to help improve learning satisfaction.

영어초록

Purpose : This study aimed to investigate the effects of blended learning on learning satisfaction in nursing students.
Methods : This study was conducted with 160 current nursing students in the department of nursing at K university located in city B. All students included in the study understood the purpose of the study and provided informed consent to participate. Data were collected between May 3 and July 9, 2021 and analyzed using SPSS/WIN 22.0. The frequency, percentage, mean, and standard deviation were created, and t-test, ANOVA, and Scheffé test for post hoc analysis were performed. Correlations were analyzed using Pearson’s correlation coefficient. The factors influencing learning satisfaction were analyzed using multiple regression.
Results : Significant differences were observed for academic stress according to the online classes environmental satisfaction (F=4.10, p=.001), online classes experience (t=4.11, p=.001) and self-directed learning ability according to the grade (F=4.10, p=.001), online classes environmental satisfaction (t=4.11, p=.001). The academic stress of nursing students who experienced blended learning was significantly negatively correlated with self-directed learning ability (r=−.480, p<.001), and learning satisfaction (r=−.236, p<.001). self-directed learning ability showed a significant positive correlation with learning satisfaction (r=.524, p<.001). The regression model for the factors affecting the learning satisfaction of the subjects was statistically significant (F= 3.027, p<.001 ). The major influential factors of learning satisfaction were grade (β=.154, p=.013 ), satisfaction with school life (β=.168, p=.032), and satisfaction with non-contact learning environment (β=−.141, p=.028). The explanatory power was 28 %.
Conclusion : These results indicate that it is necessary to reduce academic stress and increase self-directed learning ability to enhance learning satisfaction in nursing students through blended learning. In addition, the development and operation of a tailored intervention program is required to help improve learning satisfaction.

참고자료

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