간호대학생을 위한 ARCS 동기이론 기반 임상입문실습 지원교육 어플리케이션 개발 및 효과 (Development and Effectiveness of an ARCS Motivation Theory-based Application for Introductory Clinical Practice Supporting Education for Nursing Students)

서지정보

· 발행기관 : 한국콘텐츠학회
· 수록지 정보 : 한국콘텐츠학회 논문지 / 24권 / 6호 / 492 ~ 505페이지
· 저자명 : 김연옥, 최순옥

초록

목적: 간호대학생의 임상입문실습 지원교육 어플리케이션을 개발하여 적용함으로써 그 효과를 확인하는 것이다. 방법: 개발과정은 기존 문헌고찰과 개별적 면담분석 11명을 통해 학습자 요구도에 대한 CVI 분석 후 ARCS(Attention, Relevance, Confidence, Satisfaction) 동기설계에 의한 주의력(A), 관련성(R), 자신감(C), 만족감(S) 등과 연계하여 어플리케이션에 포함될 콘텐츠를 설계하였다. 효과평가는 상태불안, 자기효능감, 임상입문실습 적응에 대한 설문조사를 실시하였다. 결과: 개발은 CVI 값이 0.8 이상인 15가지 항목이 선정되었다. 학습자분석을 통해 최종 8가지 항목이 선정되었다. 효과는 간호대학생의 상태불안, 자기효능감, 임상입문실습 적응에 미치는 효과에 대한 비동등성 대조군 유사 실험연구를 통해 검증하였다. 본 임상입문실습 지원교육 어플리케이션의 적용은 실험군에서 상태불안이 유의하게 감소되었고(t=-6.41, p<.001), 자기효능감(t=6.93, p<.001)과 임상입문실습 적응(t=7.06, p<.001)이 유의하게 향상되었다. 논의: 이에 본 연구를 통하여 개발된 임상입문실습 지원교육 어플리케이션이 간호대학생의 임상입문실습의 질적 향상을 위한 교수학습 방법으로서 활용되기를 기대한다.

영어초록

Purpose: The purpose of this study is to confirm the effect by developing and applying an application for clinical introductory practice support education for nursing students. Method: In the development process, the content to be included in the application was designed in connection with attention (A), relevance (R), confidence (C), and satisfaction (S) by ARCS (Attention, Relevance, Confidence, Satisfaction) motivation design after CVI analysis of learner needs through existing literature review and individual interview analysis with 11 people. In the effect assessment, a survey was conducted on condition anxiety, self-efficacy, and adaptation to clinical introductory practice. Result: As for development, 15 items with a CVI value of 0.8 or higher were selected. Final 8 items were selected through learner analysis. As an effect, it was verified by an experimental study similar to nonequivalence control group design on the effects of anxiety, self-efficacy, and adaptation to clinical introductory practice in nursing students. In the application of this clinical introductory practice support education, condition anxiety was significantly reduced in the experimental group (t=-6.41, p<.001), and self-efficacy (t=6.93, p<.001) and adaptation to clinical introductory practice (t=7.06, p<.001) were improved significantly. Discussion: Therefore, it is expected that the application for clinical introductory practice support education developed through this study will be utilized as a teaching method for improving the quality of clinical introductory practice for nursing students.

참고자료

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