임상실습을 경험한 간호대학생의 의사소통능력, 문제해결능력, 임상수행능력, 비판적사고능력과 인간중심돌봄역량의 관계 (Correlation between Communication Competence, Problem-Solving Skills, Clinical Competence, and Critical Thinking Competence on Person-Centered Care Competence of Nursing Students in who Experienced Cl)

서지정보

· 발행기관 : 사단법인 한국안전문화학회
· 수록지 정보 : 안전문화연구 / 28호 / 121 ~ 137페이지
· 저자명 : 문미영

초록

본 연구는 임상실습을 경험한 간호대학생의 의사소통능력, 비판적사고능력, 문제해결능력, 임상수행능력과 인간중심돌봄능력과의 관련성을 조사하고자 수행된 서술적조사연구이다. 연구대상은 K북도와 C남도에 소재한 2개의 4년제 대학교 간호학과에 재학 중인 학생으로 임상실습을 1학기 이상 경험한 3학년, 4학년을 편의추출하였다. 자료는 2023년 9월부터 12월까지 수집하였다. 자료분석은 SPSS 21.0프로그램을 이용하여 t-tests, one-way ANOVA, Pearson’s correlation coefficient 등으로 분석하였다. 연구결과 대상자의 일반적 특성에 따른 의사소통능력, 문제해결능력, 임상수행능력, 인간중심돌봄역량의 차이 정도를 분석한 결과 의사소통능력에서는 성별(p=.029), 나이(p=.039), 성적(p=.030), 간호학과 만족도(p<.001), 임상실습만족도(p<.001), 인성관련 교육 참여횟수(p=.012), 자원봉사시간(p=.011), 간호현장의 인간중심돌봄 필요성(p<.001), 대인관계 정도(p<.001)에서 유의한 차이가 있었다. 문제해결능력에서는 학년(p=.011), 종교(p<.001), 임상실습기간(p=.014), 임상실습만족도(p=.003), 자원봉사시간(p=.001), 임상실습경험부서(p=.041), 간호현장의 인간중심돌봄 필요성(p<.001), 대인관계 정도(p<.001)에서 유의한 차이가 있었다. 임상수행능력에서는 종교(p=.005), 임상실습만족도(p<.001), 인성관련 교육 참여횟수(p=.030), 자원봉사시간(p=.002), 임상실습경험부서(p=.005), 간호현장의 인간중심돌봄 필요성(p<.001), 대인관계 정도(p<.001)에서 유의한 차이가 있었다. 인간중심돌봄역량에서는 성별(p=.008), 종교(p=.002), 임상실습만족도(p<.001), 자원봉사시간(p=.001), 간호현장의 인간중심돌봄 필요성(p<.001), 대인관계 정도(p<.001)에서 유의한 차이가 있었다. 대상자의 의사소통능력은 5점 만점에 평균 4.04점이며, 문제해결능력은 3.87점, 임상수행능력은 4.09점이고, 비판적사고능력은 3.87점, 인간중심돌봄역량은 4.21점이었다. 인간중심돌봄역량은 의사소통능력(r=.511, p<.001), 문제해결능력(r=.601, p<.001), 임상수행능력(r=.813, p<.001), 비판적사고능력(r=.423, p<.001)과 유의한 양의 상관관계가 있는 것으로 나타났다. 간호대학생들의 자원봉사시간이 많을수록, 대인관계 정도가 매우 좋을수록, 간호현장의 인간중심돌봄 필요성이 매우 필요하다고 느낄수록 인간중심돌봄역량 정도가 높았다. 본 연구결과를 기초로 간호대학생의 인간중심돌봄역량을 높이기 위해서는 자원봉사프로그램을 많이 활용하도록 유도하는 것이 필요하며 교과목과 연계된 융합교과 외 활동을 개발하고 적극적으로 지도해야 할 것이다. 임상현장에서 학생들이 비판적사고의 추론과정을 통해 대상자를 분석하며 문제를 풀어나가는 인간중심간호모델에 입각한 효과적인 임상실습프로그램의 개발과 적용이 필요하다.

영어초록

Purpose: This study is a descriptive research study conducted to identify the relationship and influencing factors between communication competence, critical thinking competence, problem-solving ability, clinical performance competence and person-centered care competence of nursing students who have experienced clinical practice.
Method: The subjects of this study were students enrolled in the nursing departments of two four-year universities located in 2 areas, and the 3rd and 4th graders who had more than 1 semester of clinical practice were conveniently extracted. Data were collected from September to December 2023. Data analysis was analyzed using the SPSS 21.0 program by t-test, one-way ANOVA, and Pearson's correlation coefficient.
Results: As a result of the study, There were significant differences in communication competence in gender (p=.029), age (p=.039), grade (p=.030), satisfaction with nursing department (p<.001), satisfaction with clinical practice (p<.001), number of participation in personality-related education (p=.012), volunteer time (p=.011), the need for person-centered care at the nursing site (p<.001), and the degree of interpersonal relationships (p<.001). In terms of problem-solving skill, there were significant differences in grade (p=.011), religion (p<.001), clinical practice satisfaction (p=.003), volunteer time (p=.003), clinical practice experience department (p=.041), the need for person-centered care at the nursing site (p<.001), and interpersonal relations (p<.001). In terms of clinical performance competence, there were significant differences in religion (p=.005), satisfaction with clinical practice (p<.005), number of participation in personality-related education (p=.030), volunteer time (p=.002), clinical practice experience department (p=.005), the need for person-centered care at the nursing site (p<.001), and interpersonal relationship (p<.001). In terms of person-centered care competence of nursing, there were significant differences in gender (p=.008), religion (p=.002), satisfaction with clinical practice (p<.001), volunteer time (p=.002), the need for person-centered care at the nursing site (p<.001), and interpersonal relationship (p<.001). Subject's communication competence averaged 4.04 out of 5, problem-solving skill was 3.87 points, clinical performance competence was 4.09, critical thinking competence was 3.87 points, and person-centered care competence was 4.21 points. Person-centered care competence was found to have a significant positive correlation with communication competence (r=.511, p<.001), problem-solving skill (r=.601, p<.001), clinical performance competence (r=.813, p<.001), and critical thinking competence (r=.423, p<.001). The more time nursing students spent volunteering, the better their interpersonal relationships, and the more they felt the need for person-centered care at the nursing site, the higher their person-centered care competence.
Conclusion: Based on the results of this study, it is necessary to induce nursing students to use a lot of volunteer programs in order to increase their person-centered care competence, and it is necessary to develop and actively guide convergence extracurricular activities linked to subjects. In the clinical field, it is necessary to develop and apply an effective clinical practice program based on a person-centered nursing model in which students analyze subjects and solve problems through the reasoning process of critical thinking.

참고자료

· 없음