서 론
연구의 필요성
용어 정의
●교수 효율성
●임상실습 적절성
연구 방법
연구 대상
연구 도구
●일반적 특성
●교수 효율성
●임상실습 적절성
자료 수집 방법
연구의 윤리적 고려
자료 분석 방법
연구 결과
대상자의 일반적 특성
일반적 특성에 따른 교수효율성과 임상실습 적절성 차이 비교
<Table 1>
The Comparisons of Teaching Effectiveness and Adequacy of Practical Training Among General Characteristics of the Subjects (N=619)
Variables | Categories |
n(%) or Mean±SD |
Teaching effectiveness | Adequacy of practical training | ||
---|---|---|---|---|---|---|
Mean±SD | F or t (p) | Mean±SD | F or t (p) | |||
Gender | Male | 47(7.6) | 198.0±26.3 | 4.85(<.001) | 131.1±17.1 | 3.15(.003) |
Female | 572(92.4) | 175.9±28.7 | 122.8±14.0 | |||
Age (yr) | 22.0±3.27 | |||||
Marital status | Single | 609(98.4) | 177.5±29.1 | 0.94(.346) | 123.4±14.4 | 0.41(.685) |
Married | 10(1.6) | 186.7±30.9 | 125.5±14.5 | |||
Religion | Protestant | 180(29.1) | 176.1±30.4 | 0.29(.883) | 123.6±15.4 | 0.79(.530) |
Catholic | 60(9.7) | 179.4±31.6 | 122.5±14.7 | |||
Buddhism | 31(5.0) | 177.2±31.3 | 122.1±14.8 | |||
None | 345(55.7) | 178.3±27.9 | 123.7±13.8 | |||
Others | 3(0.5) | 168.0±14.7 | 110.4±7.5 | |||
Nursing program | Associate degree | 414(66.9) | 177.8±28.9 | 2.52(.113) | 123.4±14.9 | 0.07(.942) |
Bachelor | 203(32.8) | 177.5±29.7 | 123.5±13.3 | |||
Clinical lecturer | Professora | 255(41.2) | 183.4±30.0 |
3.93(.002) a>b,c,d,e,f |
126.2±15.3 |
3.88(.002) a>b,c,d,e,f |
Teaching assistant for clinical practiceb | 130(21.0) | 174.7±29.3 | 121.6±12.4 | |||
Teaching assistantc | 41(6.6) | 168.8±25.5 | 119.8±12.1 | |||
Unit manager or head nursed | 14(2.3) | 175.5±26.7 | 117.3±12.1 | |||
Professor regardless major or unit managere | 149(24.1) | 175.2±26.7 | 122.3±14.6 | |||
Otherf | 15(2.4) | 172.5±28.6 | 119.5±12.0 | |||
The frequency of teaching during clinical class | 1a | 38(6.1) | 162.5±29.3 |
3.51(.008) a<b,c,d,e |
113.3±12.1 |
5.90(<.001) a<b,c,d,e |
2b | 407(65.8) | 177.0±28.7 | 123.4±14.5 | |||
3c | 65(10.5) | 183.9±30.7 | 126.3±13.7 | |||
4d | 90(14.5) | 183.1±27.3 | 125.3±13.1 | |||
Dailye | 14(2.3) | 182.1±28.1 | 126.3±13.8 | |||
Who is good for clinical class? | Professor | 204(33.0) | 178.1±32.2 | 1.24(.285) | 125.1±15.8 | 1.64(.131) |
Teaching assistant for clinical practice | 284(45.9) | 179.5±26.9 | 123.3±13.7 | |||
Teaching assistant | 34(5.5) | 176.0±26.2 | 122.9±11.2 | |||
Unit manager or head nurse | 25(4.0) | 169.2±32.4 | 124.1±14.9 | |||
Professor regardless major or unit manager | 25(4.0) | 173.3±29.9 | 122.8±13.9 | |||
Preceptor in practice unit | 38(6.1) | 166.9±23.9 | 117.4±13.5 | |||
Other | 15(2.4) | 179.5±32.6 | 120.8±12.0 | |||
The point which is good when a professor guides the clinical training? | More professionala | 463(74.8) | 181.1±28.9 |
9.05(<.001) a,d>b,c,e |
125.1±14.5 |
8.90(<.001) a,d,e>b,c |
Not enough timeb | 74(12.0) | 164.6±24.5 | 118.7±11.3 | |||
Weakness of practicec | 25(4.0) | 155.7±21.0 | 110.7±12.8 | |||
Abundance of clinical experienced | 31(5.0) | 179.7±31.9 | 121.5±10.6 | |||
Othere | 21(3.4) | 167.8±25.3 | 121.3±16.7 | |||
How does it proceed about learning theory and clinical practice? | After the end of theory lectures | 89(14.4) | 176.4±29.5 | 0.49(.698) | 122.6±13.4 | 0.95(.417) |
Do parallel progress | 48(7.8) | 181.0±31.2 | 124.8±15.2 | |||
Different according situation | 464(75.0) | 184.9±23.4 | 123.4±14.3 | |||
Other | 11(1.8) | 184.9±23.4 | 129.7±14.0 | |||
Qualification standards for clinical lecturer education | BSN† | 65(10.5) | 176.2±28.1 | 0.56(.572) | 121.9±13.3 | 0.49(.616) |
Master | 402(64.9) | 178.5±27.8 | 123.7±14.1 | |||
PhD‡ | 144(23.3) | 175.6±32.7 | 123.4±14.2 | |||
Period of clinical experiences(year) | 1 | 2(0.3) | 152.0±1.4 | 1.72(.161) | 115.5±0.7 | 0.30(.828) |
2 | 18(2.9) | 176.3±23.7 | 122.8±11.4 | |||
3 | 113(18.3) | 182.5±28.9 | 124.0±14.2 | |||
Over 4 | 480(77.5) | 176.5±29.2 | 123.3±14.3 | |||
The reasons as above | New nursing trends | 43(6.9) | 181.7±32.1 | 0.65(.626) | 125.8±13.3 | 0.81(.518) |
Professional knowledge | 10(1.6) | 173.0±27.5 | 123.0±10.7 | |||
Clinical career | 138(22.3) | 177.3±30.9 | 121.7±14.7 | |||
Plentiful knowledge and career | 414(66.9) | 177.5±28.3 | 123.7±14.4 | |||
Other | 8(1.3) | 162.3±18.8 | 124.2±19.0 |
대상자가 지각한 교수효율성과 임상실습 적절성 정도
<Table 2>
Descriptive Scores of Teaching Effectiveness and Adequacy of Practical Training (N=619)
Variables | Subcategories | Possible range | Min-Max | Total score | Item score |
---|---|---|---|---|---|
Mean±SD | |||||
Teaching effectiveness | 50-250 | 83-250 | 177.6±29.1 | 3.55±.58 | |
Adequacy of practical training | 37-185 | 79-181 | 123.4±14.4 | 3.33±.39 | |
Practical contents | 8-40 | 10-36 | 23.9±3.6 | 2.98±.45 | |
Practical attitude | 9-45 | 21-69 | 33.9±4.6 | 3.76±.51 | |
Practical instructor | 8-40 | 16-40 | 29.0±4.3 | 3.62±.53 | |
Practical environment | 7-35 | 10-65 | 20.0±4.2 | 2.85±.60 | |
Practical evaluation | 5-35 | 7-25 | 16.6±2.9 | 3.31±.57 |