잠시만 기다려 주세요. 로딩중입니다.

看護 敎育課程 編成 類型과 看護學生들의 情意的 發達에 關한 硏究

A Study on Organizational Patterns of Nursing Curriculum and Affective Development of Students

공중보건잡지 1976년 13권 1호 p.1 ~ 28
이정지,
소속 상세정보
이정지 (  ) - 서울대학교 보건대학원

Abstract


The objectives of this study is examine the differences in the organization of current basic ccurricula in three year schools of nursing (2 schools) and one collegiate school of nursing in Korea and to identify the affective development of Nursing students with regard to the nursing Profession.
The fundamental purpose of study is to provide basic data for improving the total format of the nursing curriculum in order to prepare nurses for their role in meeting the expanding health needs of society and at the same time indicating directions for future research in nursing curricula.
Three schools were chosen as being suitable for the purpose of this study and from these schools, all students registered for the 1975 Fall semester(with the exception of Freshmen students of the collegiate program who are doing only liberal arts courses) were selected as the subjects of this study. The total population of this study numbered 539 from among whom 489 responded, representing a response rare of 92.2%.
The time period of this study was between August 20th and September 13th, 1975 and through the person in charge of school it was possible for the researcher to meet each respondent.
A preliminary survey was done in order to perfect the survey instrument development as most suitable. The gathering of data was carried out in two stages:
1) by analyzing the catalogs and curriculum designs of each school using a "survey chart constructed according to the "Criteria of Curriculum Analysis" developed by the University of North Carolina and an interview was carried out with the person in charge of each school.
2) The Affective Domain derived from B.S. Blooms "Taxonomy of Educational Objectives" was used as a basis to measure the students subjective attitudes belief regarding what the nursing profession means to them and who they view it. A questionnaire was developod using 50 times divided into 5 attitude variables (Receiving 8, Responding 16, Valuing 10, Organization 10, Charscterization 6) and 6 items to elicit the general characteristics of the responding students.
To assure maximum effectiveness of the instrument, the concensual vality utilizing the opinion of experts was obtained.
In addition a pre-test using the Affective Domain Test was done with 30 students and the items were analyzed.
According to the results of the Test-re test, the reliability of the tool was calculated. Total reliability was .89, Reseiving .87, Responding .92, Valuing .87, Organization .94, and the Characterization variable was .85. The CDC 734´ 1 Computer Terminal was used for data management and the SPSS was used.
The statistical method used was to first calculate the data from each item of the questionnaire and, according to the difference between percentage and frequency distributions, the statistical significance was calculated by the .05 Alpha level of the Chi-square method. In addition, the values obtained from Attitude Scales (Likert´s 5 point Scale), mean scores were calculated.
The significant difference from the F-test of the One-Way Analysis of Variance were again tested for the significance using Duncan´s Multiple Range Test at .05 level.
In order to lead the study to a specific direction in the areas of concern as mentioned above, the following hypothesis was established and tested.
Hypothesis: That the affective development of nursing students having learning experience focused on Community Health Nursing would be more positive with regard to Community Health Nursing than those students having a learning experience focused on clinical nursing.
A statistical anylysis of the data was done and the hypothesis was partialy accepted on the basis of results obtained. A summary of the most important results are as follows:
1. Organizational patterns of the three basic nursing curricula in professional orientation revealed to be; Pattern Ⅰ-Wellness-oriented, Community Centered, Pattern Ⅱ-Ilness-oriented Hospital-centered, Pattern Ⅲ-intergrated Wellness and Ilness-Oriented.
2. In the analysis of variance and Duncan´s test Community Centered Group(Pattern Ⅰ);
1) In the receiving and organization variables singificant differences were seen showing that curriculum organization patterns do influence student attitudes toward community health.
2) In the responding, valuing and charecterization variables no significant differences were observed since we do not yet know to what degree actual behavior is effected, additional research is recommanded is this area.
3. In frequency & Percentage distribution most of the students from all three patterns has positive responses to Wellness-oriented, Community-centered concept of nursing in receiving responding and valuing variables while negative response were revealed in organization and characterization variables.
4. The affective development of students in frequency and percentage distribution of all 5 subgroups revealed Pattern Ⅰ to be the highest, most Pattern Ⅲ and Pattern Ⅱ the lowest in positive response.
5. In Patterns Ⅱ & Ⅲ, nosignificant changes were revealed according to educational process (difference between classes); Senior students tended to show higher value score in receiving, responding and valuing while lower in organization and characterization variables.
The affective development of students obviously is effected by the pattern of the curriculum.
A strong interest in Community health and the expanded concept of the role of the nurse in society was observed in students in all 3 programs regardless of curriculum orientation. Therefore it is recommended that future curriculum changes move toward the "Wellness-Community oriented pattern." As demonstrated in the above study of social health needs and students attitudes.

키워드

원문 및 링크아웃 정보

등재저널 정보