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dc.contributor.author김분한-
dc.date.accessioned2018-04-01T13:38:13Z-
dc.date.available2018-04-01T13:38:13Z-
dc.date.issued2013-12-
dc.identifier.citation주관성 연구, 2013, 27, P.113-127en_US
dc.identifier.issn1229-3318-
dc.identifier.urihttps://www.kci.go.kr/kciportal/ci/sereArticleSearch/ciSereArtiView.kci?sereArticleSearchBean.artiId=ART001833124-
dc.identifier.urihttp://hdl.handle.net/20.500.11754/54595-
dc.description.abstract본 연구는 디브리핑 인식유형에 대한 주관성을 유형화하고 유형별 특성과 차이점을 분석하여 시뮬레이션 기반 의료교육에서 효과적인 디브리핑 전략개발의 기초 자료로 제공하기 위하여 시도 되었다. 연구방법은 Q 방법론을 적용하였고 수집된 자료는 QUANL PC 프로그램에 의한 인자분석법으로 처리하였다. 시뮬레이션 기반 의료교육 관련자들을 대상으로 개별적인 심층면담과 참고문헌을 통하여 통해 수집된 83개 항목들을 종합 분석하여 최종 추출된 33개 문항의 진술문을 시뮬레이션 기반 의료교육 관련 분야의 전문가와 디브리핑 실습을 경험한 34명에게 Q 분류하도록 하였다. 점수는 7점 척도로 측정하였으며, 본 연구의 총 설명력은 55%였다. Q 요인분석 결과 4개의 유형으로 분류되었으며 전체 변량의 55%를 설명하였다. 제1유형은 ‘자가도출 유도형’, 제2유형은 ‘수행 중심형’, 제3유형은 ‘상호교류 중시형’, 제4유형은 ‘객관적평가 훈련형’으로 명명하였다. 이상의 연구를 통하여 분류된 디브리핑 유형에 따른 효과적인 디브리핑 교육전략 개발을 위한 기초적 정보를 제시할 수 있을 것이다.This paper is to promote understanding the participant of debriefing on simulation based learning and to provide fundamental data for effective teaching strategies in acquiring health care knowledge and skills by identifying the participant’ perceptions of subjective understanding of debriefing in simulation based health care education by using Q-methodology. The purpose of this study is to identify the subjective types and structures of the participant’ perceptions of subjective understanding of debriefing in simulation based health care education. Q-methodology, which analyzed the subjectivity of each type and structure of health care providers’ debriefing in simulation based learning. Eighty three statements of Q-population were collected through the article and in-depth interviews. The extracted 33 Q-statements from each of 34 participants were classified into the shape of a normal distribution using a 7-point scale. The collected data were analyzed using the pc-QUANL program. The total cumulative of this study was 55%. The results revealed four discrete groups of the cognition: (1)Self-derived induction, (2)Practice centered, (3)Interaction focused, (4)Objective assessment training. It is concluded that the results of this study can be utilized as basic data in establishing effective debriefing teaching strategies.en_US
dc.language.isoko_KRen_US
dc.publisher한국주관성연구학회en_US
dc.subject디브리핑en_US
dc.subject시뮬레이션 기반 의료교육en_US
dc.subjectQ 방법론en_US
dc.subjectDebriefingen_US
dc.subjectSimulation Based Health Care Educationen_US
dc.subjectQ-methodologyen_US
dc.title시뮬레이션 기반 의료교육에서의 디브리핑에 대한 인식 유형en_US
dc.title.alternativeA Typology of the Participant’ Perceptions on Debriefing in Simulation Based Health Care Educationen_US
dc.typeArticleen_US
dc.relation.no27-
dc.relation.page113-127-
dc.relation.journal주관성 연구-
dc.contributor.googleauthor이애영-
dc.contributor.googleauthor김진경-
dc.contributor.googleauthor이은주-
dc.contributor.googleauthor김분한-
dc.contributor.googleauthorLee, Ae-Young-
dc.contributor.googleauthorKim, Jin-Kyung-
dc.contributor.googleauthorLee, Eun-Ju-
dc.contributor.googleauthorKim, Boon-Han-
dc.relation.code2012220879-
dc.sector.campusS-
dc.sector.daehakSCHOOL OF NURSING[S]-
dc.sector.departmentSCHOOL OF NURSING-
dc.identifier.pidbhkim-
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COLLEGE OF NURSING[S](간호학부) > ETC
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