액션러닝을 활용한 간호연구 수업운영의 효과

This study was a single-group pre- and post-experimental design that attempted to verify the effects of applying the action learning teaching and learning method to nursing research classes for nursing college students on communication skills, self-leadership, critical thinking tendencies, and problem-solving skills. The subjects of the study were 51 fourth-year nursing students in a four-year university located in County Y who took the nursing research course. The responses of 48 students, excluding 3 who had experience participating in the action learning class, were analyzed. The action learning teaching and learning method was conducted over 8 weeks out of 13 weeks of classes and applied to 7 learning areas including research topic selection, literature review, research design method, research subjects and sampling method, measurement and scale selection, data collection method, and data analysis method. Out of the 2-hour classes, 1.5 hours were theory classes and 0.5 hours were action learning classes. Data were collected using a self-report questionnaire at the beginning and end of the class. The collected data were analyzed using descriptive statistics and paired t-test using the SPSS/WIN 21.0 program. The results of the study showed that the scores in the areas of communication skills (t=-10.31, p< .01), self-leadership (t=-2.21, p< .05), critical thinking disposition (t=-2.03, p< .05), and problem-solving skills (t=-2.78, p< .01) significantly improved after the class. Based on the results of this study, we suggest the active use of action learning teaching and learning methods suitable for the characteristics of the nursing research subject as a practice-oriented subject that implements research based on theory.