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This study was done to develop self-directed learning modules related to asepsis and elimination including urine and stool for Fundamentals in Nursing practice education contents and to measure the effectiveness of those modules.
The subjects of this study were 96 sophomore students in the nursing college. Self-directed learning modules were developed by the researcher on the basis of the Lippincott Learning System of Kruger (1986) and Modules for Basic Nursing Care of
Ellis
(1992). Videotape was editted by using videotape made by the Lippincott Company and Film strip made by the Trainex Company with Korean dubbing.
Self-directed learning was done for one week with the asepsis module and two weeks with the elimination modules after confirming the requiered level of knowledge acquisition through pre-test.
For measuring proficiency in self-directed learning, a written test for cognitive domain, a sufficiency test for psychomotor domain, and a confidnece examination for affective domain were given. The data were analyzed using descritive statistics,
and
Person correlation coeficient using a SPSS-PC program.
@ES The results are summarized as follows:
@EN 1. Sufficiency test and confidence examination grades showed high levels in both asepsis and elimination.
2. Written test grades showed a high level in asepsis and elimination of urine but showed a medium level in eliminationin of stool.
3. Grades of sufficiency and confidence in asepsis and elimination practice were statistically significant with a moderate positive correlation (r=0.4-0.5, p<0.001).
4. Grades of sufficiency and written tests in asepsis and elimination practice also were statistically significant with a moderate positive correlation (r=0.5-0.7, p<0.001).
5. Students showed relatively high contentment with the self-directed learning modules themselves but revealed relatively low contentment with video program and the self-directed learning process.
In conclusion, this study disclosed that proficiency levels in cognitive, affective, and psychomotor domains were high when asepsis and elimination modules were applied. Also students showed high satisfaction with the modules themselves, but
didn큧
show
high contentment with the video programs. In considering low contentment with the self-directed learning process, it is estimated the students had experienced some difficulties about using self-directed learning modules because this was their
first
exposure to the self-directed learning module and they were already accustomed to the demonstration-practice method.
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