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천경인 ( Cheon Kyung-In ) - Yonsei University Wonju College of Medicine Department of Nursing
허혜경 ( Hur Hea-Kung ) - Yonsei University Wonju College of Medicine Department of Nursing
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Abstract
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Purpose: The purpose of this study was to identify the moderating effect of teaching effectiveness and students’ anxiety in the relationship between simulation design characteristics and clinical reasoning competence among nursing students.
Methods: The participants were 123 nursing students who underwent simulation practice. Data were collected from September 1 to October 30, 2020 using self-report questionnaires. The collected data were analyzed using descriptive statistics, independent t-test, Pearson’s correlation coefficient, and SPSS PROCESS Macro program (to study the multiple additive moderation effect).
Results: Significant positive correlations were observed between clinical reasoning competence and simulation design characteristics (r=.57, p<.001), clinical reasoning competence and teaching effectiveness (r=.49, p<.001), while negative correlations were observed between clinical reasoning competence and students’ anxiety (r=-.33, p<.001). Teaching effectiveness and students’ anxiety had a multiple additive moderating effect on the relationship between simulation design characteristics and clinical reasoning competence among the nursing students (F=15.10, p<.001).
Conclusion: The relationship between simulation design characteristics and clinical reasoning competence differed depending on the students’ anxiety. To improve the clinical reasoning competence of nursing students in simulation practice, developing interventions and techniques to manage students’ anxiety levels are important.
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KeyWords
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간호대학생, 시뮬레이션 실습, 불안, 간호역량
Students, Nursing, Simulation training, Anxiety, Clinical competence
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원문 및 링크아웃 정보
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등재저널 정보
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