간호학생이 인식하는 좋은 수업과 바람직한 교수행동 = Good Teaching and Desirable Teaching Behaviors Perceived by Nursing Students

다국어 초록 (Multilingual Abstract)

Purpose: This purpose of this study was to identify both good teaching and desirable teaching behaviors perceived by nursing students. Methods: A cross-sectional descriptive design was used. A convenience sample of 324 nursing students was selected and they completed self-reported questionnaires from November 1 to December 30, 2015. Results: Among 4 perspectives of good teaching (traditional, systemic, interaction, and constructionism), the traditional perspective was perceived as the highest form of good teaching, while the systemic perspective was perceived as the lowest. Meanwhile, disclosure and clarity were perceived as the highest desirable teaching behaviors. Regardless of students’ perspective of good teaching, all 4 perspectives of good teaching were positively related with clarity, enthusiasm, interaction, organization, and disclosure as desirable teaching behaviors independently. Conclusions: Nursing students perceived that the highest perspective of good teaching was the traditional perspective. Meanwhile, they perceived that clarity, enthusiasm, interaction, organization, and disclosure were desirable teaching behaviors regardless of their perspective of good teaching. Further study will be needed to perceive nursing faculty’s awareness of good teaching and desirable teaching behaviors to identify the difference of awareness between nursing students and faculty.

국문 초록 (Abstract)

본 연구에서 간호학생은 효율적 지식 전달을 강조하는 전통적 관점을 좋은 수업이라고 가장 높게 인식하였고, 개방성과 명료성을 바람직한 교수행동으로 가장 높게 인식하였다. 한편, 간호학생들의 좋은 수업에 대한 관점에 관계없이 명료성, 열정, 상호작용, 조직화, 개방성을 바람직한 교수행동으로 인식하였다. 향후 교수자를 대상으로 좋은 수업과 바람직한 교수행동에 대한 연구를 진행하여 간호학생들과의 인식을 비교함으로써 이를 수업의 질 향상과 개선에 반영하는 노력이 필요하다. 또한, 좋은 수업과 교수행동 측정도구의 경우, 원도구보다 신뢰도가 낮은 영역에 대한 재검토가 필요하다.

참고문헌 (Reference)

• 1 박성미, "학습자 중심의 교수역량에 근거한 교수행동 분석" 한국수산해양교육학회 23 (23): 374-387, 2011
• 2 이영실, "플립러닝을 적용한 수업이 간호대학생의 자기효능감, 비판적 사고능력, 의사소통능력에 미치는 효과" 한국간호교육학회 22 (22): 567-576, 2016
• 3 서경혜, "좋은 수업에 대한 관점과 개념: 교사와 학생 면담 연구" 한국교육과정학회 22 (22): 165-187, 2004
• 4 이은화, "좋은 대학수업의 특징과 그 의미: 한국 대학생의 관점에서" 한국교육사상학회 22 (22): 123-146, 2008
• 5 안지혜, "좋은 대학수업의 특성에 대한 문화기술적 사례 연구" 한국열린교육학회 22 (22): 163-191, 2014
• 6 임은정, "의학교육에서 수업의 전문성 향상을 위한 ‘좋은 수업’의 요건 탐색" 한국의학교육학회 22 (22): 101-111, 2010
• 7 이혜범, "의과대학 우수 강의자의 특성에 관한 연구" 한국의학교육학회 25 (25): 47-53, 2013
• 8 방설영, "시뮬레이션 교육에서 성찰질문과 글쓰기를 이용한 디브리핑의 효과 - 복부수술 후 환자 간호에서" 한국간호교육학회 23 (23): 463-473, 2017
• 9 정은이, "대학에서의 좋은 수업에 대한 교수자와 학습자의 인식" 한국교육방법학회 22 (22): 25-44, 2010
• 10 노영숙, "간호교육에서 팀 기반학습(Team-based Learning)의 적용에 관한 연구" 한국간호교육학회 18 (18): 239-247, 2012
• 11 강인애, "‘학습자 중심 교육’의 의미에 대한 재조명: 현직교사들의 이해와 실천을 중심으로" 학습자중심교과교육학회 9 (9): 1-34, 2009
• 12 James H. Stronge, "What is the Relationship Between Teacher Quality and Student Achievement? An Exploratory Study" Springer Science and Business Media LLC 20 (20): 165-184, 2007
• 13 Patrick, B. C, "W hat's everybody so excited about? : The effects of teacher enthusiasm on student intrinsic motivation and vitality" 68 (68): 217-236, 2000
• 14 S. A Azer, "The qualities of a good teacher: how can they be acquired and sustained?" SAGE Publications 98 (98): 67-69, 2005
• 15 Barbara Johnson-Farmer, "Teaching Excellence: What Great Teachers Teach Us" Elsevier BV 25 (25): 267-272, 2009
• 16 Khaled Fahad Alhosis, "Teaching Behavior Inventory at the College of Nursing, Qassim University, Kingdom of Saudi Arabia: A Comparative Survey" Springer Publishing Company 23 (23): E38-E49, 2015
• 17 Murray, H. G, "T eacher behaviors inventory"
• 18 Zane Robinson Wolf, "Strengths and weaknesses of faculty teaching performance reported by undergraduate and graduate nursing students: a descriptive study" Elsevier BV 20 (20): 118-128, 2004
• 19 World Health Organization, "P rocess of translation and adaptation of instruments"
• 20 Harden, R. M, "O utcome-based education the ostrich, the peacock and the beaver" 29 (29): 666-671, 2007
• 21 Waltz, C. F, "M easurement in nursing and health research" Springer Publishing Company 2010
• 22 Murray, H. G, "L ow-inference classroom teaching behaviors and student ratings of college teaching effectiveness" 75 (75): 138-149, 1983
• 23 Choi J, Y, "G ood teaching model development & case study research (for SBS Higher education quality)" Korean Educational Development Institute 2012
• 24 Faul, F, "G * Power 3 : A flexible statistical power analysis program for the social, behavioral, and biomedical sciences" 39 (39): 175-191, 2007
• 25 Joseph L. Chesebro, "Effects of Teacher Clarity and Nonverbal Immediacy on Student Learning, Receiver Apprehension, and Affect" Informa UK Limited 52 (52): 135-147, 2003
• 26 Benner, P, "E ducating nurses: A call for radical transformation" John Wiley & Sons 2010
• 27 Zemelman, S, "B est practice: Today's standards for teaching and learning in America's schools" Heinemann 2005
• 28 Jeong, J. Y, "A n analysis of the relationship between teaching behavior preference and academic adjustment with the perspectives about good instructional practice of university students" Yonsei University 2012
• 29 Cho, B, "A famous lecture: Know how & know why" Hainaim 2010