이 연구는 의사소통 중심 교수법을 바탕으로 학습자 중심⋅주도형으로 이루어진 A 보건 대학교 간호학부 교과목 ‘고전과 인성’ 수업 운영 사례 를 1차 사전 설문조사, 수업 운영 방법, 수업 활동 분석, 2차 사후 강의 만족도 설문조사 결과 분석 후 개선점을 제시함으로써 대학 고전 교육의 방향을 모색한 데 의의가 있다. 먼저 전체 수업에 대한 만족도 조사 결 과, 조별 수업 주제 요약 및 관련 도서 읽은 후 요약, 간호 업무에 적용 하기, 소감 말하기, 발표와 토론, 나의 생각 쓰기로 구성된 수업에 전체 학습자(120명) 중 83%(매우 만족 38%, 만족 45%)가 ‘만족하는 것’으로 나타났다. 게다가 ‘고전과 인성’ 교과목 수업계획서에 명시한 학습 목표 5가지가 달성되었고, 92% 학습자가 후배 학습자들에게 이 교과목을 추 천하겠다고 하였으므로 유의미하다. 그러나 교육부는 ‘국어과 교육과정 (읽기, 쓰기, 듣기⋅말하기)을 관리⋅감독 강화 및 개편해야 한다. 왜냐하 면 ’고전과 인성‘ 수업 운영 사례 결과, 이것을 학습자들이 어려워했거나 제대로 수행하지 못하였기 때문이다.

Purpose: This study examined the effect of the blended learning method during self-practice of transfusion therapy on nursing students’ academic achievement in transfusion therapy, confidence in performing transfusion therapy, self-directed learning ability, and satisfaction with self-practice. Methods: The study design was a non-equivalent control group pretestposttest quasi-experimental design. The participants were 75 nursing students divided into two groups: 38 in the experiment group and 37 in the control group. The blended learning method, combined with face-to-face and online learning, was applied to the experimental group’s self-practice from October 12 to 30, 2020. For the control group’s self-practice, face-to-face learning without online learning was employed. Results: The experimental group showed significantly better academic achievement than the control group. There were no significant differences in confidence in performance, self-directed learning ability, and satisfaction with self-practice between the two groups. Conclusion: This study showed that the blended learning method combined with face-to-face learning and online learning in self-practice significantly affected academic achievement. Further studies are needed to identify effective online learning methods for nursing practice.

This study aimed to investigate the effects of voice recording as a speaking assignment on Korean EFL nursing students’ speaking confidence and perceptions of speaking assignment. The participants of the study were 22 nursing students who took college English course and were divided into two groups. One was an experimental group performing voice recording assignment for speaking practice during 5 weeks and the other was a control group that did not receive treatment by the researcher. Speaking confidence questionnaire and in-depth interview were used to collect the data in this study. The result of this study showed that there was some statistically significant achievement of the participants’ speaking confidence after speaking assignment of voice recording performed by them. In addition, the participants had positive reaction to the experience of the assignment. This suggests that voice recording assignment encourages students to have their speaking confidence and helps them to overcome speaking difficulties in EFL environment.

Purpose: This study sheds light on the learning experiences of simulation-based education in nursing, through a comparative analysis with clinical practice experiences. Methods: Participants were six nursing students who underwent simulation-based nursing education. In-depth focused individual interviews were conducted, and themes were extracted from the data through content analysis. Results: Two essential themes were extracted: 1) shift from being an observer to being active participants and 2) shift from unidimensional to multi-dimensional problem solving. Conclusion: These results indicate that simulation-based education was effective in enhancing learning attitude and problem-solving skills. These results can also guide nurse educators regarding the conditions under which simulation environments are more effective