본 연구는 간호대학생의 아동간호학 성취도 평가 문항의 분석을 위하 여 고전검사이론(CTT)과 문항반응이론(IRT)을 적용하였다. 연구대상은 경 북 소재 4년제 A대학에서 아동간호학을 수강하고 있는 간호대학생 총 88 명이었다. 자료는 2024년 3월 12일부터 27일까지 2시간씩 총 6회의 수 업 내용 기반의 40문항에 대한 평가 결과가 수집되었다. 이는 CTT와 IRT의 2-모수 로지스틱 모델(2PL)을 사용하여 jMetrik 4.1.1 프로그램을 활용하여 분석하였다. 연구 결과, 첫째, CTT에 따른 분석에서 19개의 쉬 운 문항, 20개의 중간 난이도 문항, 1개의 어려운 문항으로 분류되었고, IRT에 따른 분석에서는 6개의 쉬운 문항, 34개의 중간 난이도 문항으로 나타났다. 둘째, 변별도 기준으로 CTT에서는 3개의 낮은 변별도 문항, 24개의 중간 변별도 문항, 13개의 높은 변별도 문항이 있었고, IRT에서 는 5개의 낮은 변별도 문항, 20개의 중간 변별도 문항, 15개의 높은 변 별도 문항으로 구분되었다. 셋째, CTT와 IRT를 비교한 결과, CTT에서는 쉬운 문항이 많아 전체 평가의 변별력이 낮아질 가능성이 있었으나, IRT 에서는 중간 난이도 문항이 많아 평가의 신뢰성과 타당성이 높아질 가능 성이 있었다. 본 연구는 CTT와 IRT를 활용하여 아동간호학 성취도 평가 문항의 분석결과를 제시함으로써 간호대학생의 아동간호 역량의 효과적인 평가 문항 개발을 위해 CTT와 IRT의 적용 가능성을 제안하였다.

Purpose: This study was conducted to evaluate simulation-based asthma pediatric care among nursing students. Methods: One group post design was utilized. A total of 148 nursing students were recruited as participants. The data were collected from February 22to June10, 2016. Seven hours of simulation-based asthma pediatric care was conducted. Results: The total mean knowledge score for asthma pediatric care was 3.8, and simulation-based performance score was 8.0. In simulation-based performance, the highest mean score was 2.4 for “oxygenation” category and the lowest mean score was 1.5 for “nursing recording.” There was no statistically significant difference in the level of clinical performance using simulation for the upper, middle, and lower groups according to the theoretical knowledge level. Additionally, no statistically significant correlation was found between the theoretical knowledge score and simulation-based clinical performance score. Conclusion: The findings suggest that simulation-based care involving various scenarios and integrated evaluation tools for clinical nursing performance are required to improve asthma pediatric care among nursing students.

Purpose: The purpose of this study was to examine the impact of a problem-based simulation education program on nursing student’s academic achievement, academic efficacy, and clinical performance skills. Methods: This study examined a group of nursing students using the pretest-posttest test design. Second year pediatric nursing students studying the practical subject Integrated Simulation at S University in K region were asked to complete a self-administered questionnaire before and after using a problem-based simulation education program. In addition to using SPSS/WIN 21.0 for descriptive analysis, the data was analyzed using independent t-test, repeated measures ANOVA and Pearson- correlation. Results: After completing the simulation education program, participants showed statistically higher academic achievement (t = -5.795, p < .001) and clinical performance skills (t = -3.835, p = <.001) than before. However, there was no significant difference in academic efficacy score(t=-.217, p=.829). Conclusion: The results from this study indicate that lessons with various methods and content should be developed to –evaluate both theoretical knowledge and clinical performance skills. In addition, there is a need to develop a standard evaluation.