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KMID : 0439019990080010124
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Korean Journal of Nursing Query
1999 Volume.8 No. 1 p.124 ~ p.138
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The Evaluation of Nursing Education using an Adult Learning Methods
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김희순/Kim, Hee Soon
오가실/이경자/Oh, Kasil/Lee, Kyung Ja
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Abstract
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The research question was whether the RN-BSN self-directed learning program utilizing study modules would lead to improvement in the critical thinking process and professional attitudes toward nursing.
The subjects were 81 students for the norm group who were tested before the RN-BSN program and another 89 students, who were at the end of that program for the comparison group. The self-directed learning ability, critical thinking ability and professionalism of the students before and after the program and comparison of the two groups were analysed in order to evaluate the educational outcome of a 2-year course.
The measurement were: Self-Directed Learning Readiness Scale(SDLRS) developed by Guiliemino(1977) to measure the self-directed learning ability, Critical Thinking Appraisal (WGCTA) by Waston & Glaser(1964) for problem solving ability, and a questionnaire with a 7-point scale developed by the California Statewide Nursing team on Professionalism.
The average age of the subjects was 29.1 years in the comparison group and 25.6 years in the norm group, and the average of clinical experience was 4.8 years in the comparison group and 3.8 in the norm group. The average score for self-directed learning ability of the norm group before the program was 213.3 points and 218.8 in the comparing group after the program. Critical thinking ability of norm group before the program was 34.5 points and 36.1 in the comparison group. Professional attitude of comparison group after the program was 99.2 points, compared to the average score of norm group before the program of 91.2. There were statistically significant differences between the two groups in self-directed ability, critical thinking ability, and professionalism.
Adult learning education in an RN-BSN program tends to increase self-directed ability,
critical thinking ability, and professional attitudes of learners. For follow-up study, there is needed to combine quantitative and qualitative data. The influence of authoritative Korean culture in higher education should also be considered.
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