Park Mina, Shin Sujin
The Graduate School of Clinical and Public Health Convergence, Ewha Womans University, Seoul, Korea.
College of Nursing, Ewha Womans University, Seoul, Korea.
J Korean Acad Nurs. 2020 Feb;50(1):101-115. doi: 10.4040/jkan.2020.50.1.101.
The purpose of this study was to identify and assess from nursing students and nurses in the clinical field what constitute good instruction, through the review of nursing students' opinions and clinical field demands.
The study design was used Creswell's exploratory sequential design by collecting and analyzing qualitative data obtained from interviews and then analysis of quantitative data. The participations were 79 seniors in nursing schools and 85 nurses with less than three years of clinical experience. The data were collected through individual interviews and analyzed based on Elo and Kyngäs's content analysis method. The quantitative data were collected using the questionnaire developed based on qualitative results and analyzed by SPSS 23.0 program and Importance Performance Analysis (IPA).
The results showed that IPA extracted seven items with high importance but low satisfaction: "nursing fads and trends," "teacher-learner communication and reflection," "materials used in clinical settings such as monitoring results and test results," "special presentations by experienced practitioners," "instruction assures learners' comprehension," "accurate and detailed evaluation standards" and "feedback on homework and exam."
The factors comprising good instruction were verified, and the necessity for additional efforts to improve high importance and low performance factors was noted. Therefore, this study can serve as a guide for nursing education facilities and educators in developing of a thorough education system with excellent instruction designed to achieve an ideal nursing education.
本研究旨在通过回顾护理专业学生的意见和临床领域的需求，从护理专业学生和临床领域的护士中识别并评估构成良好教学的因素。
本研究采用克雷斯韦尔的探索性序列设计，先收集和分析从访谈中获得的定性数据，然后分析定量数据。参与者为79名护理专业高年级学生和85名临床经验不足三年的护士。数据通过个人访谈收集，并基于埃洛和京加斯的内容分析法进行分析。定量数据使用基于定性结果编制的问卷收集，并通过SPSS 23.0程序和重要性-绩效分析（IPA）进行分析。
结果显示，IPA提取出七个重要性高但满意度低的项目：“护理时尚与趋势”、“师生沟通与反思”、“临床环境中使用的材料，如监测结果和测试结果”、“有经验从业者的专题讲座”、“教学确保学习者理解”、“准确详细的评估标准”以及“对作业和考试的反馈”。
验证了构成良好教学的因素，并指出有必要进一步努力改进重要性高但绩效低的因素。因此，本研究可为护理教育机构和教育工作者开发全面的教育系统提供指导，该系统具有旨在实现理想护理教育的优质教学。
