Journal of Korean Academy of Nursing Administration (간호행정학회지)

Korean Academy of Nursing Administration (한국간호행정학회)
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Effects of Collaborative Learning on Problem-solving Processes according to the Level of Metacognition in Clinical Practice of Nursing Management

간호관리학 임상실습에서 협력학습이 메타인지 수준에 따라 문제해결과정에 미치는 영향

  • Jang, Keum-Seong (Chonnam National University, Chonnam Research Institute of Nursing Science) ;
  • Ryu, Se-Ang (Department of Nursing, Dongsin University) ;
  • Kim, Yun-Min (Department of Nursing, Chunnam Techno College, College of Nursing, Chonnam National University) ;
  • Chung, Kyung-Hee (Department of Nursing, Nambu University) ;
  • Kim, Nam-Young (Department of Nursing, Nambu University)
  • 장금성 (전남대학교 간호대학, 전남대학교 간호과학연구소) ;
  • 류세앙 (동신대학교 간호학과) ;
  • 김윤민 (전남과학대학 간호과, 전남대학교 간호대학) ;
  • 정경희 (남부대학교 간호학과) ;
  • 김남영 (남부대학교 간호학과)
  • Published : 2007.06.30
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Abstract

Purpose: The aim of this study was to find the effect of collaborative learning on problem-solving processes according to the level of metacognition, after adopting collaborative learning to clinical practice of nursing management. Method: Senior college students participated in this study. 90 students who was involveled in high level metacognitive group and another 88 students in low level metacognitive group. The data was collected from 2003 to 2005. The process of collaborative learning was categorised in 4 steps. The data were analyzed using t-test, ANCOVA, paired t-test. Results: 'There will be a distinction between the low and high metacognition groups after application of collaborative learning' was rejected. 'In the high level metacognitive group, the problem-solving ability will also increase after application of collaborative learning than before application' was supported. 'In the low level metacognitive group, the problem-solving ability will increase after application of collaborative learning than before application' was supported. Conclusion: The results showed that with collaborative learning, the problem-solving ability of learners with different levels of metacognition is improved.

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