Purpose: The purpose of this study was to improve the quality of items on the Korean Nursing Licensing Examination by developing and evaluating case-based items that reflect integrated nursing knowledge.Methods: We conducted a cross-sectional observational study to develop new case-based items. The methods for developing test items included expert workshops, brainstorming, and verification of content validity. After a mock examination of undergraduate nursing students using the newly developed case-based items, we evaluated the appropriateness of the items through classical test theory and item response theory.Results: A total of 50 case-based items were developed for the mock examination, and content validity was evaluated. The question items integrated 34 discrete elements of integrated nursing knowledge. The mock examination was taken by 741 baccalaureate students in their fourth year of study at 13 universities. Their average score on the mock examination was 57.4, and the examination showed a reliability of 0.40. According to classical test theory, the average level of item difficulty of the items was 57.4% (80%–100% for 12 items; 60%–80% for 13 items; and less than 60% for 25 items). The mean discrimination index was 0.19, and was above 0.30 for 11 items and 0.20 to 0.29 for 15 items. According to item response theory, the item discrimination parameter (in the logistic model) was none for 10 items (0.00), very low for 20 items (0.01 to 0.34), low for 12 items (0.35 to 0.64), moderate for 6 items (0.65 to 1.34), high for 1 item (1.35 to 1.69), and very high for 1 item (above 1.70). The item difficulty was very easy for 24 items (below −2.0), easy for 8 items (−2.0 to −0.5), medium for 6 items (−0.5 to 0.5), hard for 3 items (0.5 to 2.0), and very hard for 9 items (2.0 or above). The goodness-of-fit test in terms of the 2-parameter item response model between the range of 2.0 to 0.5 revealed that 12 items had an ideal correct answer rate.Conclusion: We surmised that the low reliability of the mock examination was influenced by the timing of the test for the examinees and the inappropriate difficulty of the items. Our study suggested a methodology for the development of future case-based items for the Korean Nursing Licensing Examination.
The adverbs ‘tai1’, ‘tai2’ all contain the meaning of high degree in the semantic meaning but differences are still existing amang them. This paper makers a comparative analysis on the three words from views of cognitive analysis through massive modern language materials in oredr to highlight the similarities and difference among them on the noun formula constraints. The main subjectivity of this article is the cognitive reason why “太1A” cannot modify the head of a noun and why “太2A” can modify the head of a noun. In order to investigate this question, first analyze the characteristics of “太1A” and “太2A” And the partial positive structure “FA的N (adverb of degree + adjective + de + noun)” has the cognitive characteristics. The result is that the subjective “太1A” and “太2A” cannot correspond to the objectivity of “FA的N” and “FA”, while the objective “太2(2)A” can correspond to “FA”.
시뮬레이션 실습교육 전 주어지는 프리브리핑이 간호대학생의 불안, 실습만족도와 임상수행능력에 미치는 영향을 확인하여 향후 시뮬레이션 수업설계 및 프로그램 적용에 근거자료를 제공하고자 시도되었다. 연구대상은 일 간호학과에 재학 중인 4학년 학생으로 비동등성 대조군 전후설계의 유사실험연구이다. 실험군(n=49)은 구조화된 프리브리핑을 제공받았고 대조군(n=51)은 시뮬레이션 구동 전 시나리오와 관련된 간호과정, 토론 및 역할극 등을 시행하지 않았다. 연구결과, 실험군의 불안은 대조군보다 유의하게 낮았고(t=1.09, p=.070), 실습만족도는 대조군보다 유의하게 높았다(t=-3.75, p=.<001). 또한 임상수행능력은 대조군보다 유의하게 높았다(t=5.83, p=.<001). 결론적으로 시뮬레이션 교육 전 주어지는 프리브리핑은 간호대학생의 시뮬레이션 교육에 긍정적인 효과를 강화할 수 있는 효율적인 학습전략으로 활용될 수 있을 것이다.
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