Abstract

Objectives This study applied the Habruta learning method in an online class to enhance the understanding of basic major subjects, which are essential for effective nursing practice. It was carried out to confirm the effect. Methods The subjects of this study were 57 second-year nursing students enrolled in a university, and the Habruta learning method was applied for 10 weeks. This is a single-group pre- and post-primitive experimental study that investigated the self-directed learning ability, academic self-efficacy, learning immersion, and critical thinking tendency of subjects before and after the application of the Habruta learning method. IBM SPSS WIN 26.0 program was used for data analysis, and the general characteristics of subjects were analyzed by descriptive statistics, and the effects of dependent variables were analyzed by paired t-test. Results As a result of the study, Self-directed learning ability (t=3.73, p<.001) increased after the application of the Habruta learning method, and the learning plan of the sub-domain (t=2.10, p=.040), learning evaluation (t=29.72, p<.001) was significantly increased. Academic self-efficacy (t=2.39, p=.020) was sub-domain self-regulation efficacy (t=2.47, p<.017), confidence (t=2.28, p<.026). was significantly increased. In the case of learning immersion (t=3.30, p=.002), the immersion condition (t=2.70, p=.009) and immersion experience (t=3.27, p=.002) of the sub-domains were statistically significantly increased, critical As for the thinking propensity (t=2.13, p=.038), the lower-order memory systemicity (t=2.48, p=.016) was statistically significantly increased. Conclusions By applying the Habruta learning method to the nursing major basic subject in the online class, the self-directed learning ability, academic self-efficacy, learning immersion, and critical thinking tendency of nursing students were improved. In the future, it is necessary to apply the Havruta learning method to various online nursing online classes to confirm the effect.

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