Earticle

본 연구는 평생학습도시내의 평생교육관련기관에서 제공하는 평생교육프로그램에 참여하는 주민인 수혜자 측면에서 서비스 질을 측정하고자 한다. 교육프로그램의 서비스 질을 측정하 기 위해 Edu-Qual(Educational program service Quality)기법을 개발하여 적용하고자 하며, 분석의 방법으로 물리환경, 교육목표, 지원환경, 인간관계, 강사 자질, 비용 요인 등 6개 차원과 21개의 측정지표로 나누어졌다. 이를 수혜자 측면에서 교육프로그램 서비스에 대한 기대수준과 실제 만족수준의 차이를 측정하고, 이들이 통계적으로 의미 있는지 검증하기 위해 대응표본 t-test를 실시하였다. 사례로 선정된 12개의 평생학습도시를 대도시형, 도농복합형, 농촌형 등 3개의 유형으로 나누어 살펴보았다. 연구의 결과, 비용요인, 물리환경, 교육목표, 인간관계, 강사 자질, 지원 환경 등은 모두 만족수준이 기대수준보다 높은 것으로 나타났다. 유형별로 보면 농촌형이 전반적으로 프로그램 이용 후 만족도가 세 그룹 중에서 가장 높은 것으로 나타났고, 그 중에서도 교육목표, 인간관계에서는 만족수준과 기대수준의 차이가 가장 큰 것으로 나타났다. 나머지 비용요인, 물리환경, 강사 자질, 지원환경 등에서는 도농복합형이 가장 높은 것으로 나타났다.

The purpose of this study is to measure educational program service quality from the perspective of learners in lifelong learning cities in Korea, using the Edu-Qual(Educational program service Quality) indicators as a research method. The Edu-Qual was measured in respect to the gap between the perception level and expectation level of learners participating in educational programs. The case study involved a selection of 12 lifelong learning cities, divided into three types: metropolitan area type, urban area type, and rural area. The result of the study shows that the perception level is higher than expectation level in most divisions. The six divisions which influences the service quality were education instructor, education environment, support environment, human relations, costs, and education objectives. The rural type of learning cities was shown to be especially higher in perception level than the metropolitan type of learning cities in respect to human relations and education objectives.

이번 연구에서는 재난관리 교육프로그램 개선을 위해 민방위재난안전교육연구원의 교육과정에 중점을 둔 전문가들을 대 상으로 AHP분석을 실시하여 교육과정 개혁의 우선순위를 분석하였다. 재난관리 교육 프로그램 개선을 위한 현장지향적 재난 대응역량 제고를 위한 교육 프로그램 부문 강화가 필요하다. 특히 재난현장에 참여하는 다양한 정부기관과 중앙정부 및 지방자 치단체 관계자들의 현장 이해도 제고를 위한 교육이 이뤄져야 한다.

Purpose: The study was aimed to examine the effects of endocrine disrupting chemicals exposure reduction education program on the knowledge of endocrine disruptors and behavior, experience of dysmenorrhea in nursing students. Methods: The study design was nonequivalent control group pretest-posttest experimental design with repeated measurement. Participants included 26 female sophomore nursing students divided into an experimental group and a control group of 13 persons, respectively. The experimental group received an education program using a flipped learning aimed at reducing exposure to endocrine disrupting chemicals, provided twice a week for 85-minute-session each, totaling 4 sessions (340 minutes). The control group was required to remotely watch videos twice a week for 25-minute-session each, totaling 4 sessions (100 minutes). Results: The findings showed that the knowledge of endocrine disrupting chemicals in the experimental group improved before the education, after the education, and 2 weeks after the education, with significant differences between time points (F=2.17, p=.003). The endocrine disrupting chemicals reduction behaviors in the experimental group also improved before the education, after the education, and 2 weeks after the education, with significant differences between time points (F=4.28, p<.001). Experience of dysmenorrhea showed a decreasing trend before the education, after the education, and 2 weeks after the education, but there were no significant differences between time points (F=0.58, p=.452). Conclusion: As exposure to endocrine disrupting chemicals due to environmental pollution increases, it is necessary to implement education programs aimed at reducing exposure to these substances among nursing students through college-level curriculum, particularly to protect the reproductive health of female college students and enhance their wellness.

본 연구의 목적은 간호대학생을 대상으로 도덕적민감성과 간호전문직관이 표준주의 수행도에 미치는 영향을 파악 하고자 시도되었다. D시에 소재한 일개 대학의 4학년 간호대학생 170명을 대상으로 자료는 2021년 11월 15일부터 11월 30일까지 설문지를 통해 수집하였다. 자료 분석은 서술적 통계, t-test, One-way ANOVA, Pearson’s correlation coefficient, Hierarchical Multiple Regression Analysis을 이용하여 분석하였다. 본 연구 결과, 간호대학생의 도덕적 민감성은 7점만점에 평균 4.69±0.68점, 간호전문직관 평균은 5점 만점에 3.93±0.61점, 표준주의 수행도의 평균은 5점 만점에 4.55±0.61점이 나왔다. 도덕적민감성은 간호전문직관(r=.384, p<.001), 표준주의 수행도(r=.336,p<.001)와 유의 한 양의 상관관계가 나타났으며, 간호전문직관은 표준주의 수행도(r=.518, p<.001)와 유의한 양의 상관관계가 나타났다. 또한, 간호대학생의 간호전문직관이 높을수록 표준주의 수행도가 높아지는 것으로 나타났다(β=.399. p<.001). 표준주의 수행도에 대한 변인의 설명력은 35.7%이었다. 본 연구의 결과를 기초로, 간호대학생의 올바른 간호전문직관을 정립시켜 감염관리를 위한 표준주의 수행도를 높일 수 있는 교육프로그램 개발 및 적용을 제안한다.

The purposes of this study is attempted to determine the effects of Moral sensitivity and nursing Professionalism on Standard Precautions among nursing students. Data collection is executed from November 15th to 30th of 2021, from 170 4th grade nursing students at one school city D. And the data answered to the questionnaire were analyzed by descriptive analysis, t-test, One-way ANOVA, Pearson’s correlation coefficient, and Hierarchical Multiple Regression Analysis. As a result of the study, Moral sensitivity of nursing students was 4.96 ±0.68 out of 7 points, the average of Nursing Professionalism was 3.93 ±0.61 out of 5 points and the average of Standard precautions was 4.55 ±0.61 out of 5 points. There was a correlation between moral sensitivity and standard precautions(r=.336, p<.001), between moral sensitivity and nursing professionalism(r=.384, p<.001) and there was a correlation between nursing professionalism and standard precautions(r=.518, p<.001). In additon, It was confirmed that the higher the nursing professionalism of nursing students, the higher the standard precautions(β=.399. p<.001). The explainatoy power of the variables Standard Precautions was 35.7%. Based on the results of this study, it is suggest that develop education program increasing the Standard Precautions by enhancing Nursing Professionalism for infection management educational program among the students.

이번 연구에서는 재난관리 교육프로그램 개선을 위해 민방위재난안전교육연구원의 교육과정에 중점을 둔 전문가들을 대 상으로 AHP분석을 실시하여 교육과정 개혁의 우선순위를 분석하였다. 재난관리 교육 프로그램 개선을 위한 현장지향적 재난 대응역량 제고를 위한 교육 프로그램 부문 강화가 필요하다. 특히 재난현장에 참여하는 다양한 정부기관과 중앙정부 및 지방자 치단체 관계자들의 현장 이해도 제고를 위한 교육이 이뤄져야 한다.

이 연구의 목적은 신설될 예정인 발명체험교육관의 심화 체험 발명교육 프로그램을 개발하고 그 활용 방안을 모색하여 제안하는 것이다. 발명체험교육관의 교육 프로그램 개발을 위하여 먼저 발명교육 관련 문헌연구 및 사례조사와 더 불어 공감 인터뷰 및 개방형 설문조사를 통해 잠정 주제를 도출하였다. 그리고 교육요구도 설문조 사를 거쳐 최종적으로 ‘살아 있는 신라의 미소’ 등 학생체험용 교육 프로그램 주제 15개와 ‘인벤톤: 1인 1특허 출원하기’ 등 교사연수용 교육 프로그램 주제 11개로 총 26개 주제를 선정하였다. 이후 전문가 협의회를 거쳐 교육 프로그램 개발을 위한 모형과 프로그램 내용 체제를 개발하였으며 질적 현장실험연구를 실시하여 보완하고 수정함으로써 완성하였다. 이 연구의 결과는 다음과 같다. 첫째, 학생체험용 교육 프로그램은 생각으로 열기(공감 스토리), 주제 돋보기(STEAM), 발명 속으로(문제 해결), IP LEADER(지식 재산), 체험 플러스(심화 발 전), 생각 다지기(생각 되돌아보기)의 체제로 구성되어 있다. 학생체험용 교육 프로그램은 발명교 육 수요자인 학생들이 요구하는 아이디어 발상, 첨단 기기 활용, 발명품의 원리 분석 등의 내용을 포함하고, 성취감을 느낄 수 있는 체험활동으로 구성하였다. 둘째, 교사연수용 교육 프로그램은 주제로의 초대(공감스토리), 학습의 마중물(정보의 창), 발명 문제해결(실험과 연구), 지식재산 플러스(지식재산 이야기), 교실 속으로(발명교사 역량 UP), 주 제 마무리(생각 되돌아보기)의 체제로 구성하였다. 특히 지식재산 부분을 통해 발명교육 수요자인 교사들이 요구하는 지식재산권 관련 학습 요구를 충족시켰으며, 교실 속으로(성찰) 부분에서는 실 제 학교 현장에서 학생 지도에 도움을 줄 수 있는 현장 중심적인 활동을 강조하였다. 셋째, 각 프로그램은 모듈화하고 하나의 프로그램 내에서도 학생의 수준, 흥미와 관심에 따라 필요한 내용 요소만을 선택하여 체험할 수 있도록 설계하였으며 그 활용 방안을 일반 학교급별(학 생 수준)과 체험 기간에 따른 활용 방안으로 나누어 구체적으로 제시하였다.

The purpose of this study is to develop an in-depth experience invention education program to be used in the newly established invention experience education center, and to seek and propose a strategy to use the program. A total of 26 topics were developed. There were 11 educational programs for teacher training, 15 educational program topics for student experience. After that, we ded and developed the model and system of the education programs through a council of experts, and completed it by conducting qualitative field experiment studies to supplement and modify them. The results of this study are as follows. first, The student experience education program consists of a system of ‘Open to thought(empathy story)’, ‘Theme magnifying glass(STEAM)’, ‘Into the invention (problem solving)’, ‘IP LEADER (knowledge property)’, ‘Experience plus(deepening development)’, and ‘Consolidating thoughts(thinking back)’. Each program is modular and designed to be experienced within a single program by selecting the necessary content elements based on the student's level, attentions and interests, and specifically presented the methods of use. Second, The teacher program consisted of a system of ‘Invitation to topics (empathy story)', ‘The meeting of learning(window of information)', ‘Invention problem solving(experiment and research)', ‘Intellectual property plus(intellectual property story)’, ‘Into the classroom (inventive teacher competency UP)' and ‘Topic finishing (thinking back)’. In particular, through the ‘Intellectual property’ section, we met the learning needs of teachers who were demanding invention education, and ‘Into the classroom(observation)’ part, we emphasized field-oriented activities that can help guide students in the actual school field.

This paper discusses the aims and objectives of Christian education. The aims of Christian education is to bring people to a saving faith in Jesus Christ, to train them in a life of discipleship, and to equip them for Christian service in the world today. It is to develop in believers a biblical world-view that will assist them in making significant decisions from a Christian perspective. It is helping believers to ‘thinking Christianly’ about all areas of life so that they can impact society with the message of gospel. In essence, it is development of a Christian world-view. Worship, evangelism, discipleship, fellowship, and service are all drawn from the Scriptures and are included in any purpose and value statement for Christian education. Effective Christian education can be measured upon the accomplishment of these important functions. An objective needs to meet theological standards, and these have to have enough relevance to provide guidance. It needs to be within the teaching possibilities of those responsible for the educational program. It must allow room for the work of God, of the teacher, and of the pupil, with a rationale for each. Aims, objectives, and values of Christian education are derived from a theological foundation that is biblically based.

이 연구의 목적은 정원에 대한 철학적 고찰을 통해 정원이 가진 고유한 교육적 의미를 탐색하 고, 이를 바탕으로 교육현장에서 실현할 수 있는 프로그램을 개발하는 데 있다. 이를 위해 정원의 개념과 교육적 의미를 살펴보고, 정원을 교육적으로 활용한 연구와 사례를 분석하였으며, 분석한 결과를 토대로 초등학교 정원교육 프로그램을 개발하였다. 연구의 결과는 다음과 같다. 첫째, 정원의 개념과 교육적 의미를 살펴보기 위해 정원의 사전적, 학술적, 어원적 의미 등 다양 한 관점에서 정원의 개념을 확대하여 살펴보았으며, 교육공간으로서 정원이 활용되어온 역사를 개 관하여 정원의 고유한 교육적 의미를 밝히고자 하였다. 그 결과, 정원은 학습자가 일상의 삶을 심 미적으로 인식하고, 자연과의 생태주의적인 관계를 형성하도록 도우며, 정원을 조성하는 행위는 자 신을 투영한 또 다른 자연을 창조해냄으로써 스스로를 인식하고 표현하는 자기대상화를 가능케 한 다는 의미를 지니고 있었다. 교육 철학적인 관점으로 정원을 재조명해봄으로써, 정원은 효율적인 교육 요소의 하나이자 동시에 근본적인 교육의 의미를 담아내는 장이라는 것을 알 수 있었다. 둘째, 정원의 교육적 의미를 담은 프로그램을 개발하기 위해 정원을 교육적으로 활용한 연구와 사례를 수집하여 분석하였다. 그 결과로, 정원교육의 목표, 내용, 방법, 환경 조성의 4가지 항목에 대한 실제적인 시사점을 도출하여 프로그램의 개발에 활용하였다. 최종적으로 이 연구의 결과에 해당하는 초등학교 정원교육 프로그램을 개발하였다. 개발된 프로 그램의 내용은 교육과정의 수평적, 수직적 연계를 고려하여 구성되어 교육현장에서의 정착을 돕고 자 하였다. 또한, 학습자가 삶 속에서 프로그램을 지속해서 순환 및 실천할 수 있도록 설계하여 정 원을 하나의 문화로 향유하는 데에 초점을 맞추어 개발하였다.

The purpose of this study is to explore the unique educational meaning of the garden through a philosophical study of the garden, and to develop a program that can be realized in the educational field based on this. To this end, the concept and educational meaning of the garden were examined, and studies and cases using the garden as an education were analyzed, and the garden education program for elementary schools was developed based on the analyzed results. The results of the study are as follows. First, in order to examine the concept and educational meaning of the garden, the concept of the garden was expanded and examined from various perspectives such as the dictionary's dictionary, academic, and etymological meanings. As a result, the garden helps learners to perceive everyday life aesthetically and form an ecological relationship with nature, and the act of creating a garden recognizes and expresses itself by creating another nature that projects itself. It was meant to enable self-objectification. By re-lighting the garden from an educational philosophical point of view, it was found that the garden is one of the elements of efficient education and at the same time a place that contains the meaning of fundamental education. Second, in order to develop a program that contains the educational meaning of the garden, research and cases in which the garden was used educationally were collected and analyzed. As a result, practical implications for the four items of goal, content, method, and environment creation of garden education were drawn and used in the development of the program. Finally, the elementary school garden education program corresponding to the results of this study was developed. The contents of the developed program were constructed in consideration of the horizontal and vertical linkage of the curriculum to help settle in the educational field. In addition, it was developed to focus on enjoying the garden as a culture by designing for learners to continuously cycle and practice the program in their lives.

Purpose Controlling blood pressure minimizes the risk of cardiovascular events among patients with hypertension. Despite regular follow-ups, the hypertension management for patients aged ≥45 years is limited as evidenced from a decreased control rate. This pilot study aimed to test a theory-guided educational program for community-dwelling patients with hypertension. Methods Sixty-nine patients with hypertension aged ≥45 years and having high blood pressure (>130/80 mmHg) were recruited in this two-arm pilot randomized controlled trial. Participants in the intervention group underwent a program guided by the Health Promotion Model, whereas those in the control group received usual care. Data were collected at baseline, week 8, and week 12 and used to assess the blood pressure, pulse pressure, self-efficacy, and adherence to hypertension management. Data were analyzed using a generalized estimating equation based on the intention-to-treat principle. Process evaluation was conducted to assess the feasibility and acceptability of the educational program. Results The results obtained using the generalized estimating equation revealed that the educational program led to reduction in the systolic blood pressure (β = ?7.12, p = .086) and pulse pressure (β = ?8.20, p = .007) and to improve self-efficacy (β = 2.61, p = .269) at week 12. The program had a small-to-moderate effect on the reduction of systolic blood pressure (effect size = ?0.45) and pulse pressure (effect size = ?0.66) and self-efficacy (effect size = 0.23). The participants were highly satisfied with the educational program. Conclusions The educational program was found to be feasible and acceptable and may be incorporated into current hypertension management practices at the community level. Trial registration ClinicalTrials.gov with identifier: NCT04565548.

Purpose: This study aimed to develop and evaluate the effectiveness of an educational program on developmental positioning (EPDP) for nurses in neonatal intensive care units (NICUs). Methods: The study utilized a non-equivalent control group pretestposttest design. Sixty NICU nurses were recruited from two university hospitals in Daejeon, South Korea. The EPDP consisted of a 7-week program: 3 weeks of education and practice, followed by 4 weeks of encouragement messages using social networking services. Developmental positioning (DP) posters and DP aids were also provided during the intervention period. The intervention group (n=30) received the EPDP, but not the control group. The data were analyzed using the x2 test, the Fisher exact test, the independent t-test, and repeated-measures analysis of variance. Results: Participants' knowledge (t=7.49, p<.001), attitudes (t=1.99, p=.001), self-efficacy (t=2.99, p=.004), performance of DP (t=2.98, p=.004) and Infant Positioning Assessment Tool (IPAT) scores (F=29.50, p<.001) were significantly higher in the intervention group than in the control group. Conclusion: The EPDP can be an effective and useful program for improving the performance of DP among NICU nurses by increasing their knowledge, attitudes, and self-efficacy of DP. However, further research involving various NICU settings is needed to gather more empirical evidence.

Objective : The aim of this article is to identify the effectiveness of the CarFit program through a literature review of the program and to explore the role of occupational therapy (OT) practitioners in the CarFit program. Methods : Between November 2020 and January 2021, the author searched for literature in the following databases: PubMed, APAPsychoinfo, American Journal of Occupational Therapy (AJOT), and Google Scholar. Combinations of the following search terms were used: CarFit, older drivers, older adults, and driving (e.g., “CarFit AND older drivers”). The effectiveness of the CarFit program and the role of OT practitioners in the program were investigated. Results : The CarFit program was effective in supporting the driving safety of older individuals in the community by identifying and addressing areas of concern in their driving. More than 80% of the participants agreed that CarFit was somewhat or very useful. At least 60% of participants followed more than one vehicle adjustment recommendation followed by the CarFit program. OT practitioners played a contributing role as developers, technicians, and coordinators in the CarFit program. Conclusion : The CarFit program can effectively support older driver safety in the community; however, further studies are required.

Purpose: This study describes the development of a violence prevention educational program for elementary school children using empathy (VPEP-E) that teachers can use during class. Methods: Hoffman's theory of empathy and Seels and Richey's (1994) ADDIE model were applied to develop this program. Results: The developed program consisted of eight sessions: "Orientation/ definition of violence and empathy", "Types and boundaries of violence", "Look into my feelings", "Say it with a facial expression", "Preventing non-empathic violence due to social prejudice", "Preventing physical violence", "Verbal and online violence prevention: empathic conversation", and "I can do well: review of the whole curriculum". The program was evaluated by 15 elementary school teachers, who considered it to be easily accessible to elementary school students. The final VPEP-E, which will be provided in eight times for 40 minutes each for fifth-grade students, will provide a basis for preventing violence by fostering empathy. Conclusion: We expect the developed educational program to be effective in preventing violence among elementary school students. However, further research involving children from various age groups is needed.

Purpose: This study aimed to examine the effects of an adolescent obesity management educational program (AOMEP) on middle and high school teachers. Methods: A quasiexperimental, pretest post-test design was performed to test primary variables, including adolescent obesity management knowledge, attitudes, perceived behavioral control, and behavioral intention based on the concepts presented in the Theory of Planned Behavior. Results: A total of 61 teachers participated. The experimental group (n = 30) received 15 hours of AOMEP, whereas the control group (n = 31) did not receive any. The experimental group showed significant improvement in knowledge (t = 2.53, d = .65, p = .014) and attitude (t = 2.77, d = .71, p = .008) toward adolescent obesity management compared to the control group. However, there were no significant differences in perceived behavioral control or behavioral intention between the groups. Conclusions: AOMEP may be utilized as an effective obesity management program for adolescent students in schools.

Purpose: This study aimed to develop a flipped learning?based integrated education program that combines video-based prelearning, theoretical lectures, and hands-on training on excretion care robots. The program was applied to nurses to verify its effects on their knowledge, attitudes, and skills related to excretion care and the use of such robots. Methods: A randomized controlled trial was conducted with 50 nurses working at a hospital in Seoul, Republic of Korea. The experimental group received a flipped learning?based integrated education program, which included asynchronous pre-learning, in-person didactic session, and in-person hands-on session. The control group received basic education on the use of excretion care robots. Outcome variables included knowledge, attitudes (self-efficacy, perceived usefulness and ease of use, anxiety, intention to use), and skills (proficiency, accuracy of execution and outcomes). The data were analyzed using independent t-tests. Results: Compared to the control group, the experimental group showed significantly higher scores in knowledge, self-efficacy, perceived usefulness and ease of use, intention to use, proficiency, and accuracy of the performance. Additionally, their level of anxiety regarding excretion care robots was significantly lower (p<.05). Conclusion: The integrated education program combining video, theoretical, and practical components was effective in enhancing nurses' knowledge, attitudes, and skills. These results suggest that such a program can serve as a valuable educational strategy to facilitate the clinical adoption of technology-based care devices like excretion care robots.

Purpose: This study aimed to develop a mobile web-based food allergy (FA) and anaphylaxis management educational program for parents of school-aged children with food allergies and evaluate its effectiveness. Methods: A mobile program was developed based on a web-based teaching-learning system model. Its effectiveness was subsequently evaluated using a parallel, randomized controlled pre- and post-test design. This study included 73 parents of school-aged children with food allergies. These parents were randomly assigned to either the experimental (n ¼ 37) or control (n ¼ 36) groups. The experimental group participated in a 2-week mobile web-based educational program that covered major topics in FA and anaphylaxis management. These topics included an understanding of food allergies and anaphylaxis, learning techniques for using an epinephrine auto-injector, and developing an emergency action plan. An educational booklet was provided to the control group. Participants completed a pre-test and two posttest questionnaires to evaluate the impact of the program. The assessment tools were the Food Allergy Knowledge Test, Food Allergy Self-Efficacy for Parents, and Food Management and Adaptation Scale. The data were analyzed using descriptive statistics, a test of homogeneity for the pre-test, an independent ttest, and repeated measures ANOVA. Results: The experimental group experienced greater improvement in the knowledge of FA (postintervention t ¼ 14.51, p < .001; 2 weeks post-intervention, t ¼ 16.15, p < .001), FA self-efficacy (postintervention t ¼ 77.99, p < .001; 2 weeks post-intervention, t ¼ 76.09, p < .001), and practice behavior in FA management (post-intervention t ¼ 28.10, p < .001; 2 weeks post-intervention, t ¼ 27.98, p < .001) after web-based FA education. Conclusion: This study revealed improvements in the knowledge, self-efficacy, and practice behaviors of parents regarding FA and anaphylaxis management. Therefore, the mobile web-based educational program can contribute to the effective management of food allergies and anaphylaxis for parents of schoolaged children. CRIS registration: KCT0007491.

Purpose: Education on infant safe sleep practices has been known to reduce the risk of sleep-related sudden unexpected infant death. Since sleep environments may vary across sociocultural contexts, infant safe sleep education needs to reflect specific sociocultural settings. This study aimed to develop an educational Protocol for Infant Safe Sleep (PISS) for primary caregivers in Korea that considers parenting behaviors and cultural characteristics. Methods: This study was conducted in three key methodological steps: (1) retrieval, de- fining, and systematic classification of PISS content; (2) the structural formulation of the content as an educational protocol; and (3) content validation. For the first step, a literature review was conducted, along with an analysis of educational materials from institution websites related to infant safe sleep and online parenting communities. Field observations were also conducted to identify relevant Korean culture characteristics. Based on these findings, the PISS was developed. Content validity index was assessed by six professionals, and the results were reflected into the educational program. Results: The PISS intervention provided an educational video and booklet and enhanced learning via phone counseling and educational kit, which comprised an illustrated safe sleep sticker and a calendar-style activity diary. The educational content consisted of (1) sleep location, (2) sleep position, (3) bedding, (4) clothes and temperature, and (5) other considerations. Conclusion: This study developed the PISS, an intangible educational intervention based on Korean sociocultural characteristics and specific guidelines for primary caregivers. Future research should evaluate the effectiveness of this program in promoting safe sleep practices.

Background: Although nuclear disaster is considered rare, its effects are serious, and we must prepare a system to enable an effective response. Materials and Methods: Since 2010, we have been offering a two-day seminar to provide current nurses and radiological technologists with basic knowledge and train them in radiation emergency medicine (REM) techniques. This training offers lectures to deepen each specialty from the perspective of REM, as well as exercises on ways to handle irradiated and/or contaminated patients. Participants were expected to treat patients according to the concept of REM. Results and Discussion: All participants learn to assess and decontaminate contaminated wounds through drills. The questionnaire survey for participants indicated that participants were satisfied with this training and wanted to attend again. Conclusion: We believe that this training course will provide a valuable opportunity for medical professionals to gain knowledge and expertise in REM.

2018년에 수립된 제4차 영재교육진흥계획에서는 영재교육원의 역할을 특수 분야 재능계발을 위한 심화 및 사사(Research & Education, 이하 R&E) 과정 운영으로 정립하였다. 영재교육원이 영재교육을 성공적으로 수 행하기 위해서는 적절한 수준의 R&E 교육프로그램을 제공할 수 있어야 한다. 본 논문에서는 정보과학 영재 들의 창의적 사고력과 문제해결능력을 향상시키기 위해 컴퓨터 게임을 직접 개발하는 R&E 교육프로그램을 제안한다. 컴퓨터 게임은 화면에 그래픽을 출력하는 기술, 캐릭터와 배경을 움직이는 애니메이션 기술, 캐릭 터 간의 충돌 감지 기술, 사운드 출력, 동영상 출력, 사용자가 편리한 인터페이스 기술 등의 다양한 요소를 포함한 분야이다. 따라서 컴퓨터 게임을 직접 개발해 봄으로써 다양한 게임 요소들을 배우고 정보과학적 개 념과 자료구조 등을 활용하여 알고리즘을 익힐 수 있다. 본 논문에서는 Python과 PyGame을 이용하여 켈러 의 ARCS 모델에 기반한 교육용 게임을 개발하는 R&E 교육프로그램을 제안하였고, 실제 영재교육원의 중학 교 정보과학반 학생들의 R&E 수업에 적용하였다. 학생들은 게임 개발 R&E 수업을 통해 실제 프로그래머들 의 프로그램 개발 과정을 체험할 수 있었고, 주어진 문제 상황들이 프로그램에 의해 어떻게 표현되고 해결되 는지를 탐구하였다. 또한, 학생들이 그동안 게임의 수요자로서 단순히 게임을 즐기기만 했다면, 본 R&E 수업 을 통해 게임의 공급자로써 사용자의 흥미와 동기를 증가시킬 수 있는 방법을 스스로 고안하고 도입할 수 있는 기회를 얻게 되었다.

The 4th Gifted Education Promotion Plan, in 2018, established the role of the Gifted Education Center as a Research & Education (R&E) course for talent development in special fields. To be successful in gifted education, gifted education centers must be able to provide appropriate levels of R&E education programs. In this paper, we propose an R&E education program that develops computer games to improve the creative thinking and problem solving ability of informatics gifted students. Computer games are a field that includes various elements such as the technology of outputting graphics on the screen, the animation technology of moving characters and backgrounds, the collision detection technology between characters, the sound output technology, the video output technology, and the user-friendly interface technology. Therefore, by developing computer games, students can learn various game elements and learn algorithms using informatics concepts and data structures. In this paper, we proposed an R&E education program for developing educational games based on Keller's ARCS model using Python and PyGame, and applied it to the R&E class of middle school informatics class students. Through the game development R&E class, students could experience the program development process of real programmers and explore how given problem situations are represented and solved by the program. In addition, while the students have simply enjoyed playing games as consumers of games, this R & E class gives them the opportunity to devise and include their own ways to increase the interest and motivation of users as suppliers of games.

본 연구는 V-story를 활용하여 메타버스기반의 응급간호 교육프로그램을 간호학생에게 적용한 효과를 검증하기 위해 시행되었다. 메타버스 기반 응급간호 교육프로그램은 오리엔테이션, 팀기반 사례분석과 역할극 시나리오 작성, 역할극 시연의 5시간으로 구성되었다. 2021년 9월~10월 동안 일개 간호대학 3학년 학생 72명을 비교군(n=38)과 중재군(n=34)에 편의배정하여 개발된 교육프로그램을 적용하였다. 연구결과 중재군과 비교군 간의 임상수행능력의 차이는 확인할 수 없었으나(t=1.82, p=.073), 중재군이 비교군에 비해 임상수행능력의 하위요인인 의사소통과 간호과정은 유의하게 향상되었다(t=2.93, p=.005, t=2.25, p=.027). 또한 두 군 간의 문제해결효능감의 차이를 확인할 수 없었으나(t=-0.60, p=.549), 중재군이 비교군에 비해 학습만족도는 유의하게 향상되었다(t=2.48, p=.016). 본 연구결과를 기반으로 메타버스를 활용한 다양한 주제의 간호교육프로그램이 개발되어야 할 것이다.

This study aims to evaluate the effect of a metaverse-based emergency nursing education program (MEEP) using V-story on nursing students. The MEEP included a five-hour orientation session, team-based case analysis, and role-play scenario writing and demonstration. In September and October 2021, the MEEP was used on 72 third-year nursing students from one college who had been simply divided into a control group (n = 38) or an intervention group (n = 34). Results indicated no significant difference in clinical competency between the two groups (t = 1.82, p = .073), but communication and nursing processes, which are sub-factors of clinical performance, significantly improved in the intervention group (t = 2.93, p = .005; t = 2.25, p = .027). No significant difference in problem-solving efficacy was found (t = −0.60, p = .549), but the intervention group reported significantly higher learning satisfaction (t = 2.48, p = .016). The study suggests that nursing education programs utilizing the metaverse should be developed on various topics.