Earticle

삶의 모든 측면이 급속도로 디지털화 되면서 세계 각국에서는 프로그래밍을 포함한 정보(Informatics) 교육을 강조하고 있다. 본 연구 는 한국 고등학생들의 정보 역량 수준을 분석해 향후 체계적인 정보 교육을 수행하기 위한 시사점을 도출하는 것에 목적이 있다. 이를 위해, 고등학생 대상 국가수준 모의고사를 수행하고 있는 일본의 검사 문항을 활용해 한국 고등학생 1,274명을 대상으로 검사를 실시 하고, 학교 유형별로 구분을 통해 세부 수준 차이와 영향 요인을 분석하였다. 주요 결과를 살펴보면, 학교 유형별로 학생들의 역량의 차 이를 확인할 수 있었으며, 특성화고 및 특수목적고가 일반고 학생의 수준보다 전반적으로 높은 것을 확인할 수 있었다. 또한, 정보 교육 이수 시간은 학교 유형별 구분 없이 학생들의 수준에 전반적인 영향을 미치는 것을 확인하였다. 본 연구는 이러한 결과를 바탕으로 본 연구는 정보 교육의 발전을 위해 시사점을 제시하였다.

Countries around the world are emphasizing education in Informatics, including programming, as modern life has undergone a rapid digitalization, and particularly so across all levels of education. Since the effects are not well understood, this paper analyzes the informatics competency levels among Korean high school students to derive implications for conducting systematic Informatics education in the future. The quantitative study analyzed students' informatics competency levels and explored differences and influencing factors by type of school, employing examination questions from mock exams conducted for 1,274 Korean high school students. The findings indicate variances in competencies among students from different types of schools, with students from specialized and special-purpose high schools generally exhibiting higher levels of competency than those from general high schools. Furthermore, the amount of time spent on Informatics education was found to have a general impact on students' competency levels, irrespective of the type of school. Based on these outcomes, this paper presents implications for the advancement of Informatics education in Korean high schools.

This study carries out a declarative survey research designed to ascertain nursing informatics competency, job satisfaction and nursing performance of nurses and investigates the influence of nursing informatics competency on job satisfaction and nursing performance. The research was performed with 274 nurses who have been working for at least 6 month in P national university hospital in Y city, during the 30-day period of 15th October 2014 to 15th November 2014, using a questionnaire composed of questions on nursing informatics competency(30 items), job satisfaction(20 items), and nursing performance(23 items). The collected data underwent descriptive statics, t-test, ANOVA and Scheffe'test. Pearson correlation coefficients were also obtained and a stepwise multiple regression was performed by the SPSS WIN 19.0 program. The regression coefficient is positive between nursing informatics competency and conducting an information search(β=.20, p=.012), in the case of job satisfaction,; It was also positive between nursing competency and computer related information management(β=.19, p=.011), perception of informatics(β=.17, p=.010), conducting an and information search(β=.17, p=.004) in the case of nursing performance. We conclude that, in the nursing process, if nurse do their best to accomplish their tasks and strive to increase the productivity and efficiency of nursing tasks, they will achieve the organization's goals and balanced development.

Purpose: The objective of this study was to define nursing informatics competency and self-leadership perceived by hospital nurses and the relationship between those variables. Method: The subjects of this study were 215 nurses who had worked in one university hospital in P city. For this study the following study tools were used: the Staggers Nursing Computer Experience Questionnaire and self-leadership scale. Data was analyzed using mean, standard deviation, t-test, ANOVA, Scheffe and Pearson correlation coefficient. Results: The mean score of each item in informatics skill domain and informatics knowledge domain $2.93{\pm}.49$ and $3.40{\pm}.50$. The average score of self-leadership was $3.39{\pm}.53$. 'Self-leadership' was positively related with 'nursing informatics competency'. Conclusion: This study proved that there were significant positive correlation between nursing informatics competency and self-leadership. These results suggested that it would be necessary to develop regular educational program which promotes the nurses' self-leadership as well as nursing informatics competency in schools. And practical education program for nurses must be planned continuously for informatics competency in hospitals.

본 연구의 목적은 간호대학생의 간호정보역량, 메타인지, 임상수행능력 간의 관계를 파악하기 위함이다. 연구 대상 자는 B광역시, K남도, K북도 소재 4개 대학 간호학과에 재학 중인 3학년 학생 138명이었으며, 자료 수집은 간호정보역량, 메타인지, 임상수행능력 관련 도구를 활용한 설문조사를 통해 이루어졌다. 자료 분석은 SPSS/PC WIN 25.0 프로그램을 이용 하여 빈도와 백분율, 평균, 표준편차, t-test, ANOVA, Scheffé 사후검정, Pearson 상관분석, 단계적 다중회귀분석(stepwise multiple regression)을 실시하였다. 연구 대상자의 간호정보역량은 평균평점 3.72 ± 0.64점, 메타인지는 평균평점 3.85 ± 0.62점, 임상수행능력은 평균평점 3.99 ± 0.70점으로 모두 높은 수준으로 나타났다. 간호정보역량과 임상수행능력 간 상관관계는 r= .681(p< .001)로 강한 정 도의 정적 상관관계를 보였으며, 메타인지와 임상수행능력 간 상관관계는 r= .684(p< .001)로 역시 강한 정도의 정적 상관관 계를 나타냈다. 간호대학생의 임상수행능력에 유의한 영향을 미치는 요인은 메타인지(β=.453), 간호정보역량(β=.414), 임상 실습주수(β=.126)의 순으로 나타났으며, 모형의 설명력은 60.5%였다. 본 연구 결과는 간호교육 현장에서 간호대학생의 임상 수행능력을 향상시키기 위한 교육 프로그램 개발에 기초 자료로 활용될 수 있을 것으로 사료된다.

The purpose of this study was to examine the relationships among nursing informatics competency, metacognition, and clinical performance ability in nursing students. The participants were 138 third-year nursing students enrolled in four universities located in B Metropolitan City, South K Province, and North K Province. Data were collected using a structured survey that included instruments measuring nursing informatics competency, metacognition, and clinical performance ability. Data analysis was conducted using SPSS/PC WIN 25.0, employing frequency and percentage, mean, standard deviation, t-test, ANOVA, Scheffé post hoc test, Pearson correlation analysis, and stepwise multiple regression. The mean scores for nursing informatics competency, metacognition, and clinical performance ability were 3.72 ± 0.64, 3.85 ± 0.62, and 3.99 ± 0.70, respectively, indicating a generally high level across all variables. A strong positive correlation was found between nursing informatics competency and clinical performance ability (r= .681, p< .001), as well as between metacognition and clinical performance ability (r= .684, p< .001). Significant predictors of clinical performance ability were metacognition (β= .453), nursing informatics competency (β= .414), and the number of weeks of clinical practicum (β= .126), with an explanatory power of 60.5%. The findings of this study may provide foundational data for the development of educational programs aimed at improving clinical performance ability in nursing education settings.

Purpose: The purpose of this study was to examine the canonical correlation between organizational culture and nurses' informatics competency. Method: Participants in this study were 354 nurses from three hospitals and one university. The scales of organizational culture, informatics competency for nurses were used. Descriptive statistics, Pearson correlation coefficient, canonical correlation were used for data analysis. Results: The dominant organizational culture was hierarch-oriented culture. Nursing informatics competency of the participants was relatively low with a mean score 3.04. Organizational culture was related to informatics competency with 2 significant canonical variables. The first variate showed the higher four subcategories of organizational culture showed the better nursing informatics. The second variate indicated that nurses felt higher innovation-related and lower hierarch-related culture showed higher medical informatics-related software usage and computer related information management, lower perception of informatics and information search using internet. Conclusion: Organization culture has a major of impact on the success of information system use. Therefore, the continuous strategy for higher innovation-related organizational culture such as management support should be needed.

Purpose: Nursing informatics competency is used to manage and improve the delivery of safe, high-quality, and efficient healthcare services in accordance with best practices and professional and regulatory standards. This study examined the relationship between nursing informatics competency (NIC), nursing care left undone, and nurse reported quality of care (NQoC) and nursing productivity. A path model for their effects on nursing productivity among clinical nurses was also established. Methods: Data were collected using structured questionnaires answered by 192 nurses working in a tertiary hospital located in J city, Korea, and analyzed using SPSS/WIN 23.0 and AMOS 21.0 program. Results: The fit indices of the alternative path model satisfied recommended levels χ² = .11 (p = .741), normed χ² (χ² /df) = .11, SRMR = .01, RMSEA = .00, GFI = 1.00, NFI = 1.00, AIC = 18.11. Among the variables, NIC (β = .44, p < .001), NQoC (β = .35, p < .001) had a direct effect on nursing productivity. Due to the mediating effect of NQoC on the relationship between NIC and nursing productivity, the effect size was .14 (95% CI .08~.24). Meanwhile, nursing care left undone through NQoC in the relationship between NIC and nursing productivity, has a significant mediation effect (estimate .01, 95% CI .00~.03). The explanatory power of variables was 44.0%. Conclusion: Education and training for enhancing NIC should be provided to improve nursing productivity, quality of care and to reduce missed nursing care. Furthermore, monitoring the quality of nursing care and using it as a productivity index is essential.

본 연구는 간호대학생의 윤리적 민감성, 비판적 사고성향 및 간호정보역량을 조사하고, 이들이 인공지능 윤리의식에 미치는 영향을 파악하기 위해 시도되었다. 연구대상자는 2개의 대학에 재학 중인 153명이었고, 구조화된 설문지를 통해 수집 된 자료는 t-test, ANOVA, Pearson 상관계수 및 multiple regression을 사용하여 분석하였다. 연구결과 대상자의 인공지 능 윤리의식은 윤리적 민감성(r=.17, p=.036), 비판적 사고성향(r=.25, p=.002)과 양의 상관관계가 있었다. 인공지능 윤리의 식에 영향을 미치는 요인에 대한 회귀모형은 유의한 것으로 나타났고(F=5.71, p=.004), 비판적 사고성향(β=.21, p=.010)이 인공지능 윤리의식에 영향을 미치는 주요 요인으로 나타났으며, 회귀모형의 설명력은 5.8%이었다. 본 연구를 통해 간호대학 생의 인공지능 윤리의식을 함양하기 위해 윤리적 민감성과 비판적 사고성향을 고려한 체계적 AI 윤리교육 프로그램을 개발할 필요가 있음을 확인하였다.

The purpose of this study was to find the effects of ethical sensitivity, critical thinking disposition, and nursing informatics competency on artificial intelligence(AI) ethical awareness of nursing students. The survey was performed on 153 nursing students in two universities. Data were collected using a structured questionnaires and analyzed using t-test, ANOVA, Pearson correlation coefficient, and multiple regression with SPSS 26.0 program. Study findings revealed that AI ethical awareness was significantly correlated with ethical sensitivity (r=.17, p=.036), and critical thinking disposition (r=.25, p=.002). The factors that had the influences on AI ethical awareness were critical thinking disposition(β=.21, p=.010). And the explanation power of the regression model appeared as being 5.8%(F=5.71, p=.004). Through this study, it was confirmed that it is necessary to develop a systematic AI ethics education program that considers ethical sensitivity and critical thinking disposition in order to cultivate artificial intelligence ethical awareness of nursing students.

목적: 본 연구는 보훈병원에서 근무하는 간호사의 임상간호인성과 간호정보역량이 간호업무성과에 미치는 영향요인을 확인하는 서술적 조사 연구이다. 방법: 자료는 B, D, G 광역시에 위치한 3개의 보훈병원에 근무하는 임상경력이 1년 이상인 간호사 192명을 대상으로 2021년 9월 6일부터 30일까지 수집하였다. 수집된 자료는 SPSS 25.0 프로그램을 이용하여 기술통계, 독립 t-검정, 분산분석, Pearson 상관계수, 다중회귀분석을 사용하여 분석하였고 사후검정으로는 Scheffé 검정을 사용하였다. 결과: 간호업무성과는 임상간호인성(r=.69, p<.001), 간호정보역량(r=.73, p<.001)과 통계적으로 유의미한 양의 상관관계를 보였다. 연구 결과에 따르면 간호정보역량(β=.49, p<.001)과 임상간호인성(β=.41, p<.001)이 간호업무성과에 유의한 영향을 미치는 것으로 나타났다. 이들 변인의 총 설명력은 62.4%(F=32.26, p<.001)였다. 결론: 본 연구 결과 간호정보역량이 높고 임상간호인성 수준이 높은 간호사가 간호업무성과가 더 좋은 것으로 나타났다. 따라서 간호업무성과를 개선하기 위해서는 간호정보역량을 향상시키기 위한 프로그램 개발과 적용 방안을 모색해야 한다. 또한 임상간호인성 수준을 개선하기 위한 효과적인 임상간호인성 프로그램을 개발하고 적용하는 방안도 필요하다.

purpose: This study is descriptive research to examine the effects of the clinical nurse’s character and nursing informatics competencies of nurses working at veterans hospitals on their nursing performance. Methods: Data were collected from 192 nurses with over one year of clinical experience working at three veterans' hospitals in B, D, and G Metropolitan from September 6 to September 30, 2021. The collected data were analyzed with the SPSS 25.0 program in descriptive statistics, an independent t-test, ANOVA, Pearson’s correlation coefficient, and multiple regression. The Scheffe? test was used as a post hoc test. Results: Nursing performance had a statistically significant positive correlation with the clinical nurse’s character (r=.69, p<.001) and nursing informatics competency (r=.73, p<.001). The study results showed that nursing informatics competency (β=.49, p<.001) and the clinical nurse’s character (β=.41, p<.001) significantly affected nursing performance. The total explanatory power of these variables was 62.4% (F=32.26, p<.001). Conclusion: The above results of this study show that the most significant factors in nursing performance are nursing information competency and the clinical nurse’s character exhibit better nursing performance. Programs for improving nursing informatics competency and implementation methods need to be developed to improve nursing performance. It is also necessary to apply an effective clinical nurse’s character program to enhance the level of the clinical nurse’s character.

목적: 본 연구의 목적은 간호근무환경, 간호정보역량, 누락된 간호가 간호서비스 질에 미치는 영향을 규명하는 것이다. 방법: 본 연구는 각 변수들에 대한 가설적 경로 모형을 구축하고 모형의 적합도와 효과를 파악하는 경로분석 연구이다. 자료는 2025년 5월 19일부터 6월 5일까지 연구 참여에 동의한 간호사를 대상으로 수집하였다. 결과: 연구 모형 분석 결과, 간호정보역량은 누락된 간호에 직접효과(β=-.26, p=.001)가 있는 것으로 나타났고, 간호근무환경은 누락된 간호에 유의한 영향을 미치지 않았다. 간호근무환경은 간호서비스 질에 대해 직접효과(β=.17, p=.005)와 총효과(β=.20, p=.003)가 있는 것으로 나타났다. 간호정보역량은 간호서비스 질에 직접효과(β=.39, p=.001)와 간접효과(β=.06, p<.001), 총효과(β=.44, p=.001)가 있는 것으로 나타났다. 누락된 간호는 간호서비스 질에 대해 직접효과(β=-.22, p=.001)가 있는 것으로 나타났다. 간호서비스 질에 대한 이들 변수의 설명력은 총 32.4%로 나타났다. 결론: 본 연구는 간호근무환경, 간호정보역량, 누락된 간호가 간호서비스 질에 영향을 미치는 구체적인 경로를 제시하였고 누락된 간호는 간호정보역량과 간호서비스 질 간의 관계에서 부분적 매개 역할을 하였다.

Purpose: The purpose of this study was to identify the impact of the nursing work environment, nursing informatics competency, and missed nursing care on the quality of nursing services. Methods: This was a path analysis study that constructed a hypothetical path model for the variables and examined the model's goodness of fit and effects. Data were collected from nurses who consented to participate in the study between May 19 and June 5, 2025. Results: Analysis of the research model revealed that nursing informatics competency had a direct effect on missed nursing care (β=-.26, p=.001), while the nursing work environment did not have a significant impact on missed nursing care. The nursing work environment showed a direct effect (β=.17, p=.005) and a total effect (β=.20, p=.003) on the quality of nursing services. Nursing informatics competency had a direct effect (β=.39, p=.001), an indirect effect (β=.06, p<.001), and a total effect (β=.44, p=.001) on the quality of nursing services. Missed nursing care showed a direct effect (β=-.22, p=.001) on the quality of nursing services. The explanatory power of the variables for the quality of nursing services was 32.4% in total. Conclusion: This study identified specific pathways through which nursing work environment, nursing informatics competency, and missed nursing care influence the quality of nursing services, and demonstrated that missed nursing care plays a partial mediating role between nursing informatics competency and the quality of nursing services.

Purpose: The purpose of this study was to identify the moderating and mediating effects of self-leadership in the relationship between organizational culture and nurses' informatics competency. Methods: Participants in this study were 297 nurses from the cities of Busan and Ulsan. The scales of organizational culture, self-leadership and informatics competency for nurses were used in this study. Descriptive statistics, Pearson correlation coefficient, stepwise multiple regression were used for data analysis. Results: Nursing informatics competency of the participants was relatively low with a mean score 3.02. There were significant positive correlations between subcategories of perceived organizational culture, self-leadership and nursing informatics competency. Self-leadership was a moderator and a mediator between organizational culture and informatics competency. Conclusion: Based on the results of this study, self-leadership promotion strategies to improve nursing informatics competency are needed.

세계 각국은 급변하는 시대의 발전 및 개혁 요구에 대응하기 위해 미래에 필요한 핵심역량을 기준으로 정보 교과과정을 설계하고 시행하고 있다. 본 논문에서는 핵심역량을 비교 분석하여 초등 정보교육 핵심역량 프레임 워크를 개발하였으며, 초등 정보교과 구성 방향성을 제시하였다. 각 국가 및 기관에서 제시한 역량 중 사회적- 감정적 역량, 의사소통, 창의력, 책임감, 문화와 윤리, 문제 해결 능력, 협력, 추상 역량이 중첩되었으며, 국내 중· 고등학교 정보 교과에서는 컴퓨팅 사고력과 정보기술 활용 능력을 중시함을 알 수 있었다. 이에 향후 초등 정보 교과에서 제안된 핵심역량 프레임워크를 교과 구성에 반영하며, 사회적 책임감을 강화하고 융복합적 소양을 함 양하여 문제해결력을 제고하는 방향으로 편성할 것을 제안하였다. 본 논문을 통하여 2022년 개정 교육과정에 핵 심역량을 반영한 초등 정보교과 편성의 필요성이 확대되기를 바란다.

Many countries design and implement informatics curriculum based on core competencies to respond to the demands of development and reform in rapidly changing times. In this paper, we developed the core competencies framework of elementary information education by comparing and analyzing the core competencies and suggested the direction of the composition of elementary informatics subjects. We found that social-emotional skills, communication, creativity, responsibility, culture and ethics, problem-solving, collaboration and abstract competencies overlapped among the capabilities presented by each country and institution, and computational thinking and information technology utilization skills in Korea. Therefore, we proposed to reflect the core competencies of the framework in the elementary informatics curriculum. Moreover, we also suggested enhancing problem-solving skills, strengthening social responsibility and cultivating convergent skills to organize the curriculum. We hope that this thesis will expand the necessity of organizing an elementary information curriculum that reflects core competencies in the 2022 revised curriculum.

목적: 본 연구에서는 간호사의 근거기반간호역량, 비판적 사고성향, 디지털 리터러시, 간호정보학 역량을 알아보고, 근거기반실천역량에 영향을 미치는 요인을 파악하고자 한다. 방법: 본 연구의 참여자는 J시 소재 대학병원 간호사 196명이었다. 자료는 2023년 12월 1일부터 12월 30일까지 수집되었다. 수집된 자료는 기술통계, t-검정, 분산분석, Scheffé 사후검정, Pearson 상관분석 및 회귀분석을 사용하여 분석하였다. 결과: 연구결과, 근거기반간호역량에 영향을 미치는 요인으로는 간호정보역량, 비판적 사고성향, 디지털 리터러시, 석사학위 이상인 경우 순으로 나타났다. 석사학위 이상인 간호사는 3년제, 4년제 졸업자인 경우에 비해 근거기반간호역량이 높았으며 전체 설명력은 53.1%로 나타났다. 결론: 본 연구에서는 비판적 사고성향, 디지털 리터러시, 간호정보역량이 근거기반간호 역량에 영향을 미치는 요인으로 나타났다. 따라서 근거 기반 간호역량에 영향을 미치는 요인을 영향을 향상 시키기 위해 다양한 중재 프로그램이 개발되어야 한다.

Purpose: This study aimed to investigate the competency in evidence-based practice, critical thinkingdisposition, digital literacy, and nursing informatics competence, and to identify the factors influencing thecompetency in evidence-based practice among nurses. Methods: The participants in this study were 196 nursesfrom a university hospital in J-city. Data were collected from December 1 to December 30, 2023. The collecteddata were analyzed with the SPSS 26.0 program using descriptive statistics, independent t-test, one-wayanalysis of variance, Scheffe?? test, Pearson's correlation coefficients, and multiple regression analysis. Results:The results showed that the factors influencing the competency in evidence-based practice included nursinginformatics competence, critical thinking disposition, digital literacy, and having a master's degree. Theparticipants with a master's degree demonstrated higher competency in evidence-based practice comparedto those with a three-year degree or a four-year degree, and a total explanatory power was 53.1%. Conclusion:In this study, critical thinking disposition, digital literacy, and nursing informatics competence were influentialfactors in competency of evidence-based practice. Therefore, a variety of intervention programs should bedeveloped to enhance the impact of these factors on nurses’ competency in evidence-based practice.

본 연구는 임상 간호사의 간호정보역량과 디지털리터러시 및 간호업무성과의 정도와 변수 간의 관계를 분석하 고, 간호업무성과에 영향을 미치는 요인을 확인하기 위한 서술적 조사연구이다. 본 연구대상자는 C지역의 대학병원에 재직 중인 임상 간호사 123명을 대상으로 실시하였다. 수집된 자료는 기술통계, t-test, ANOVA, Pearson 상관관계, 다중회귀분석으로 분석하였다. 간호업무성과의 영향요인으로 간호정보역량(β=.43, p<.001), 총 임상경력 10년 이상(준 거집단: 1〜4년) (β=.30, p<.001), 디지털리터러시(β=.20, p=.033) 순으로 확인되었고, 이들의 설명력은 36.4%였다. 본 연구를 통해 간호업무성과에 영향을 미치는 요인으로 간호정보역량과 디지털리터러시 및 총 임상경력임을 확인하였 으며, 간호업무성과를 향상시키기 위해서는 근거기반실무에 필요한 정보탐색 및 적용 능력 등을 포함한 체계적인 간 호정보역량 교육프로그램 개발 및 임상 적용을 위해 노력해야 한다.

This study is a descriptive research aimed at identifying the levels of nursing informatics competency, digital literacy, and nursing performance among clinical nurses, analyzing the relationships among these variables, and determining the factors influencing nursing performance. The study was conducted with 123 clinical nurses working at a university hospital in region C. The collected data were analyzed using descriptive statistics, t-tests, ANOVA, Pearson correlation, and multiple regression analysis. The factors found to influence nursing performance were nursing informatics competency (β = .43, p < .001), total clinical experience of 10 years or more (reference group: 1–4 years) (β = .30, p < .001), and digital literacy (β = .20, p = .033), with an explanatory power of 36.4%. This study confirmed that nursing informatics competency, digital literacy, and total clinical experience are factors influencing nursing performance. Therefore, to enhance nursing performance, efforts should be made to develop and apply systematic nursing informatics competency training programs in clinical practice, including skills related to information retrieval and application necessary for evidence-based practice.

Objectives: Nursing has embraced online education to increase its workforce while providing flexible advanced education tonurse professionals. Faculty use virtual simulation and other adaptive learning technologies to enhance learning efficiencyand student outcomes in online courses. The purpose of this study was to assess the impact of simulated Electronic HealthRecords (EHRs) on informatics competency in a graduate online informatics course. Methods: A two-group independentmeasures study design was adopted to assess students’ perception of a simulated EHR while comparing differences in informaticscompetencies between an intervention group and a control group. A simulated EHR assignment was provided tostudents in the intervention group, and a paper assignment was provided to those in the control group. The informatics competencyof the students was measured using the Self-Assessment of Informatics Competency Scale for Health Professionals(SICS). Results: Students who were enrolled in a family nurse practitioner program in fall of 2019 participated in this study(n = 39). The students expressed positive perceptions of a simulated EHR experience. The SICS results indicated that studentsin the intervention (simulated EHR) group showed higher informatics competency than those in the control group. Conclusions:The positive results of this study support incorporating simulated EHR exercises in online courses. Higher informaticscompetency in the intervention group implies that the use of simulated EHR facilitated learning of complicated informaticsconcepts.

본 연구는 초등학교 정보 교과의 신설을 위해 초등교사의 컴퓨팅 역량에 따른 교과 신설에 대한 인식과 방법을 분석하였다. 먼저 초등 정보교과의 신설 필요성과 그에 따른 시수, 확보방안 등의 설문을 개발하였고 전국의 초등교사 166명을 대상으로 자료를 수집하였다. 분석 결과 컴퓨팅 역량과 심화전공에 따른 정보교과 신설에 대한 의견의 차이를 보였다. 또한 교과의 성격, 수업 시수, 시수확보 등에서도 차이를 보였다. 이러한 결과를 바탕으로 초등학교에서 정보교과를 신설하기 위해서는 컴퓨팅 역량이 낮거나 컴퓨터 관련 전공을 하지 않는 교사를 대상으로 그 필요성과 인식의 제고를 위한 방안을 마련되어야 함을 발견하였다. 본 연구 결과가 많은 초등 교사들이 정보교과의 신설의 필요성과 중요성을 인식하고 향후 2025교육과정 개정 이후 SW와 AI를 포함하는 정보교과가 초등교육과정에 신설되는데 도움이 되기를 기대한다.

In this study, we analyzed elementary school teachers' perception and method of establishing a new subject according to their computing competency. First, we developed a survey on the need to establish a new elementary school informatics. We also collected data from 166 elementary school teachers. As a result of the analysis, opinions differed on the establishment of information subjects depending on teachers' computing competencies. Teachers also showed differences in the characteristics of their subjects, number of class hours, and methods of organizing classes. As the results, we found that in order to establish a new information subject, a plan must be prepared to raise awareness and the need for informatics subjects among teachers who have low computing compency or no major in computer-related fields. We hope that many elementary school teachers will recognize the necessity and importance of establishing a new information subject.

본 연구의 목적은 간호대학생의 인터넷 윤리의식과 셀프리더십이 간호정보역량에 미치는 영향을 분석하고, 이를 통해 간호정보역량 향상 전략 수립에 기여하고자 함이다. 2023년 09월 04일부터 2023년 09월 14일까지 G시 소재 2개 대학에 재학 중인 3, 4학년 간호대학생 245명을 대상으로 하였다. 자료분석은 독립 t-test, one-way ANOVA, 사후분석, Scheffé‘s test, Games-Howell test, 상관분석, 다중회귀분석으로 분석하였다. 주요 연구결과는 다음과 같다. 첫째, 간호정보역량은 인터넷 윤리의식(r=.28, p<.001), 셀프리더십(r=.31, p<.001)과 유의한 양의 상관관계가 있는 것으로 나타났다. 둘째, 간호정보역량에 대한 영향요인은 셀프리더십(β=.20, p=.002), 인터넷 윤리의식(β=.17, p=.009), 전공만족도(β=.14, p=.025) 순으로 총 변화량의 13.1%를 설명하였다. 본 연구결과를 토대로 임상실습을 경험한 간호대학생의 간호정보역량을 향상시키기 위해서는 인터넷 윤리의식, 셀프리더십, 전공만족도를 고려하여 다양한 프로그램이 필요할 것으로 보인다.

The purpose of this study is to analyze the influence of nursing students’ internet ethics awareness and self-leadership on nursing informatics competency, thereby contributing to the development of strategies for enhancing nursing informatics competency. From September 4, 2023 to September 14, 2023, 245 nursing students in the 3rd and 4th grades attending two universities in City G were enrolled. Data analysis was conducted using independent t-test, one-way ANOVA, post hoc analysis, Scheffe‘s test, Games-Howell test, Pearson's correlation, and Stepwise multiple regression. Nursing informatics competency showed a significant positive correlation with Internet ethics awareness (r=.28, p<.001) and self-leadership (r=.31, p<.001). Factors affecting nursing informatics competency are self-leadership (β=.20, p=.002), internet ethics awareness (β=.17, p=.009) and major satisfaction (β=.14, p=.025) in that order, accounting for 13.1% of the total change. Based on the results of this study, various programs that consider internet ethics awareness, self-leadership, and major satisfaction are needed to enhance the nursing informatics competency of nursing students who have experienced clinical practice.

목적: 본 연구는 간호대학생의 디지털 리터러시, 환자개인정보 보호인식 및 간호정보역량의 수준을 파악하고, 간호정보역량 관련 요인을 확인하기 위해 수행되었다. 방법: 본 연구는 서술적 조사연구로, G도 소재 G대학교 간호학과 2~4학년 재학생 140명을 대상으로 2025년 12월 15일부터 12월 31일까지 온라인 설문조사를 실시하였다. 수집된 자료는 SPSS 26.0 프로그램을 이용하여 기술통계, t-test, ANOVA, Scheffé test, Pearson’s correlation coefficients 및 multiple regression analysis로 분석하였다. 결과: 디지털 리터러시는 평균 3.75점, 환자개인정보 보호인식은 평균 4.16점, 간호정보 역량은 평균 3.77점이었다. 다중회귀분석 결과 학년, 학점, 간호정보 관련 교과 수강 여부, 디지털 리터러시 및 환자개인정보 보호인식이 간호정보역량과 유의한 관련성을 보였으며, 설명력은 47.6%였다. 결론: 간호대학생의 간호정보역량 강화를 위해서는 디지털 리터러시와 환자개인정보 보호인식을 통합적으로 고려한 교육이 필요하다. 특히 디지털 정보 활용, 전자의무기록 이해, 정보보안 및 환자개인정보 보호를 포함한 실무 중심 교육이 체계적으로 운영될 필요가 있다.

Purpose: This study aimed to examine the levels of digital literacy, patient personal information protection awareness, and nursing informatics competency among undergraduate nursing students and to identify factors associated with nursing informatics competency. Methods: This descriptive survey study included 140 second- to fourth-year nursing students from a university in G Province, Korea. Data were collected through an online survey from December 15 to December 31, 2025, and analyzed using descriptive statistics, t-test, ANOVA, Scheffe test, Pearson’s correlation coefficients, and multiple regression analysis with SPSS 26.0. Results: The mean scores for digital literacy, patient personal information protection awareness, and nursing informatics competency were 3.75, 4.16, and 3.77, respectively. Academic year, GPA, completion of nursing informatics- related coursework, digital literacy, and patient personal information protection awareness were significantly associated with nursing informatics competency, explaining 47.6% of the variance. Conclusion: These findings suggest that nursing education should integrate digital literacy and patient personal information protection awareness to strengthen nursing informatics competency. Practice-oriented education on digital information use, electronic medical records, information security, and patient information protection is needed.

4차 산업혁명시대를 대비한 창의 융합형 인재 양성을 위해 2015 개정 교육과정에서는 소프트웨어(SW) 교육을 강조하고 있다. 이에 따라 급변하는 교육환경에서 정보교사에게 요구되는 역량에 기반한 연수과정 개발이 필요하다. 이 연구에서는 선행연구를 통해 소프트웨어교육 담당교원의 직무연수 내용분석을 위한 분석 틀을 선정하고, 현재 소프트웨어교육 담당교원의 역량 강화 연수과정 내용을 중등 정보교사에게 요구되는 역량을 기반으로 분석하여, 시사점을 도출하고자 한다. 이를 위해 직무연수 교재 개발에 참여한 현장 전문가들을 대상으로 설문 및 협의를 거쳐 역량에 기반한 연수과정 내용요소와 계층적(AHP) 기법으로 역량요소별 상대적 중요도를 분석하였다. 그 결과 일반 및 정보교사에게 요구되는 '국가교육과정의 이해 및 재구성'역량에 해당되는 내용이 전체(15시간) 중 47%(7시간)으로 상대적으로 많이 편중되어 있었으며, 정보교사에게 요구되는 역량요소별 상대적 중요도가 21%로 가장 높게 나타난 '정보 교수학습 전략 수립 및 활용 능력'에 대한 내용구성이 부족하였다. 이러한 결과는 소프트웨어교육 담당교원 연수과정 개발에 있어 부족한 부분에 대해 이해하고, 반영할 수 있는 기초자료로 활용될 것이다.

The 2015 Revised National Curriculum emphasizes software education to develop creative and convergent talents in preparation of the Fourth Industrial Revolution. Accordingly, it is necessary to develop competency-based training programs for informatics teachers in a rapidly changing educational environment. In this background, this study selects a framework to analyze the content of in-service training for informatics teachers through review of previous studies. By analyzing the current training programs to strengthen competencies required for informatics teachers in secondary schools, the study aims to develop implications for future in-service training programs. To this end, the study conducted a questionnaire survey of experts who participated in the development of in-service training textbooks and consulted them, then analyzed the elements of competency-based training program content and the relative importance of each competency element using the analytical hierarchy process (AHP). According to the results of the analysis, the content was relatively concentrated on the competency of "Understanding and Reconstructing the National Curriculum" required for general and informatics teachers as well, which accounted for 47% of all, or 7 hours out of the total 15 hours. In contrast, the content structure lacked the competency of highly relative importance by competency element "Establishing and Using Teaching-Learning Strategies for Informatics," which took up the highest portion of 27%. These findings will be used as basic data for understanding and reflecting the areas that fall short of the development of in-service training programs for informatics teachers.

최근 학교교육에 있어서 미래 경쟁력 확보를 위해 핵심역량을 중심으로 한 교육패러다임의 변화가 요구되고 있다. 역량을 주제로 타 교과에서는 다양하게 연구되어지고 있는 반면, 정보교과 교육 분야에서는 아직 부족한 실정이다. 이에 본 연구에서는 정보교사로서 갖춰야할 역량을 도출하여 모델을 개발하고자 하였다. 역량과 관련한 국내외 선행연구를 통해 역량모델 개발방법 및 절차를 선정하고 이를 중심으로 FGI와 설문조사를 실시하였다. 전반적인 연구절차는 다음과 같다. 먼저 중등 정보교과교육과 관련한 문헌연구를 통해 역량모델 1차 초안으로 6개의 범주, 17개의 역량, 66개의 행동지표가 도출되었다. 도출된 역량모델 1차 초안에 대해 적절성을 검토하고자 정보교과 교육관련 현직교사 및 전문가 10명을 대상으로 실시한 두 차례의 FGI 녹취자료 분석결과를 바탕으로 5개의 능력, 11개의 능력단위, 159개 문항으로 구성된 최종 역량모델 초안을 완성하였다. 이후 최종 완성된 역량모델 초안의 타당성 검증을 위해 정보교과 교육관련 현직교사, 대학교수 및 관련 전문기관 연구원 103명을 대상으로 실시한 설문조사 분석결과, 11개의 능력단위별 모두 .9 이상의 높은 신뢰도와 159개 문항의 적절성에 대해 모두 3.5 이상의 평균값을 나타내어 5개의 능력, 11개의 능력단위, 159개 문항 모두를 역량모델에 포함시켜 최종 정보교사의 역량모델을 완성하였다.

Recently in order to ensure future competitiveness in schooling a paradigm shift which focuses on key competency is demanded. In these circumstances, there are lots of researches on competency in other subjects. However, in informatics the number of researches relate to competency is lacking. Thus, the purpose of this study is to develop competency model for teacher of informatics in high school. For achieving this purpose, we develop research methods and procedures, and conduct several researches such as Focus Group Interview and surveys. Overall research process of this study is as follows: First, we develop competencies of informatics teachers, which consist of 6 categories, 17 competencies, and 66 behavioral indexes as a draft. Second, we verify the content validity of the competencies through FGI, and revise the competencies into 5 categories, 11 competency-units, and 159 behavioral indexes. Third, we conduct a survey for verification of the revised content validity again to informatics teachers, professors and researches. As a result, the major findings of the survey reveal that the Conbarch's ${\alpha}$ of each competency-units is over .9, and that the appropriateness of all items is over 3.5. According to this result, we confirm our competency model for teacher of informatics in secondary education.

Objective: The purposes of this study were to analyze the current status of nursing informatics course and to develop the standardized curriculum in nursing informatics course based on competency. Methods: Data were collected through two phases. In the first phase, a survey was conducted on 115 nursing institutions to analyze the current status of nursing informatics course. In the second phase, two-round delphi technique was developed to determine the priority and relative weight of contents in nursing informatics course. Final samples composed of both 43 nursing institutions and 11 nursing informatics experts. Results: Out of 43 nursing schools, 13 nursing schools offered nursing informatics course. Nursing informatics was taught mostly to the second year and had 2 credits. About 54% of respondents disagreed that nursing informatics should be included in the license examination for Registered Nurse. The subject matrix by priority and relative weight and a standardized curriculum for nursing informatics were developed. Conclusion: Continuous application and revision of nursing informatics curriculum should be needed. (Journal of Korean Society of Medical Informatics 13-3, 227-236, 2007)