Earticle

Purpose: This study aimed to systematically develop an obesity prevention program for adolescents to promote healthy eating and physical activity in schools. Methods: The development of the Let's Eat Healthy and Move at School program for adolescents followed the six steps of intervention mapping (IM). IM is a widely used protocol for developing systematic and effective interventions based on theories and evidence. Results: To better understand the problem and identify the needs of adolescents, interviews were conducted with teachers, school nurses, and students (step 1). In step 2, the desired behaviors and their determinants were established and combined into a matrix comprising 16 change objectives. In step 3, theoretical methods such as persuasive communication and consciousness-raising were chosen. The program was segmented into three educational activity sessions in step 4. In step 5, an implementation manual was developed for program instructors to ensure effective and accurate implementation. Finally, practices for evaluating the program's effectiveness and procedures were designed in step 6. Conclusion: The Let’s Eat Healthy and Move at School program will provide adolescents with guidelines to promote healthy living and prevent obesity in everyday life using strategies for sustainable adolescent obesity prevention and management.

Purpose: This study examined the effectiveness of an empowerment program based on reality therapy inhelping low-income welfare recipients become self-reliant. Methods: This study used a repeated-measures design with a control group. Sixty-four participants wereselected through convenience sampling from among welfare recipients who accessed self-sufficiencyservices at local self-sufficiency centers. The empowerment program consisted of eight sessions. Theoutcome variables were self-sufficiency motivation, self-esteem, and empowerment. Data were collectedat baseline, immediately after intervention, and 4 weeks after intervention, and were analyzed using theindependent t-test, c2 test, or Fisher's exact test, and generalized estimating equations (GEE). Results: GEE revealed significant group time interaction effects on self-sufficiency motivation, selfesteem,and empowerment, after adjusting the baseline scores for the three outcome variables. Conclusion: The developed empowerment program significantly improved self-sufficiency motivation,self-esteem, and empowerment among welfare recipients who accessed self-sufficiency services at localself-sufficiency centers. This study provides direction for the development of psychosocial empowermentprograms to help welfare recipients become self-reliant. Future research should focus on the longtermeffects of this empowerment program.

Purpose: This study aimed to implement a child abuse prevention program and evaluateits effectiveness based on the Nursing Model of Resilience and Coping Skills TrainingModel for unmarried mothers during pregnancy and puerperium. Methods: This studyhad a prospective single-case, AB design with four repeated self-questionnaire measuresand three observational measures. Seven unmarried mothers were provided with 10 sessionschild abuse prevention program through individual visits from 32 to 34 weeks ofpregnancy to six weeks after childbirth. The questionnaire was composed related to resilience,maternal stress, maternal attitude, parent-child interaction, child abuse potential. The observation was measured by video recording (total 16 times) the interaction of parent-childduring feeding and analyzing it by three experts. Data were analyzed by Wilcoxonsigned-rank test and Friedman’s test. Results: Maternal attitude and parent-childinteraction were statistically significantly improved after intervention compared to beforeintervention. However, maternal stress decreased after intervention compared tobefore intervention, but it was not statistically significant. Additionally, resilience andchild abuse potential were not statistically significant. This program is partially effectivein preventing child abuse by promoting parenting attitudes and parent-child interactions. Conclusion: This study focused on individual resilience and applied systematic interventionas coping skills training to prevent child abuse. This study is meaningful inthat interventions were conducted through individual visits to unmarried mothers athigh risk of child abuse, and the program was applied, including pregnancy and postpartumperiods, to prevent child abuse early.

Purpose: This study aimed to develop a physical restraints education program using the Information-Motivation-Behavioral Skill (IMB) model and examine its effects on physical restraint-related knowledge, attitudes, nursing practices, and person-centered care of nursing care providers in long-term care hospitals. Methods: A nonequivalent control group repeated measures quasi-experimental design was used. The participants were 54 nursing care providers (intervention group=27, control group=27) in long-term care hospitals from B city. The IMB model-based education program was developed and implemented once a week for 3 weeks. The program involved brain writing, lectures, poster or slogan creation, writing diary to reduce the use of restraint, and shouting slogans. Data were collected using self-reported questionnaires at pretest, immediately after the program completed (3 weeks after pretest), and 4 weeks after completing the program (7 weeks after pretest). Analysis was conducted using χ²-test, Fisher’s exact test, t-test, Mann-Whitney U-test, and repeated measures ANCOVA with the SPSS/WIN 28.0 program. Results: The participants consisted of nurses (40.7%), nursing assistants (40.7%), and care workers (18.5%). The education program had statistically significant effects on knowledge (F=46.38, p<.001), attitude (F=42.70, p<.001), nursing practice (F=31.29, p<.001), and person-centered care (F=27.74, p<.001) regarding physical restraints. The intervention’s effects remained for 4 weeks after the completion of the intervention. Conclusion: This education program effectively enhanced nursing care providers’ knowledge, attitude, nursing practice, and person-centered care concerning physical restraints. Future research is warranted to provide a regularly repeated program and evaluate the direct effects on the frequency of physical restraints for nursing care providers in long-term care hospitals.

Purpose: To examine the effects of a spousal participation health promotion program (health promotion program, HPP) based on Cox’s Interaction Model of supporting husbands’ health behavior compliance following a percutaneous coronary intervention (PCI). Methods: This study was a nonequivalent control group pretest-posttest design. A total of 52 participants (26 in each group) completed the study. The researchers conducted pretest and posttest at 12-week intervals on 26 control groups. Those in the 26 experimental groups attended in the entire 12-week program with pretest and posttest. Also, 10 control groups who wished to receive the intervention were given the opportunity to participate in the HPP for 3 weeks and were provided with the materials used from weeks 4 through 12 after completion of the study. Descriptive statistics, independent t-test, paired t-test, Mann-Whitney U-test, and a Wilcoxon signed rank test were conducted. Results: Spousal participation HPP was effective in promoting participants’ marital compatibility and health behavior compliance. Conclusion: Spousal participation HPP was an effective intervention for reducing body mass index, total cholesterol, triglyceride, and low-density lipoprotein, enhancing marital harmony, and promoting health behavior compliance among middle-aged and older men who underwent PCI. Therefore, it is recommended to actively utilize the spousal participation HPP as an effective intervention strategy for health management of this population.

본 연구는 대학 내 성인학습자들의 특수성을 고려한 맞춤형 영어 프로그램의 설계를 구체화하고, 설계된 맞춤형 영어 프로그램의 적절성을 점검해 보는 것이다. 1 & 2차 사전 요구분석의 결과를 반영하고 특수목적 영어 교수 설계모형(ESP)을 적용하여, 대학 내 성인학습자 대상 영어 프로그램의 구체적인 교육내용과 교수학습 방법을 선정하였다. 첫째, 학습 초반에 파닉스 내용을 구성하고, 수업 운영을 위해서 Flipped Learning 교수법을 선정하였으며, 본 수업에서는 균형적 문해 교수법(BLI)을 적용하도록 설계하였다. 둘째, Willis의 과업 중심 영어 교수법을 선정하고, 반복과 확인 학습을 강화할 수 있도록 재구성하였다. 과업 수행단계 이전, 연습 단계를 더하고, 과업 수행단계에서는 개인 과업을 추가하여, ①과업(개인/소그룹)-②발표계획(개인/소그룹)-③소집단별 보고(report)로 설계하였다. 셋째, 과업 중심 교수법의 주요 과업으로 취업 및 여행 영어를 선정하고, 연구참여자들의 주교재 3종을 비교·분석·선별하여 어휘와 단어 등 과업의 텍스트를 구성하였다. 사전 모의 수업 적용을 통해 설계된 프로그램의 적용 타당성을 살펴본 결과, 학업 성취도가 유의미하게 향상되었고, 만족도 역시 높아, 성인학습자 대상 파닉스 학습의 설계와 구성이 적절함을 확인하였다. 또한, 전문가 집단에 의한 교수 설계 전반의 적용 타당성 결과도 긍정적으로 나타나, 성인학습자 맞춤형 영어 프로그램의 설계가 적절함을 확인하였다.

The purpose of this study is to specify the Institutional design of a tailored English program considering the special characteristics of adult learners in university and to verify in advance the appropriateness of the designed tailored English program. The results of the 1st & 2nd preliminary needs analysis were reflected and the English for Specific Purpose(ESP) model was applied to design specific institutional content and teaching & learning methods. First, phonics content was structured at the beginning of the tailored English program. Flipped Learning method was selected for whole class management and phonics institution was designed by applying Balanced Literacy Instruction(BLI). Second, Willis' task-centered English teaching method was selected and reorganized to strengthen repetition and confirmation learning. The Willis’model was modified by adding a practice step before the task performance step. Then a personal task step is added to the task performance step of small group. It was designed as ① task (individual/small group) - ② presentation plan (individual/small group) - ③ report by small group. As a result of examining the feasibility of applying the program designed through the application of preliminary mock classes, academic achievement was significantly improved and high satisfaction, confirming that the design and structure of phonics learning was valid. In addition, the results of the feasibility of applying the overall instructional design by the expert group were positive feedback confirming that the design of the customized program was appropriate.

The properties of the conductor-mechanical, thermal, and electrical-are the key information in the design and optimization of superconducting coils. Particularly, in devices using second generation (2G) high temperature superconductors (HTS), whose base materials (for example, the substrate or stabilizer) and dimensions are adjustable, a design process for conductor optimization is one of the most important factors to enhance the electrical and thermal performance of the superconducting system while reducing the cost of the conductor. Recently, we developed a numerical program that can be used for 2G HTS conductor optimization. Focusing on the five major properties, viz. the electrical resistivity, heat capacity, thermal conductivity, Z-value, and enthalpy, the program includes an electronic database of the major base materials and calculates the equivalent properties of the 2G HTS conductors using the dimensions of the base materials as the input values. In this study, the developed program is introduced and its validity is verified by comparing the experimental and simulated results obtained with several 2G HTS conductors.

Recent advances in artificial intelligence (AI) have introduced a new turning point in the field of rehabilitation training. In particular, AI robot-based training has attracted attention by enabling patient-centered rehabilitation through precise biomechanical data analysis, motion correction, personalized exercise programming, and real-time feedback. In this study, a rehabilitation training program was designed based on the structure and functionality of the AI training equipment Moty, through collaboration among a team of experts consisting of AI developers, fitness trainers, sports education researcher, and rehabilitation professionals. The effectiveness of the program was qualitatively analyzed using the four levels of the Kirkpatrick model—reaction, learning, behavior, and results. Data were collected through participant interviews, rehabilitation journals, video analysis of training sessions, and expert consultations, and inductive category analysis was conducted using the constant comparative method. The results revealed that, first, in the reaction phase, Moty's automated weight adjustment and real-time feedback promoted psychological stability and engagement, fostering learners' sense of novelty and immersion. Second, in the learning phase, participants reported embodied understanding of muscle-specific stimulation through concentric, eccentric, and isokinetic modes, leading to deeper comprehension of exercise principles. Third, in the behavior phase, Moty's simplified setup and automatic data logging reduced physical burden and injury risks, encouraging more autonomous and consistent exercise behavior. Fourth, in the results phase, improvements in functional recovery and sustained rehabilitation participation were observed. Notably, the emotional support and continuous attention provided by rehabilitation professionals compensated for the limitations of AI technology, reinforcing participants' trust and motivation. Meanwhile, some limitations of technology-centered instruction were noted, including operational errors of the AI robot, difficulties in interpreting feedback, and mechanical constraints. In addition, the effectiveness of AI robot-assisted rehabilitation appears to be significantly enhanced when accompanied by human-centered interaction and empathetic communication.

In this paper, recognizing the importance of the database query optimization design methods, we implemented mobile database with mobile program (J2ME) which is a useful database procedures. In doing so, we emphasize the logical query optimization which brings mobile database to performance improvement. The research implies that the suggested mobile program (J2ME) would contribute to the realization of the efficient mobile database as the related technology develops in the future.

This investigation was carried out to identify and assess the appropriate social skills and social value elements of the dual system apprenticeship program by applying the Modified Nominal Group Technique. These elements will be taken into account in the development of the social skills and social value competence model for the dual system apprenticeship program that will be used as the primary reference for skills instructors. The formation of these elements is based on the panel of experts’ views and consensus. A total of 13 experts who were directly involved with the dual system apprenticeship program were identified. The Modified Nominal Group Technique data analysis was determined based on the score given by all of the panel of experts’ votes, which were converted into percentages and compared with the terms set. The experts’ agreement determined the final elements of social skills and social values. The voting process in the Modified Nominal Group Technique session was not intended to eliminate or abolish any element that had been mutually agreed upon by the experts. Instead, the voting process was aimed at determining the priorities of each of the elements according to the preference of each expert, that was based on individual scale interpretation. The Modified Nominal Technique group contains five stages that need to be observed: research briefings, idea generation, sharing and discussing ideas. The best idea went through a voting process and the research findings were presented. The elements that were formed had a great implication on the construction of the model. Therefore, the findings of this study will be the most important source of reference in constructing the social skills competency model for the dual system apprenticeship program.

목적 : 본 연구는 중심부 암점을 가진 환자에게 한글 기반의 중심외보기 훈련 소프트웨어를 적용하여 그 효 과성을 파악하고자 하였다. 연구방법 : ABA 단일대상연구(single-subject research design) 설계를 위해 중심부 암점을 가진 2명의 환자에게 훈련 전후 기초선 각 3회기, 중심외보기 훈련은 8회기를 시행하였다. 매회기 훈련 종료 후에 단 문읽기속도를 측정하였고, 훈련전과 훈련 후에 일기활동 능력을 평가하기 위하여 캐나다작업수행측정 (Canadian Occupational Performance Measure; COPM)와 운동처리기술평가(Assessment of Motor and Process Skills; AMPS)를 시행하였다. 결과 : 중심외보기 훈련 결과 대상자 모두의 읽기속도가 훈련 전보다 훈련 후에 2표준편차 이상 증가하였고, 특히 훈련 2-3회기에 큰 증가세를 나타냈다. 전반적인 일상생활활동 능력에서는 훈련 전후 변화가 없었 으나, 읽기와 관련된 활동에서는 의미있는 향상을 나타냈다. 결론 : 본 연구를 통하여 한글기반의 중심외보기 훈련 프로그램이 중심부 암점을 갖고 있는 환자의 읽기활동 수행 수준을 향상시킬 수 있음을 확인하였고, 국내 임상현장에서 적용할 근거를 마련하였다.

Objective : To examine the effects of the eccentric viewing training software on reading and Activities of Daily Living(ADL) for individuals with central scotomas in Korea. Methods : A single-subject A-B-A research design for two low-vision individuals with central scotomas was used to examine the effects. The research was conducted over 14 sessions, which included three sessions during a pre-training baseline period (A), eight sessions during an intervention period to apply eccentric viewing training software on Korean character stimulation (B), and three sessions in a post-training baseline period (A). To measure reading and ADL, participants were assessed for their reading speed, Canadian Occupational Performance Measure(COPM), and Assessment of Motor and Process Skills(AMPS). Results : An Analysis of the data showed that the participants’ reading speed increased compared to their pre-training baseline scores, showing the highest level of increase in the first two to three sessions of training. The participants improved their performance in the reading-related activities, although a comparison of their overall ADL function pre-training and post-training showed no change. Conclusion : These findings suggest that the eccentric viewing training based on specific language characters, Korean, is an effective intervention method for improvement in the reading skills of individuals with central scotomas.

최근 사회복지 프로그램 개발활동에서 체계적인 디자인 개발의 중요성이 한층 강조되고 있음에도 불구하고 이에 대한 실증적인 디자인 사례 연구가 전무한 상황이다. 이에 본 연구는 프로그램 디자인 개발과정을 기술 · 설명하고 이러한 개발 활동의 최종 결과물로서 여성 한부모 임파워먼트 프로그램 디자인의 구성요소를 제시하였다. 본 조사에 적용된 디자인 개발 조사방법으로서는 개입 문제와 개입 이론의 분석, 디자인 개발과 관련된 문헌의 검토, 현장 제안서의 검토, 현장 종사자의 인터뷰, 실증적 관련 문헌의 분석으로부터 2차례에 걸쳐 디자인 정보를 수집 · 분석하고 3차례의 반복적 디자인 원형 구성작업을 통해서 이루어졌다. 이렇게 개발된 최종 여성 한부모 프로그램 디자인의 특성으로는 3가지 차원의 개입 초점과 이와 연관된 프로그램 활동, 3가지 개입초점의 단계적 활동 노력, 개입변화의 인지 · 행위(동)의 순차성과 그와 관련된 목표설정 등과 같은 특징이 디자인으로 구현화 되었다. 본 조사에서 수집된 다양한 디자인 정보를 분석하는 과정에서 기존의 여성 한부모 임파워먼트 프로그램의 내용 및 절차적인 특징들도 발견되었다. 또, 프로그램 디자인 개발활동 그 자체와 관련된 다양한 문제점과 가능성도 발견되었다. 연구자들은 이러한 연구결과를 토대로 여성 한부모 임파워먼트 프로그램의 사회복지적 함의에 대한 논의와 추후 디자인 개발활동 과제를 제시하였다.

Despite rapidly increasing concerns of program development activities in social work in Korea, it is still unknown how to establish design validity in program development. The purpose of this study is to explore the possibility and limitations in constructing validity of the empowerment program for Single Mothers, who have a lot of severe difficulties in Korea. The researchers created a design framework by reviewing the literature related to empowerment theories/models and program design models. They collected and analyzed three types of design information, such as program proposals, social workers, and research articles related to empowerment. They designed program prototypes several times through carefully analyzing the content of the collected information. As a result, 3 key design features of the finale program for Single Mothers were found. The design features are: 1) the three levels of intervention and their related program activities, 2) the systematic change in the three levels, and 3) cognitive-behavioral changing procedures for solving the problems and obtaining related program objectives. In conclusion, some interesting findings on the problems of the existing empowerment programs in the field as well as the difficulties and tasks in establishing the design validity, were discussed.

본 연구는 사회복지기관의 프로그램개발 활동에서 나타나는 프로그램 디자인작업의 구성요소의 특징을 이론적으로 분석하고, 이러한 개별 구성요소의 디자인 작업정도가 프로그램 실행지침개발단계 및 수행·평가단계에서 어떻게 나타나고 있으며, 동질적인 범주로 구성 및 변화되는지를 조사하였다. 연구의 분석틀은 프로그램 디자인 및 구성요소 개발과 관련된 이론과 선행연구를 토대로 사회복지 프로그램의 ‘3 단계 디자인 활동’ 모형 속에서 8개의 구성요소 디자인 범주에서 24개의 프로그램 구성요소를 설정하여 사용하였다. 조사대상은 전국의 복지관에서 외부 재정지원 단체의 공식적인 프로그램 공모사업에 지원·선정되어 성공적으로 수행된 실제 사회복지 프로그램 사례이며, 이에 대한 자료 수집은 해당 프로그램의 개발 및 수행을 책임진 사회복지사를 대상으로 한 설문조사를 이용하였다. 최종분석에는 195개의 사례가 포함되었으며, 통계분석방법으로는 기술 분석과 요인분석이 사용되었다. 분석결과, 2단계 실행지침개발단계에서의 프로그램 구성요소 디자인 작업은 생각보다 활발하였으나 3단계 프로그램 수행·평가과정단계에서의 구성요소 디자인 작업은 상대적으로 낮은 편이었다. 프로그램 구성요소별로 디자인 활동의 정도는 편차가 매우 높게 나타났으며, 특히 개입모델, 프로그램 직원교육, 개입윤리 및 가치, 개입절차 및 과정과 같은 항목은 실행지침 및 수행·평가과정 디자인활동 단계 모두에서 매우 낮은 수준의 디자인 활동을 보여주고 있었다. 프로그램 구성요소에 대한 동질적 범주성에 대한 요인분석 결과로서는 이론적 배경에서 나온 8개의 디자인영역이 실행지침개발단계에서는 6개, 프로그램 수행·평가단계에서는 4개의 동질적인 범주(blocking)로 묶이는 특성을 보여주고 있었으며, 각 구성요소 디자인 범주의 세부적인 구성요소의 성격에서도 변화가 있었다. 본 연구자들은 연구결과를 토대로 사회복지 프로그램 개발에 대한 학술적인 함의와 현장의 사회복지 구성요소 디자인 활동을 보다 체계화시키기 위한 실천적 함의를 구체적으로 제시하였다.

The purposes of the study are to describe the feature of the program components, and to identify their changes in the process of designing the social work programs in the community service agencies in Korea. In order to achieve these purposes, the researchers constructed an analytical framework including 24 program components derived from the related literatures. Data was collected by questionnaires answered by the social workers who were in charge of the program development and implementation. Descriptive statistics analysis and factor analysis were applied to exam the features of the program components in 195 social service programs developed by the funds from the Community Chest of Korea and a private funding foundation. As the result of the analysis, the three noticeable features are found; (1) the agencies have very actively involved in the designing work in the process of developing practice guideline, however they have less involved in the designing work in the process of implementing program; (2) program components which are low level in design activities are intervention models, staff education, and practical ethics; (3) 8 categories of components derived from the theoretical perspective are reduced to 6 categories in the process for developing practice guidelines, finally to 4 categories in the process for implementing the programs. The implications of major findings were discussed in academic and practical perspectives in Korea, including future research works in the area.

학교사회복지사업은 지속적으로 확대되어 2014년 현재 교육복지우선지원사업과 지방자치단체 주관 학교사회복지사업을 중심으로 다양한 프로그램을 제공하고 있다. 이에 본 연구는 현재 학교에서 실시되고 있는 프로그램의 운영현황을 기획과정의 단계별 특징을 중심으로 파악하고 기술함으로써 발전방안을 모색하는데 목적이 있다. 이를 위해 전국 16개 시․도의 학교에서 근무하는 학교사회복지사, 교육복지사 및 지역사회교육전문가를 대상으로 설문조사를 실시하였으며, 설문에 참여한 실무자가 제출한 각 학교의 사업계획서와 사업보고서를 분석에 활용하였다. 연구결과, 다수의 실무자가 1가지 이상의 욕구조사 결과를 반영하여 사업계획을 세우고 있었으나, 다각적인 욕구나 근거자료를 활용하지 못하고 있었으며, 상위목표와 하위목표의 논리성이 부족하였다. 또한 대다수의 프로그램은 계획대로 실행되고 있었으며, 생태체계적인 개입이 이뤄져 사업의 효과성을 높이는 기반이 되고 있으나, 효과성을 평가하기 위한 과정평가와 성과평가가 체계적으로 이뤄지지 못하고 있는 한계점이 나타났다. 이러한 연구 결과를 근거로 학교사회복지 프로그램의 질적 향상과 실무자의 프로그램 계획, 실행, 평가 역량 향상을 위한 발전방안을 제시하였다.

The school social work in Korea has been continuously expanded in the past two decades. In particular, the educational welfare priority projects and the school social work projects by local governments provide various school social work related programs. The purpose of this study is to examine and describe the school social work programs currently performed in school regarding the characteristics of program design and practice phases to provide further development plans. For the study, school social workers and education social workers in nationwide 16 cities and provinces participated the survey. Also, the participants provided the school social work yearly plans and the school social work program results reports. This information was then analyzed based on the specific standards. The study result indicated that many study participants applied one or more needs-survey results to set their work plans. In addition, most of programs were correctly performed as they were planned. However, the versatile needs or the evidence were not used when they made plans. Also, the logic between superordinate goals and subordinate goals were insufficient. Furthermore, although ecological systemic interventions were performed to enhance the effectiveness of work, there was no systematic process to evaluate the effectiveness in process and result evaluations. Based on the result, this study suggests the development plans to increase the quality of school social work programs and improve workers’ capabilities in program plans, practices, and evaluations.

본 연구는 초등학교 저학년 아동의 대인문제해결력과 사회성 향상을 위하여 디자인씽킹을적용한 사회성 프로그램의 효과성을 검증하였다. 연구를 위해 서울시 O초등학교의 겨울방학돌봄교실 이용학생 중 교사의 추천을 받은 1-2학년 16명의 아동을 대상으로 각각 8명씩 실험집단, 통제집단에 무선배치하였다. 프로그램은 주 1회, 총 8회기로 각 회기 당 80분씩 실시되었고, 프로그램 사전, 사후, 4주 후인 추후에 평가를 시행, 결과를 분석하였다. 자료 분석은 SPSS 20으로 진행하였으며 t검증 및 혼합변량 분석을 실시하였다. 프로그램의 효과를분석한 결과는 다음과 같다. 첫째, 디자인씽킹을 적용한 사회성 증진 코칭 프로그램을 실시후, 실험집단 아동들의 대인문제해결력의 평균, 총 범주 수, 긍정적 사고 수가 유의미하게증가하였다. 둘째, 실험집단 아동들의 사회성 점수가 유의미하게 증가하였다. 셋째, 추후 검사를 실시한 결과, 실험집단 아동들에게 프로그램의 효과가 지속되는 것으로 나타났다. 마지막으로 연구결과를 바탕으로 본 연구의 시사점을 논하고 향후 연구를 위하여 제언하였다

The aim of the current study was to verify the effect of sociality improvement coaching program applied to design thinking on the interpersonal problem-solving skill and sociality for lower graders in elementary school. Sixteen participants(aged 7-8) were selected from daycare class in the elementary school, and randomly assigned to a sociality improvement coaching program or a control group. The program was developed based on design thinking and conducted for 8 weeks (one session a week, 80 minutes for each session). To examine the effect of program, participants were asked to complete questionnaires of interpersonal problem-solving skill and sociality. The results showed as follows. First, participants in experimental group showed significantly increased scores in interpersonal problem-solving skill. Second, they also had increased sociality after participating in coaching program. Third, the effect of coaching program were continued with follow-up test. Through this research, we found the benefits of coaching program applied design thinking on interpersonal relationship and social skill. Limitations of the present study and suggestions for future research were discussed.

Purpose: The purpose of the study was to establish an education curriculum subject program design for the department of emergency medical technology based on National Competency Standards (NCS) key competencies. Methods: A self-reported questionnaire was completed by 180 level 1 emergency medical technicians in K area from June 15 to 20, 2016. Except for 14 incomplete questionnaires, 141 data were analyzed. The study instrument included general characteristics of the subjects (7 items) and importance and satisfaction levels for 10 key competencies including 34 items of subfactors by a Likert 5-point scale using Borich Needs Assessment Model. A locus for focus model (LF model) was used to derive the top priority key competencies for the education curriculum. Data were analyzed by SPSS v. 20.0. Results: The order of education needs of the program included interpersonal competency (1.442), communication competency (1.384), problem solving competency (1.185) and professional ethics competency (1.149). In the LF model, the required jey competencies included interpersonal competency, communication competency, professional ethics competency, and problem solving competency. Conclusion: The study results coincided with standard education curriculum guidelines. Our resluts can provide a valid reference for the department of emergency medical technology.

본 연구는 예비 보건교사의 AI 교육역량을 진단하고, 교육적 개입의 우선순위를 실증적으로 탐색하여 교육 프로그램의 설계 방 향을 제시하는 것을 목적으로 한다. 이를 위해 A대학교 간호대학에서 교직과정을 이수 중인 4학년 학생 32명을 분석 대상으로 하 여, AI 교육역량의 네 가지 영역(기본 개념 이해, 인간–AI 관계 이해, AI 활용 역량, AI 윤리 인식)에 대해 중요도와 수행 수준을 조 사하였다. 분석에는 Borich 요구도 분석과 Locus for Focus 모형을 병행 적용하여, 각 역량 요소 간의 격차와 교육적 개입 필요성을 구조적으로 도출하였다. 그 결과, 모든 영역에서 중요도가 수행 수준보다 유의하게 높게 나타났으며, 특히 ‘AI 윤리 인식’은 가장 큰 격차와 높은 요구도 점수를 보여 우선적 교육 개입이 필요함을 시사하였다. 또한 ‘AI의 기본 개념 이해’, ‘인공신경망의 의미 이해’, ‘AI와 인간의 협력’, ‘사회 구조적 영향 이해’ 등도 핵심적인 고려 영역으로 도출되었다. 본 연구는 예비 보건교사의 AI 교육역량을 체계적으로 구조화하고, 실증적 데이터를 기반으로 교육적 개입의 우선순위를 제시함으로써, 향후 보건교사 양성과정에 통합 가능 한 프로그램 설계를 위한 기초적 자료로 활용될 수 있을 것이다.

This study aims to diagnose the AI educational competencies of pre-service health teachers and to explore, on an empirical basis, the priorities for educational interventions in order to suggest directions for program design. The analysis was conducted on 32 fourth-year students who were enrolled in a teacher education program within the College of Nursing at University A, where no formal AI-related courses were offered. Four domains of AI educational competencies were examined: understanding of basic concepts, understanding of human–AI relationships, AI utilization competencies, and AI ethics awareness. The analysis employed both the Borich Needs Assessment model and the Locus for Focus framework to identify competency gaps and to structurally derive areas requiring educational intervention. Results indicated that, across all domains, perceived importance scores were significantly higher than performance scores. In particular, ‘AI ethics awareness’ showed the largest gap and highest need score, suggesting it as a priority area for educational intervention. Other competencies such as ‘understanding of AI basic concepts,’ ‘understanding of neural networks,’ ‘human–AI collaboration,’ and ‘understanding of social structural impacts of AI’ were also identified as key areas for consideration. By structuring pre-service health teachers’ AI educational competencies and presenting data-driven insights into intervention priorities, this study provides foundational evidence that may inform future program design and contribute to the improvement of teacher education curricula in the field of health education.