Earticle

본 연구는 국가유산교육사의 프로그램 개발역량 함양을 위한 교육모형을 탐색하는 데 목적이 있다. 국내 관련 연구 79편의 동향을 검토하고, 선정기준을 충족한 14편을 심층 분석하여 교육학 이론과 대조하였다. 분석 결과, 맥락 분석, 교육목표 설정, 프로그램 설계, 교육자료 개발, 평가 설계, 협력․운영의 여섯 역량이 도출되었다. 이를 토대로 3P(People, Purpose, Place) 맥락 분석에서 환류로 이어지는 순환모형을 제안하였다. 본 모형은 일반 교수설계 절차에 국가유산의 장소성, 지역 공동체와 교수학적 변환을 결합했다는 점에서 의의가 있다.

This study explores an educational model for fostering the program development competencies of national heritage educators. It reviewed the trends of 79 Korean studies and conducted an in-depth analysis of 14 studies selected according to explicit criteria, comparing the findings with relevant educational theories. Six competencies were identified: context analysis, objective setting, program design, instructional material development, assessment design, and collaboration and management. Based on these findings, a cyclical model was proposed, beginning with 3P context analysis—People, Purpose, and Place—and progressing through feedback. The model contributes by integrating place, local communities, and the pedagogical transformation of heritage knowledge into a general instructional design process.

Purpose: The present study aimed to develop and examine the effectiveness of a pediatric nursing competency-building program for nursing students. Methods: This was a quasi-experimental study with a nonequivalent control group pretest-posttest design conducted between October and December 2021. The participants included 40 nursing students (20 each in the experimental and control groups) at a university in a South Korean city. The pediatric nursing competency-building program integrated problem-based learning and simulation into clinical field practice. The experimental group participated in the program, while the control group did not. Data were analyzed using the x2 test, the independent t-test, and repeated-measures analysis of variance. Results: Pediatric nursing competency and clinical performance showed a greater increase in the experimental group than in the control group. However, the change in problem-solving ability in the experimental group was not significantly different from that in the control group. Conclusion: The pediatric nursing competency-building program effectively improved students' pediatric nursing competency and clinical performance.

연구 목적 : 우리나라는 인도주의적 차원에서 국제구조대와 한국재난대응팀을 파견하고 있으며 이는 공적개발원조 의 하나인 해외긴급구호활동에 해당하는 것으로 주로 소방대원과 의료인들이 활동하고 있다. 따라서 이 연구는 글 로벌 재난 역량 개발 프로그램이 응급구조과와 간호학과 학생들에게 어떠한 영향을 미쳤는지 살펴보고 이를 통해 서 추후 학부교육에 대한 개선방안을 모색하고자 한다. 연구 방법 : 본 프로그램은 ICN에서 제시한 "재난간호역량체계"를 기본 틀로 4개 영역 10개 도메인으로 역량을 구분 하여 프로그램을 설계하였다. 프로그램은 2013년 8월 12일부터 23일까지 2주간 사례학습, 토론, 전문가 특강, 태국 카렌지역 현지방문 등 다양한 방식으로 운영되었으며 참석학생은 총 18명이었다. 프로그램에 대한 만족도는 5점 척도로 측정하였고, 국제재난역량 지식수준은 10점 척도로 측정하여 프로그램 전후 지식수준을 비교분석하였다. 그 외 심층 인터뷰를 진행하여 재난에 대한 학생들의 태도 변화를 보았다. 연구 결과 : 프로그램 만족도는 4.50±0.51로 매우 높았으며 국제재난관련 지식의 변화는 전체 항목 평균 2.18±0.68 에서 6.30±0.84로 상승하였다(p<.001). 그 외 프로그램의 신청 동기는 다중응답으로 다양한 경험을 쌓기 원해서(14명), 해외봉사에 대한 관심(11명), 국제기구에 대한 관심(7명) 등으로 조사되었다. 결 론 : 첫째, 응급구조과와 간호학과 학부 교육과정에서 국제재난에 대한 이해를 증진할 수 있는 교과목이 개설되 거나 기존의 유사한 과목에서 글로벌 환경에 대한 조기 이해가 선행되도록 하여 국제사회에 진출하고자 하는 학생 들에게 다양한 진로를 제시해 주어야 한다. 둘째, 국제재난관리에 대한 교육은 학습효과를 증진하기 위해서 시물레이션 학습 또는 재난현장을 방문한 현장학 습 등 다양한 방법의 적용이 고려되어야 국제사회 및 문화에 대한 이해도모와 태도변화 그리고 어학 학습의 중요성 을 자각하게 할 수 있다. 셋째, 학부 단계에서 국제재난교육을 통해서 이해를 도모하고 진로와 관련한 다양한 정보습득 및 참여기회가 증진 되도록 하여 졸업 후 실무에 적용이 가능하도록 교육하는 것이 필요하다.

Purpose : This study assessed the improvement of competency levels for participants, as well as their satisfaction from completion of the special international disaster response program. Methods : The program structure followed an intensive two-week course that included a combination of lectures, discussions, case studies, and field trips. "ICN Framework of Disaster Nursing Competencies” was used for designing the program. A pre-post survey was done to measure the change in the competencies of students and assess their satisfaction after finishing the program. Focus group interviews were also performed to further understand the attitudes of participants toward the disaster issues. Results : The overall pre-program test score for disaster competency was 2.18±0.68 and the post-program test score was 6.30±0.84, which showed statistically significant gains in all competency items (p<.001).The general satisfaction of participants with the program was quite high, demonstrated by a mean score of 4.5± 0.51. The benefits for students from program participation included increased knowledge and better understanding of the important roles of international organizations and NGOs. Conclusion : The international disaster education programs are necessary to provide an opportunity for students to increase their disaster competency. In addition, future development of a unified educational competency framework is also necessary.

Purpose: Recently, various accidents and incidents occurred in our school environment, making it necessary to enhance teachers’ competency in school safety management. To this end, this study was conducted to analyze the needs of teachers related to school safety management competency development. Methods: For this purpose, the existing teacher’s task analysis related to school safety management was revised and surveys were conducted to measure teachers’ present level, expectative level and importance of the items based on the task analysis. To analyze the data, Borich Needs Assessment and The Locus for Focus Model were used. Results: In the t-test between the teachers’ present level and expectative level about school safety management, all 39 tasks were related (p<.001). The priorities in developing teachers’ competency in school safety management were found to be the 6 tasks listed below: ‘To deal with each type of accident,’ ‘To implement CPR and defibrillator,’ ‘To use fire extinguishers and fire hydrants,’ ‘To use descending life lines,’ ‘To give first aid,’ and ‘To cope with elevator accidents.’ Conclusion: By utilizing the results of the teacher’s competency and need assesment as components, teachers’ training programs can be made more applicable to the school setting. In addition, more experience- based programs should be considered when designing teachers’ training programs in order to apply the priority found from the teacher’s need assessment.

본 연구의 목적은 예비교사들의 시민교육 역량강화를 위한 방안을 제시하는 것이다. 이를 위해, 시민성을 학교·국가·세계·디지털 시민성 으로 구분하고, 지식 및 이해, 기술, 가치 및 태도, 성향 네 가지 역량 을 설정하여 예비교사의 시민성과 관련 변수를 측정 및 분석하였다. 연구결과, 첫째, 예비교사의 시민성은 연령과 성별에 따라서는 차이를 보이지 않았으나 전공에 따라 차이를 보였다. 둘째, 도덕적 정체성 수 준이 높은 예비교사의 시민성 성향 역량이 높게 나타났다. 셋째, 예비 교사의 시민성과 시민참여는 유의한 정적 상관을 보였다. 이를 바탕으 로 예비교사의 시민교육 역량 강화를 위한 몇 가지 방안을 제시한다.

This study aims to analyze pre-service teacher’s citizenship and to provide concrete education programs. The research findings suggest that: (1) pre-service teacher’s citizenship varies across major subject rather than age and gender, (2) moral identity is positively related to citizenship, and (3) civic involvement is also related to citizenship. Although this study has some limitations, its strength is that it presents empirical feature of pre-service teacher citizenship and suggests concrete programs and further directions to be taken.

본 연구는 간호대학생의 국제보건간호역량과 셀프리더십, 핵심역량에 간호역량개발 글로벌 특강 프로그램 이 미치는 효과를 검증하기 위해 수행되었다. 간호대학생 53명을 대상으로 간호역량개발 글로벌 특강프로그램 전 과 후 국제보건간호역량, 셀프리더십, 핵심역량을 측정한 단일군 전후 비교조사를 진행하였으며, SPSS/WIN 24.0 프로그램으로 분석하였다. 간호역량개발 글로벌 특강 프로그램은 총 610분 과정으로 진행되었으며, 3개의 섹션으 로 구성되었다. 프로그램 내용은 간호사의 역할과 책임, 미국간호사 되기, 간호사의 미래에 대하여 강의식과 Zoom을 통한 미국 교수와 미국 간호사와의 토론 방법으로 진행되었다. 프로그램 중재 결과 국제보건간호역량 (t=-6.72, p<.001), 셀프리더십(t=-3.30, p=.002), 핵심역량(t=-4.70, p<.001)이 모두 프로그램 적용 후에 향상되었으 며, 이는 통계적으로 의미가 있었다. 연구결과를 바탕으로 추후 국제보건간호역량, 셀프리더십, 핵심역량을 향상 시킬 수 있는 프로그램의 적용을 통해 간호대학생의 간호역량을 향상시키고, 나아가 국제적 리더로서의 간호사를 양성하는데 도움이 되기를 바란다.

This study was conducted to verify the effect of the nursing competency development global program(NCDGP) on global health nursing competency, self-leadership, and core competency of nursing students. This survey was conducted with 53 nursing students before and after the NCDGP program. Analysis was performed using the SPSS/WIN 24.0 program. NCDGP consists of three sections. The contents of the program included lectures on the roles and responsibilities of nurses, becoming a nurse in United state, and the future of nurses, as well as discussions with professors and nurses in United state via Zoom. As a result of the study, global nursing competency(t=-6.72, p<.001), self-leadership(t=-3.30, p=.002), and core competency(t=-470, p<.001) increased significantly. Based on the research results, it is hoped that it will help to improve nursing competency and educate as an global leader.

이 연구는 장애인평생교육의 6가지 분류 중 직업능력향상교육 분야의 프로그램 개발 요구 분석과 향후 프로그램 개발의 방향성을 모색함에 목적이 있다. 이를 위해 4개 장애영역(지체⸱뇌병변장애, 시각장애, 청각장애, 중도⸱중복장애)에서 장애인직업교육에 관련한 영역별 장애당사자와 전문가를 대상으로 비대면 화상회의 플랫폼을 사용하여 초점집단인터뷰(FGI)를 진행하였다. 주요 주제는 장애인평생교육으로서 직업능력향상교육에 대한 인식, 직업능력향상교육 프로그램 실태와 개선 및 개발 방안, 직업능력향상교육과 직업 연계 실현 가능성 도모 방안 등으로, 수집된 자료에 대해서는 내용분석을 실시하여 하위주제를 도출하고 그의 함의를 기술함으로써 직업능력향상교육을 위한 조사 대상 장애영역별 프로그램 개발의 방향성과 구체적 요구들을 제시하였다.

The purpose of this study is to analyze the demand for program development in the field of vocational competency improvement education among the six categories of lifelong education for person with disabilities and to seek directions for future program development. To this end, a non-face-to-face video conference platform was used to conduct focus group interviews (FGI) for disabled parties and experts in each area related to vocational education for the disabled in four areas of disability (physical disability, brain lesion disability; visual impairment, hearing impairment, and Severe and overlapping disability). The main topics are lifelong education for the disabled, awareness of vocational competency improvement education, the actual status of vocational competency enhancement education programs, improvement and development plans, and plans to promote vocational competency improvement education and job-related realization. The collected data was drawn as a result through the content analysis technique. Thus, by deriving sub-themes and describing their implications, the direction and specific requirements for developing programs for each disability area to be investigated for vocational competency improvement education were presented.

본 연구는 여행을 매개로 아동에게 필요한 핵심역량인 자기주도력과 협동능력을 함양하는 프로그램을 개발하고 초등학생을 대상으로 현장실험하여 차후 프로그램을 수정ㆍ보완하기 위한 기초자료를 마련하는데 목적이 있다. 목적 달성을 위해 자기주도학습 및 협동학습의 구성요소들을 여행경험과 혼합하여 프로그램을 구성하였으며, G시 초등학교 4~6학년 12명의 아동을 대상으로 현장실험하였다. 프로그램은 나 이해하기, 자기주도 여행을 위한 기초교육, 당일 미니여행 및 3박4일 제주도 여행의 계획ㆍ실행ㆍ평가의 4개 모듈로 구성되어 있으며, 여행을 포함하여 총 15회기로 되어 있다. 현장실험에 대한 평가는 프로그램이 얼마나 현장에 적용 가능한지, 참여아동과 보호자는 프로그램에 얼마나 만족하는지, 프로그램은 아동에게 자기주도력과 협동능력 측면에서 얼마나 도움이 되는지의 3가지 측면에서 이루어졌다. 평가결과, 프로그램이 실제 현장에 적용되는데 큰 어려움은 없으나 자기주도적으로 여행을 준비하는데 필요한 기술훈련과 여행계획 및 평가를 위한 충분한 회기 수 확보 및 내용 보완이 필요한 것으로 나타났다. 참여아동은 프로그램에 대체적으로 만족하였으며, 특히 보호자는 아동이 자기주도적으로 여행할 수 있는 기회였다는 점에서 매우 만족하며 유익하다고 생각하는 것으로 나타났다. 아동들은 자기주도적 여행능력, 정보검색능력, 의사소통능력 측면에서 특히 도움이 된다고 보고하였다. 3명의 개별 아동 변화에 대한 프로그램 진행자 평가에서도 자기주도력 및 협동능력 향상에 도움이 된 것으로 조사되었다. 연구를 통해 프로그램의 전체 구성틀 및 내용이 적절하며 현장에 적용 가능함이 확인되었고, 일부 수정ㆍ보완이 필요한 내용에 대한 논의를 진행하였다.

The purpose of this study is to develop a program that fosters the abilities of self-directedness and cooperation, which are essential for children, execute a field test for it, and modify the program based on the field test results. This study developed the program which implements travel experiences to include self-directed and cooperative learning components, and conducted a field test and evaluation on 12 children in 4th to 6th grade in G-city. The program consisted of 15 sessions with four modules: self-understanding, basic education on travels, planning, executing and evaluating on its one-day trip and 4-day trip. The evaluation of the field test was conducted regarding 1) how applicable the program was to the site, 2) how satisfied the participating children and their guardians were with the program, and 3) how helpful it was to enhance the children’s abilities of self-directedness and cooperation. The results showed that the program had less difficulties in terms of its execution in the actual field, yet it highlighted the necessities to increase the number of sessions and modify program contents for basic education on travels and sessions for planning and evaluating the trips. Participating children were generally satisfied with the program, and the guardians showed a big satisfaction and found it beneficial as it provided an opportunity for children to act self-directedly on the travel. The children reported that the program was particularly helpful in enhancing their abilities of self-directedness, information research, and communication. The changes of three children through out the whole program were recorded by the program providers, and the positive results were shown on their abilities of self-directedness and cooperation. The study confirmed that the entire framework and contents of the program were appropriate and applicable to the field, and further possible and needed modifications were discussed.

Objective: This study was to investigate and develop a training program that integrated and strengthened clinical competence and capacity of hospital pharmacists which would be implemented at the pharmacy department of Ewha Womans University Mokdong Hospital. Methods: We assessed the training programs of hospital pharmacists in the United Kingdom, the United States and Japan and compared those of major hospitals in Seoul and Gyeonggi provinces in Korea. The survey assessed the satisfaction on the current educational programs for pharmacists at Ewha Womans University Mokdong Hospital and a newly designed education program was suggested. Results: The major differences of the programs among the Korean hospitals and Mokdong Hospital were the training period and contents of the entry-level pharmacist education program. The overall satisfaction of the training program was >3 points on 5- Likert scale in the survey. There was no significant difference of the satisfaction level based on the employment period of pharmacists. The pharmacists were in more than 7 training programs of clinical support work. We proposed the clinical support training for the new pharmacists to be separated from orientation and concentrated on actual work duty. In order to improve the competency, it was encouraged to participate the in-house seminar or certify the related fields provided by Korean Society of Health-system Pharmacists. Conclusion: The education program was assessed among different countries and hospitals of Korea. We suggested to update education program in the hospital to enhance pharmacists’ competency.

Purpose: The purpose of this study was to develop and evaluate the effect of a cultural competency promotion program for nurses in obstetricsgynecology and pediatrics. Methods: The cultural competency promotion program was developed through the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) steps. In this quasi-experimental study, 30 nurses in obstetrics-gynecology and pediatrics were assigned to the experimental group and 34 nurses were assigned to the control group. The experimental group received this program once a week for four weeks and each class lasted one hour. Data were analyzed using descriptive statistics, t-test, X2-test and Fisher’s exact test with the IBM SPSS Statistics version 21.0 program. Results: After attending the program, cultural competency (t=8.30, p<.001) increased significantly in the experimental group compared to the control group. There were also significant differences between two groups in cultural awareness (t=7.53, p<.001), cultural attitude (t=6.41, p<.001), and cultural knowledge & skills (t=7.79, p<.001) as components of cultural competency . Conclusion: The results of this study indicate that this cultural competency program is effective and efficient for nurses in obstetrics-gynecology and pediatrics and can help nurses provide appropriate multicultural nursing care in multicultural society.

Purpose: The purpose of this study is to examine the effects of a competency based safety and quality improving education program for undergraduate nursing students. Methods: A quasi-experimental study of a non-equivalent control group pre and post test design was used. The participants were sixty-eight undergraduate nursing students recruited from the two universities in G and M cities. They were assigned to either a treatment group (n=35) or a comparison group (n=33). A five-day educational program developed based on the ADDIE Instructional Design Model was offered to the treatment group whereas the comparison group did not receive any instruction. Data were collected using self-report structured questionnaires. The data were analyzed using the SPSS/WIN 21.0 with the x2 test, and independent t-test. Results: The students in the treatment group reported significant positive changes for patient safety knowledge, skill and perception of quality and safety competencies. Conclusion: Findings from this study supports that competency based quality improving and safety education program is a useful intervention strategy to promote student's knowledge, skill and perception of quality and safety competencies.

본 논문은 초등학교 2015 개정 교육과정에서 제시되고 있는 소프트웨어 교육과 실과 교과 관련 역량을 분석 하여 새로운 인공지능 역량을 정의하였다. 또한 AI의 작동 원리, AI에 대한 교육내용이나 학습경험이 STEAM 과 융합되는 내용을 찾아 교육과정을 재구성하여 초등학생 인공지능 역량 함양을 위한 STEAM 기반 AI 융합프 로그램을 개발하였다. ADDIE 모형을 기반으로 프로그램을 개발하고 수업 사전, 사후 학생의 인공지능 역량을 검사하여 분석하였다. 분석 결과 STEAM 기반 AI융합프로그램은 초등학생의 인공지능 역량 향상에 유의미한 결과를 보였으며 초등학생 인공지능 교육에 대한 긍정적 인식 향상을 보였다.

In this paper, a new artificial intelligence competency was defined by analyzing the competencies related to the software curriculum and curriculum presented in the 2015 revised curriculum of elementary school. In addition, the STEAM-based AI convergence program was developed to cultivate AI's artificial intelligence capabilities by reorganizing the curriculum by finding the operating principles of AI, educational contents, or learning experiences of AI converging with STEAM. The program was developed based on the ADDIE model, and the artificial intelligence capabilities of students before and after class were examined and analyzed. As a result of the analysis, the STEAM-based AI convergence program showed significant results in improving the artificial intelligence capabilities of elementary school students and improved positive perception of artificial intelligence education for elementary school students.

Purpose: The objectives of this research are to verify the development and effectiveness of a nursing student emotional competency promotion program that is important in professional nursing strategies for strengthening the psychological well-being of patients. Methods: This research was done by developing an emotional competency promotion program for nursing students according to the analysis, design, development, implementation, evaluation (ADDIE) model. Apply the program to students and evaluate their effects on their self-awareness, self-management, social awareness, relationship management and self-efficacy using a nonequivalent control group pretest-posttest design. The subjects of this research were 48 nursing students enrolled in the department of nursing of D College; 24 students were placed in the experimental group and 24 students were in the control group. The experimental group participated in the developed program from December 18, 2017 to January 12, 2018, for a total of 8 sessions. Each session was 120 minutes long. For data collection, a pretest, posttest 1 and 2 were performed using an independent t-test and repeated measure ANOVA using SPSS/WIN 22.0. Results: The experimental group who participated in the emotional competency promotion program showed higher self awareness (F=5.65, p=.005), self management (F=11.12, p<.001), social awareness (F=5.02, p=.009), relationship management (F=11.22, p<.001) and self-efficacy (F=14.24, p<.001) than the control group. These results were supported by a statistically meaningful difference in the time period and the interaction between the time period and the two groups. Conclusion: The study's findings indicate that the emotional competency promotion program developed through this study is effective at increasing the self-awareness, self-management, social awareness, relationship management and self-efficacy of nursing students.

본 연구는 서울시에 소재한 S 대학 교직원을 대상으로 인적자원개발(HRD: Human Resource Development)을 위한 리더십 역량 강화 프로그램 시행 결과를 분 석한 후, 프로그램의 시사점을 제시함으로써, 향후 대학 교직원 리더십 역량 프로그 램 설계 시 기초 자료를 제공하는 것을 목적으로 한다. 본 연구의 목적을 달성하기 위한 방법으로 MBTI(Myers-Briggs Type Indicator) 성장프로그램을 이용한 S 대학 의 리더십 역량 강화 프로그램의 사례에 대한 구체적인 목적과 내용을 기술하고자 한다. 본 프로그램은 대학의 비전 수립과 목표를 달성하기 위한 인적자원개발을 목 표로 이틀 간 10시간으로 구성되었으며, 참가자는 49명의 중간관리 교직원이다. 이 연구의 리더십 역량 강화프로그램의 분석 설계모형은 교수설계모형인 ADDIE 모형 을 근간으로 한 이화정, 양병찬, 변종임(2008)의 프로그램 개발 모형을 채택했다. Stufflebeam(2000)의 CIPP모형을 적용한 평가를 바탕으로 Knowles, Holton, & Swanson (2010)의 안드라고지(Andragogy)적인 입장에서 분석한 본 연구의 시사점 을 기술하면 다음과 같다. 첫째, 대학 교직원의 평생학습의 필요성을 인식하게 되었 다. 둘째, 성인교육자는 능동적이고 자기 주도적으로 학습할 수 있도록 동기를 부여 해야 한다. 셋째, 성인교육자의 프로그램은 수요자의 다양한 요구조사를 기반으로 기 획해야 한다. 넷째, 리더십역량 개발 강사로 현직의 교내 강사 활용을 재고해야 한 다. 다섯째, 대학 교직원은 온정적합리주의 리더십이 필요하다. 마지막으로, 대학 교 직원의 인적자원개발 패러다임 전환과 리더십 개발에 대한 효용성이 강조되어야 한 다.

This study analyzed the result of HRD programs for S university staffs. The purpose of this study was to provide significant implications about the program and basic resources of Leadership competency programs for university staffs in later use. The MBTI program was organized to establish visions of the S university with 49 middle administration staffs for 10 hours in two days. Lee Hwa-Jung's program(2008) based on ADDIE model was adopted as the design model for this study. With the andragogical point of view, the implications of this study were as follows. First, lifelong education was recognized that it is necessary for university staffs. Second, motivations should be given to those university staffs in order for them to do self direct learning. Third, programs for staffs should grant many different needs. Fourth, current staffs of the university should be considered as lecturers of the development of leadership competency programs. Fifth, university staffs need to have leadership of compassionate rationalism. Lastly, the shift of HRD paradigm and utility of leadership development for them should be emphasized.

2022개정 교육과정은 협력적 소통 역량, 공동체 역량 등 더불어 사는 사람을 강조하고 있다. 하지만 지금까지 SW교육에서의 프로그래밍 교육은 주로 개인 활동으로 이루어졌다. 혼자서 사용하도록 만들어진 컴퓨터를 이용 하는 프로그래밍 교육은 2인 이상의 협력 학습에 적합하지 않지만 구체적 조작물을 이용한 프로그래밍 방식인 텐저블 프로그래밍 교육은 자연스러운 협력 학습이 가능하다. 본 연구는 초등학생의 협력적 소통 역량 함양을 위해 텐저블 프로그래밍 방식을 적용한 교육 프로그램을 개발하였다. SW교육에도 협력적 소통 역량, 공동체 역 량 등 더불어 살아가기 위한 인성 함양을 위한 효과적인 교육 방법과 학습 전략이 필요하다. 본 연구뿐만 아니 라 학생들 간의 협력이 이루어지며 학교 현장에서 쉽게 적용할 수 있는 실제적이고 체계적인 프로그래밍 교육 방법에 대한 후속 연구가 활발히 진행되어야 할 것이다.

2022 revision curriculum emphasizes cooperative communication competencies and community competencies. However, programming education has been mainly conducted as individual activities. Programming education using a computer is not suitable for cooperative learning by two or more people, but tangible programming education, a programming method using specific manipulations, enables cooperative learning. This study developed an educational program that applied the tangible programming method to improve elementary school students' cooperative communication skills. In SW education, effective education methods and learning strategies are needed to develop cooperative communication competency. In addition to this study, follow-up research on practical and systematic programming education methods that enable students to cooperate which can be easily applied in the school should be actively conducted.

Purpose: This study aimed to develop and evaluate a nursing educational program improving nursing professional’s cultural competency in cancer prevention. Methods: An eight-hour long educational program was developed based on several preliminary research projects, one ethnography and three quantitative projects, to identify the educational needs among nursing students and professionals in Korea. Thirty two nursing professionals were recruited for a one group pretest-posttest design. Three questionnaires were used to measure cultural nursing knowledge about cancer prevention, cultural competency and perceived importance of nurses’ quality. Results: After completing the educational program, the clinical nurses showed a significant change in the mean score of the cultural nursing knowledge about cancer prevention from 4.78±2.01 to 8.81±1.52 (t=-8.48, p<.001) and the level of the cultural competency from 72.47±8.96 to 83.59±8.61 (t=-6.16, p<.001). Clinical nurses’ perception of ‘Communication ability with patients and family members’ changed from 6th to 2nd most importance but ‘Having a passion for the patient care’ remained the most important perceived factor of nurses’ quality after completing the educational program. Conclusion: The educational program developed was effective in improving nursing professional’s cultural competency in cancer prevention. However, it needs to be improved more to be culturally specific to multi-cultural clients.

본 연구는 Satir의 의사소통이론을 토대로, 우리나라의 실제 학교 교육 맥락을 활용하여 초 등교사의 의사소통역량 향상 프로그램을 개발하고, 이를 교사들에게 적용, 그 효과를 파악하 고자 하는 것이 목적이다. 연구 방법은 문헌연구와 포커스 그룹 인터뷰 결과를 기반으로 프 로그램을 개발하였고 개발된 프로그램은 현직 초등학교 교사를 대상으로 적용, 그 효과를 분 석하였다. 연구 결과, 교사들의 의사소통역량은 하위요소인 자료수집, 경청, 고정관념적 사고 극복, 창 의적 의사소통, 자기 드러내기, 주도적 의사소통, 타인관점 이해 요소 모두에서 유의미하게 향상되었다. 이러한 연구 결과는 기존의 Satir의 이론을 기반으로 한 연구 결과와 맥락을 같 이 하며, 연구 결과를 토대로 일치적 의사소통을 위한 자기성찰의 중요성, 자기성찰을 위한 이론 습득의 중요성, 예비교사 교육에의 적용 등에 대해 논의 및 제안하였다.

This study aimed to develop the communication competency program for elementary school teachers based on Satir’s communication theory and to analyze of the effects of this program quantitatively and qualitatively. Based on Satir’s competency theory and the real situation that teachers confronted in school, 10 lesson plans were developed and validity of the program was evaluated by curriculum specialists. Identical tests to measure communication competency were initiated before and after the program. Analyzing those results gathered, it was proved the program designed in this study was effective to improve teachers communication competency. Based on these results, it was recommended that consideration of communication competency focusing on self-reflection, and the program development for student teachers based on real situation of school for developing their practical competencies.

Purpose: The purpose of this study is to identify the effects of a standardized educational program to improve nursing competency on newly graduated nurses in a children's hospital after developing and applying a pediatric nurse education program. The effectiveness of the program was confirmed by evaluating the clinical competency and field adaptation. Methods: In the first step, an education program was developed using the analysis, design, development, implementation and evaluation (ADDIE) model. As a second step, a similar experimental study of a single group repeat measures design was conducted to evaluate the clinical competency and field adaptation over time after application of the program. Additionally, a focus group interviews were conducted to collect subjective data on the effects and improvement points of the program. Results: As a result of applying the program, there was a significant change in the clinical competence and the field adaptation of newly graduated nurses in a children's hospital. The categories derived from the focus group interviews were "getting special guidance," "better care," "becoming a nurse at a children's hospital" and "winning together." Conclusion: It was confirmed that the education program enhances the clinical competency of new nurses in children's hospitals. In addition, it provided the necessary data to understand the experiences of new nurses, help them adapt effectively, and establish appropriate interventions.

Purpose: The purpose of this study was to develop a multimedia learning program for patients with diabetes mellitus (DM) diet education using standardized patients and to examine the effects of the program on educational skills, communication skills, DM diet knowledge and learning satisfaction. Methods: The study employed a randomized control posttest non-synchronized design. The participants were 108 third year nursing students (52 experimental group, 56 control group) at K university in Seoul, Korea. The experimental group had regular lectures and the multimedia learning program for DM diet education using standardized patients while the control group had regular lectures only. The DM educational skills were measured by trained research assistants. Results: The students who received the multimedia learning program scored higher for DM diet educational skills, communication skills and DM diet knowledge compared to the control group. Learning satisfaction of the experimental group was higher than the control group, but statistically insignificant. Conclusion: Clinical competency was improved for students receiving the multimedia learning program for DM diet education using standardized patients, but there was no statistically significant effect on learning satisfaction. In the nursing education system there is a need to develop and apply more multimedia materials for education and to use standardized patients effectively.

교원의 디지털 역량 수준을 진단하고, 그 결과를 바탕으로 개인에게 적합한 연수과정을 제안하는 체계의 필요성이 커지고 있다. 이에 한국과학창의재단(KOSAC)이 개발한 교원 디지털 역량 프레임워크를 토대로 지원서와 자기진단 자료를 통합하여 하위 역량별 성취율을 산출하고, 규칙 기반 추천 로직을 적용한 진단·처방 시스템을 구현하였다. 2025년 찾아가는 학교 컨설팅 사업 지원자 150명 중 완전 응답자 94명의 자료를 활용하여 자기진단 문항의 내용타당도와 내적 합치도를 검토한 결과, 모든 문항이 설정한 내용타당도 기준을 충족하였으며, 다수의 하위역량에서 수용 가능한 수준의 내적 합치도가 확인되었다. 사용자 반응 조사에서도 자신의 역량 수준을 이해하고 보완 영역을 확인하며 향후 연수 계획을 세우는 데 도움이 된다는 응답이 나타났다. 이는 교원 연수 지원에서 지원서와 자기진단 자료를 결합한 진단·처방형 운영 체계가 실천적으로 활용될 가능성을 보여준다.

As the need for systematically diagnosing teachers' digital competency levels and recommending appropriate professional development pathways grows, this study implemented a diagnostic-prescriptive system based on the teacher digital competency framework developed by the Korea Foundation for Science and Creativity (KOSAC). The system integrates application data and self-assessment responses to calculate sub-competency achievement rates and applies a rule-based recommendation logic. Using data from 94 complete respondents out of 150 applicants to the 2025 Visiting School Consulting Program, the content validity and internal consistency of the self-assessment instrument were examined. Results showed that all items met the established content validity criteria, and acceptable levels of internal consistency were confirmed for most sub-competencies. User feedback also indicated that the system was helpful for understanding current competency levels, identifying areas for improvement, and planning future professional development. These findings suggest that a diagnostic-prescriptive framework combining application and self-assessment data holds practical potential for personalized teacher professional development support.