Earticle

본 연구의 목적은 대학평생교육 활성화 전략과 프로그램 과제 개발 사례를 바탕으로 그 과정에서 나타나는 다양한 이해당사자들의 정치역학적 현상과 협상적 태도를 분석하는 것 이다. 이를 위해 참여관찰법과 다양한 이해관계자들을 대상으로 한 초점집단 면담조사 (FGI) 등 질적인 연구방법과 평생교육 프로그램 운영 실태와 현황에 대한 조사와 평생교육 수강생들을 대상으로 하는 인식과 개선의견 조사 등 양적 연구방법을 혼합하여 활용하였 다. 연구분석은 전략 수립과 프로그램 과제 개발업무 진행 과정에 따라 사전탐색―시안 마 련 과정―시안 검토―실행방안 수립 착수 등 4단계로 이루어졌고, 각 단계별로 참여 주체 들의 관심사와 정치역학적 맥락, 그리고 협상 양상 등을 분석하였다. 연구결과 대학 구성 원들은 물론, 지역사회의 대학평생교육 수요자 또는 기관 모두 각자가 추구하는 이해관계 와 관심사를 바탕으로 각기 다른 의견과 입장을 개진하고 있었다. 이들은 또한 과제책임자 인 연구자와 대학의 장과 전략 및 방향 수립과 관련 자원배분을 위한 실행방안 수립에 있 어 협상하는 것은 물론, 이해당사자 상호 간에도 협상적인 태도를 보였다. 특히 국립대학 의 평생교육프로그램 개발에 있어 여타대학은 물론, 지역사회 평생교육기관과는 차별화된 전략과 세부프로그램 개발이 필요하다는 데에 공통적인 관심사를 개진하였다. 본 연구를 통해 대학평생교육 프로그램 개발에 있어 Cervero와 Wilson의 정치협상모형은 여전히 유 효한 분석 틀로서 의미가 있다는 점을 확인하였다. 본 연구는 프로그램 개발자는 참여 주 체들의 이러한 정치적 속성과 협상의 본질, 권력관계 등에 대한 이해를 바탕으로 프로그램 수혜자인 성인학습자와 평생교육기관들에게 보다 큰 이익과 목표에 기여하는 방향으로 책 무성을 발휘해야 함을 시사한다.

The purpose of this study was to analyze the political dynamics and negotiation aspects among various stakeholders involved in the development of lifelong education strategies and program initiatives based on case study related to the activation of university lifelong education. To achieve this, the researcher employed qualitative research methods such as participant observation during the entire process of the case study, focus group interviews with various stakeholders, and quantitative research methods including surveys on the state and status of lifelong education programs and feedback from lifelong education students. The research analysis was conducted in four stages: preliminary exploration, draft preparation, draft review, and initiation of implementation plans, with a focus on the interests, political context, and negotiation dynamics of participants at each stage. The results revealed that both university members and lifelong education program beneficiaries in the local community expressed diverse opinions and perspectives based on their respective interests. They actively engaged in negotiations not only with the project lead researcher but also among themselves regarding resource allocation for strategic planning and direction-setting within the university. Notably, the development of lifelong education programs at national universities requires differentiated strategies and detailed program design, which was a common concern among stakeholders. Overall, this study reaffirms the continued relevance of Cervero and Wilson’s political negotiation model in the development of university lifelong education programs. Program developers should leverage their understanding of the political attributes and negotiation dynamics of participants to contribute to the greater benefit and goals of adult learners and lifelong education institutions.

본 연구는 학교부적응 청소년의 적응유연성 향상을 위한 통합예술치료 프로그램을 개발하고 효과성을 검증하는데 그 목적이 있다. 개발된 본 프로그램의 효과를 검증하기 위해 실증 연구 를 실시하였다. 연구대상은 I시의 중학생 24명을 대상으로 실험집단 12명, 통제집단 12명으로 구성되었다. 프로그램은 주 1회 90분씩 총 10회기로 실시되었다. 자료처리는 IBM Statistics SPSS 27.0 프로그램을 이용하여 t-test를 실시하였고, 실험집단 참여자들의 심리적 변화를 보 다 심층적으로 파악하고, 통계적인 유의미한 변화의 한계점을 해결하고자 질적 내용 분석을 실 시하였다. 연구결과는 다음과 같다. 첫째, 학교부적응 청소년의 적응유연성 향상을 위한 통합예 술치료 프로그램은 효과가 있는 것으로 나타났다. 둘째, 질적 내용분석결과 참여자 대부분이 심리적 정서적 안정과 타인과 소통, 자기표현 능력, 성취감의 향상을 보였다. 이러한 연구결과 본 연구의 통합예술치료 프로그램은 학교부적응 청소년들의 적응유연성을 향상시켜 행복한 삶 을 영위할 수 있는 길을 열어주는데 기여할 수 있을 것으로 기대된다.

The purpose of this study is to develop an integrated art therapy program to improve the adaptability of school maladjusted adolescents and to verify its effectiveness. An empirical study was conducted to verify the effectiveness of the developed program. The subjects of the study were 24 middle school students in City I, consisting of 12 experimental groups and 12 control groups. The program was conducted with a total of 10 sessions of 90 minutes once a week. For data processing, a t-test was conducted using the IBM Statistics SPSS 27.0 program, and qualitative content analysis was conducted to understand the psychological changes of the experimental group participants in more depth and to solve the limitations of statistically significant changes. The results of the study are summarized as follows. First, it was found that the integrated art therapy program to improve the adaptability of maladjusted adolescents was effective. Second, as a result of qualitative analysis, most participants showed improvements in psychological stability, communication with others, self-expression skills, and sense of accomplishment. As a result of this study, the integrated art therapy program of this study is expected to contribute to improving the adaptive flexibility of school maladjusted adolescents and opening the way for them to lead happy lives.

본 연구는 초등학교 교사들이 무용교육에 대한 수업전문성 향상을 위한 프로그램 개발을 위해 이론적 논의를 제 시하고자 하는데 목적을 둔 것이다. 초등교사들이 인식하고 있는 무용교육에 대한 이해의 한계를 역량의 요인과 더 불어 새로운 프로그램 제안을 위해 이론적 논의를 하고 새로운 방향성으로 다양한 담론분석으로 제안하였다. 이에 체육교과에 대한 이해가 문화예술교육관점으로 해석되어야 하며 인공지능, 디지털 기술과 융합할 수 있는 방안을 제 시해야 할 필요가 있다는 것이다. 또한 프로그램 개발차원에서 문화다양성과 기술적인 테크닉 발전을 위한 창의적인 사고가 필요하다는 것이다. 이러한 이론적 논의는 초등체육에서 표현영역에 대한 이해의 확장과 더불어 교사 스스로 창의적인 교수법 개발과 적용을 시도할 수 있는데 이론적 발판을 제공할 것이라 여겨진다. 이는 단순히 무용교육에 대한 이해를 예술중심으로 이해하는 것이 아니라 문화예술교육관점으로 이해할 수 있는 부분이라 하겠다. 나아가 2022개정교육과정과 더불어 현재 사회, 문화적으로 변화된 교육환경에서 활성화를 이룰 수 있도록 체육교과 내용을 분석하고 교육적 실천으로 나아가는데 의미 부여할 수 있는 원동력으로 제공될 수 있다고 여겨진다.

Objectives The purpose of this study is to present a theoretical discussion for program development for elementary school teachers to improve their teaching expertise in dance education Methods This study is a literature and discourse analysis Results The limitations of understanding dance education recognized by elementary school teachers were proposed as a direction for new program proposals along with competency factors. Accordingly, understanding of physical education subjects should be interpreted from the perspective of culture and arts education, and it is necessary to suggest ways to integrate with artificial intelligence and digital technology. In addition, creative thinking is needed for cultural diversity and technological technology development in terms of program development. Conclusions This theoretical discussion is believed to provide a theoretical basis for teachers to attempt creative teaching methods development and application on their own, along with expanding their understanding of the field of expression in elementary sports. Furthermore, it is believed that it can be provided as a driving force that can give meaning to analyzing the contents of physical education subjects and moving toward educational practice so that they can be activated in the current social and culturally changed educational environment along with the 2022 revised curriculum.

본 연구는 유아교사의 전문성과 관계형성을 강화하기 위한 실천적 접근으로서, 유아교사를 위한 퍼스널 브랜딩 교육 프로그램을 개발하는 데 목적이 있다. 프로그램 개발을 위해 관련 선행연구 및 문헌 고찰을 수행하 고, 예비 및 현직 유아교사를 대상으로 실시한 요구도 조사를 바탕으로 전문가 협의를 실시하였다. 이를 통해 총 6차시로 구성된 체계적인 퍼스널 브랜딩 교육 프로그램을 구성하였다. 교육내용의 주제는 시각적 정체성 브랜딩, 관계 중심 커뮤니케이션 브랜딩, 전문성 브랜딩 및 비전 설계로 각 차시별 강의, 토론, 피드백, 실습, 역할극 동영 상 시청 등 다양한 교수・학습 방법을 적용하였으며 반성적 저널쓰기, 모의 발표하기, 피드백 공유하기 등의 평가 를 통해 자신의 변화와 성찰 및 적용할 수 있도록 하였다. 본 연구는 유아교사의 자기 인식, 대인관계역량, 교육적 메시지 전달력 등을 통합적으로 향상시킬 수 있으며, 유아 및 학부모와의 신뢰 형성, 교사로서의 지속가능하고 긍 정적인 성장 기반 마련에 실질적 기여할 수 있을 것으로 기대한다.

The purpose of this study is to develop a personal branding education program for early childhood teachers as a practical approach to strengthen the expertise and relationship formation of early childhood teachers. To develop the program, related prior research and literature reviews were conducted, and expert consultations were conducted based on a needs survey conducted among prospective and current early childhood teachers. Through this, a systematic personal branding education program consisting of a total of 6 sessions was created. The topics of the training content were visual identity branding, relationship-centered communication branding, professionalism branding, and vision design. Various teaching and learning methods such as lectures, discussions, feedback, practice, and role-play video watching were applied for each session. Through evaluations such as reflective journal writing, mock presentations, and sharing feedback, students were encouraged to reflect on and apply their own changes.This study is expected to be able to comprehensively improve early childhood teachers’ self-awareness, interpersonal skills, and ability to convey educational messages, and to make a practical contribution to building trust with children and parents and establishing a foundation for sustainable and positive growth as teachers.

이 연구의 목적은 초등학교 교사들이 학생의 진로 발달을 전문적으로 지원할 수 있도록 학교현장에 서 내실 있는 진로교육을 운영하기 위한 초등교사의 진로교육 전문성 향상 연수 프로그램을 개발하는 데 있다. 이 연수 프로그램은 타당성 확보를 위해 현장 요구 분석, 프로그램 초안 개발, 전문가 타당화 의 3단계를 거쳐 개발되었다. 주요 연구 결과, 이 프로그램은 기초, 심화, 적용의 3단계 과정으로 설계 되었으며, 각 단계별로 적합한 목표와 대상을 제시하였다. 또한, 진로교육을 영역별 단계별로 구성하여 연속적인 과정 속에서 진로교육 전문성을 향상할 수 있도록 하였다. 진로교육 영역의 경우, ‘진로교육 기초’, ‘학교 진로교육과정 설계’, ‘진로 수업’, ‘진로교육 활동’, ‘평가 및 컨설팅’으로 구분하였다. 각 단 계에 따라 영역 내 교과목의 수준을 달리 구성하고 교육 내용에 적합한 교육 방식을 제안함으로써 교 육의 일관성, 연계성 및 실효성을 강화하였다. 이 연구는 기존 진로교육 연수 프로그램에서 상대적으로 간과된 영역을 포괄하고, 현장 중심의 요구를 체계적으로 반영하여 교사들이 진로교육 전반의 전문성 을 체계적으로 함양할 수 있도록 지원하는 기반을 마련했다는 점에서 의의가 있다. 이러한 연구 결과 를 바탕으로 이 연구에서 개발된 연수 프로그램의 운영 시 고려할 사항과 안정적이고 장기적인 안착을 위한 지원 방안을 제언하였다.

The purpose of this study is to develop an in-service training program aimed at enhancing the career education expertise of elementary school teachers, thereby enabling them to provide specialized support for students’ career development and to implement robust career education at the school level. To ensure the validity of the program, it was developed through a three-phase process that included field demand analysis, preliminary program design, and expert validation. The major findings indicate that the program is structured into three progressive stages—basic, advanced, and application—with each stage specifying appropriate objectives and target groups. Moreover, the program organizes career education into five areas—basic career education, school career curriculum design, career instruction, career education activities, and evaluation and consulting—and arranges them in distinct stages to continuously enhance expertise. By tailoring the level of subject content and proposing pedagogically suitable approaches for each stage within these domains, the program reinforces the consistency, coherence, and effectiveness of the education provided. This study is significant in that it encompasses previously underemphasized areas in existing career education training programs and systematically reflects field-based demands, thereby laying a foundation for teachers to methodically cultivate comprehensive career education professionalism. Based on these findings, the study also proposes operational considerations for the developed training program and suggests support measures to ensure its stable and long-term integration.

본 연구의 목적은 해부학 이론 수업을 마치고 해부학 연수를 예정하고 있는 간호학생들을 대상으로 생명존중, 생명윤리를 다룬 해부학 실습 전 윤리교육 프로그램을 개발하는 것이다. 본 윤리교육프로그램은 ADDIE 모형에 근거하여 분석, 설계, 개발 및 실행, 평가 5단계를 선형적 또는 순환적 과정을 거쳐 개발하였다. 프로그램은 전체 도입 20분, 1회기 생명의 시작 60분, 2회기 생명이음과 나눔 80분, 3회기 생명 종결 80분 총 240분으로 구성되었다. 교육방법은 영화( 단편영화 ‘카데바’) 또는 동영상(생명의 탄생) 감상, 체험학습(입관체험), 그룹토의를 선택하였다. 프로그램 참여자들은 교육내용, 교육방법, 매체 등 교육 여건에 대해 전반적으로 만족하였다. 프로그램 적용 전·후 측정한 생명윤리의식은 통계적으로 유의한 차이가 없었지만 생명 존중은 통계적으로 의미 있는 변화를 보여주었다.

The purpose of this study is to develop an ethics education program for nursing students who are planning cadaver dissection practice after finishing anatomical theory classes. Based on the ADDIE model, this ethical education program was developed through a linear or cyclical process of analysis, design, development, implementation, and evaluation. This program consisted of 240 minutes in total, 20 minutes of introduction, 60 minutes of one session (The beginning of life), 80 minutes of two sessions(Connection and sharing of life), and 80minutes of three sessions( The end of life). The method of education was selected watching a movie or video, experiential learning and group discussions. Participants in the program were generally satisfied with method, contents, place, medium of education, and so on. There was no statistically significant difference in the ‘Bioethical Perception’ measured before and after the application of the program but ‘Life respect’ showed a statistically significant change

목적 : 발달장애인의 마트장보기 과제의 독립적 수행을 위해 작업 기반 마트장보기 훈련 프로그램을 개발하여 시행하 고 효과를 바탕으로 프로그램의 최종 프로토콜을 제안하고 그 효과를 입증하고자 한다. 연구방법 : 작업 기반 마트장보기 훈련 그룹프로그램을 개발한 프로그램에 대해 전문가 내용타당도 평가를 실시한 후 프로토콜을 작성하였다. 이후 발달 장애인 3명에게 소규모 그룹프로그램의 프로토콜을 총 6회기에 걸쳐 적용하였다. 프로그램의 효과는 훈련 전․후 및 5개월 후 3차례에 걸쳐 The Test of Grocery Shopping Skills (TOGSS)를 통해 평가하였다. 연구결과 : 본 연구에서 개발된 작업 기반 마트장보기 훈련 그룹프로그램을 적용한 결과 3명의 대상자 모두 구매하고자 하는 물건의 항목비교 및 크기비교 수행기술에서 향상을 보였으며, 마트에서 장보는 시간이 훈련 전에 비해 감소되 는 효과를 보였다. 또한 3명 중 2명의 대상자는 마트 내에서 물건위치 찾기 수행도가 향상되었다. 반면 가격비교는 3명 모두 수행도의 향상을 보이지 않았다. 5개월 후 추적평가 시 대상자 2명은 마트장보기 수행기술이 유지되거나 향상된 모습을 보였고, 1명은 훈련효과가 퇴행하여 독립적으로 마트장보기가 불가능하였다. 결론 : 본 연구에서 개발한 작업 기반 마트장보기 훈련 그룹프로그램은 발달장애인들의 마트장보기 수행 기술 향상에 도움이 된다. 이와 같이 마트장보기 훈련 프로그램은 지적장애인 거주시설에서 활용할 수 있을 것이고, 전문가 내용 타당도 평가를 거쳐 구체적인 프로토콜로 프로그램을 개발하였다는 것이 지역사회 작업치료서비스 분야에 필요한 임상적 의의를 지닌다.

Objectives : The Purpose of this study was to develop the occupation based grocery shopping skill training program for group of person with developmental disability and to test its effect. Methods : We set the grocery shopping task for the theme of the program and we applied this program for 9 sessions. There were initial, final, and follow-up evaluation and training sessions were provided 6 times. In the every session, group training program for grocery shopping skills was conducted. The performance of grocery shopping skills was evaluated by Test of Grocery Shopping Skills(TOGSS). Results : At the final assessment of grocery shopping skill, there were increased performance skills especially in item collection and size comparison. Among 3 subjects, two showed in improved navigation skills in order to search for target items. However, there was no improvement in comparing the optical price of items. For the last, it was significant that the total time to spend for shopping were commonly decreased. The performance of grocery shopping were maintained in 2 subjects and another subject was unable to perform it at the 5 month later follow-up evaluation. Conclusion : The occupation based grocery shopping skill training group program which was developed in this study is useful guide-line for occupational therapists who seek for the community based program. All 3 subjects showed the improved performance on shopping skill through this program.

본 연구에서는 청소년들이 일상생활 속에서 법적 소양과 법의식을 향상시키고, 법적 문제해결 신장에 도움을 줄 수 있는 청소년 법 탐험 프로그램을 개발하였으며, 이 프로그램이 청소년 법의식에 어떠한 영향을 미치는가를 분석하였다. 청소년 법 탐험 프로그램을 개발하기 위해 프로그램의 설계 원리에 따라 청소년의 특성을 분석하였다. 그리고 프로그램 목표를 설정하고, 주요내용과 활동방법을 조직하였으며, 목표 달성을 측정할 수 있는 평가계획을 수립하였다. 특히, 강의식수업 방식을 넘어 청소년의 흥미와 동기를 유발할 수 있도록 교육→탐방→탐험→발표의 4단계 9차시로 구성하였다. 본 프로그램의 효과성을 분석하기 위해 2014년 7월부터 8월까지 초등학교 4학년부터 중학교 2학년 청소년을 대상으로 법 탐험 프로그램을 실시하였다. 프로그램은 총 9차시로 진행되었으며, 각 차시당 3시간씩 진행되었다. 프로그램을 운영한 후, 법의식의 변화를 분석하였다. 법 탐험 프로그램 운영 후, 청소년 법의식의 인지적 영역, 정서적 영역, 행동적 영역에 평균점수가 모든 영역에서 증가하였으며 통계적으로 유의하였다. 법의식의 하위요인을 분석한 결과 7개의 모든 하위요인에서 평균점수가 상승하였으며, 준법에 우호적인 태도를 제외한 하위요인이 통계적으로 유의하였다. 청소년의 법의식의 변화를 성별에 따라 조사한 결과, 남학생이 여학생보다 법의식의 인지적 영역, 정서적 영역, 행동적 영역의 평균점수가 상승하였다. 하위요인의 변화를 살펴보면 남자 청소년은 5개 요인에서, 여자 청소년은 2개 요인에서 점수가 상승하였다. 청소년 법의식의 변화를 학령별에 따라 조사한 결과, 중학생이 초등학생보다 법의식의 평균점수가 상승하였다. 하위요인의 점수를 살펴보면 중학생은 5개 요인에서, 초등학생은 2개 요인에서 점수가 상승하였다.

This study developed an exploration-oriented law-related education program, which could improve legal knowledge and consciousness of the youth in their daily lives and help them promote their legal problem-solving. It, also, analyzed what impacts the developed program might have on their legal consciousness. In order to develop the law exploring program for the youth, it analyzed their characteristics, according to the design principle of the program. In addition, this study set the goal of the program, organized the main contents and the methods of activities, and established a plan for the evaluation of goal attainment. In particular, it developed a law exploring program, centered around everyday life, which could arouse their interest and motivate them, beyond the existing method of teaching by lectures. The law exploring program was composed of the following four stages: Education → Inquiry → Exploration → Presentation, with nine class hours. This study executed the law exploring program with a group of youths consisting of fourth graders in elementary school to second graders in middle school from July through August 2014, so as to analyze its effectiveness. A total of nine class hours of the program were carried out for 3 hours per class. After carrying out the program, changes in their legal consciousness were analyzed. After the execution of the law exploring program, the average scores increased in all domains of legal consciousness of the youth: that is, cognitive, emotional and conductive domains, which was statistically significant. As a result of an analysis of sub-factors of legal consciousness, the average scores increased in all seven sub-factors, and all except for a friendly attitude toward law-abiding were statistically significant. As a result of an inquiry into changes in their legal consciousness by sex, the average scores of boys increased more than that of girls did in all cognitive, emotional and conductive domains of the legal consciousness. To look into changes in the sub-factors, the scores of the boys increased in five factors, while those of the girls increased in two factors. As a result of an inquiry into changes in their legal consciousness by the level of school, the average scores of middle school students increased more than those of elementary school students in all the domains of legal consciousness. Of the scores for the sub-factors, the scores of the middle school students increased in five factors, while those of the elementary school students increased in two factors.

정서유능성(emotional competence)은 특정 정서를 유발하는 사회적 상황에서 바람직한 결과 혹은 목표를 얻기 위해 자신의 정서 경험을 조절하거나 자신의 정서를 유능하게 사용하는 기술이다(Saarni, 1999, 2007). 그것은 독립적이지만 서로 연관된 여러 개의 기능(예: 정서 이해, 정서 조절, 정서 표현)으로 구성되며 개인의 사회적 및 인지적 발달과 밀접하게 연결되어 있다. 또한 정서유능성의 부족으로 인한 정서 표현 및 정서 조절 어려움은 내면화 혹은 외재화 행동문제의 주된 원인으로 작용하고 있다(송재홍, 2015). 따라서 정서유능성을 증진하는 일은 개인의 정서적 발달은 물론 그의 학업 및 사회적 적응과 정신건강에 매우 중요하다. 더욱이 오늘날 상담자들은 자신들이 지향하는 이론적 접근을 초월해서 공통적으로 상담 혹은 심리치료 과정에서 심리학의 맥락주의 근본은유를 채택하는 경향이 있다(송재홍, 2014). 이 연구의 목적은 현대 상담의 시대적 흐름에 비추어 치료적 은유를 활용하여 아동의 정서유능성 증진을 위한 상담프로그램의 개발 가능성을 검토하는 것이다. 이를 위해서 연구자는 먼저 정서유능성 발달과 심리적 적응의 관계를 간략히 살펴보고, 정서유능성 증진을 위한 주요 접근방법과 정서 개입에서 은유 활용의 치료적 가치와 작동 원리를 탐색한다. 그리고 이를 토대로 아동 및 청소년의 정서유능성 증진을 위한 은유 활용 프로그램의 목표, 구성원리 및 전개 과정에 대한 구체적인 시안을 제시한다. 프로그램은 총 여섯 마당 16회기로 구성되어 있으며 각 회기는 80분 정도 소요된다. 프로그램은 초등학교 일반 아동과 정서행동문제로 어려움을 겪는 청소년 모두에게 적용이 가능하며, 2박 3일 일정의 집중 프로그램 또는 16주에 걸친 회기 프로그램 등 다양한 형태로 운영될 수 있다. 끝으로 연구자는 프로그램의 효과적인 적용을 위해 추가로 고려해야 할 사항과 후속 연구 과제를 논의한다.

Emotional competence is constitutive of a variety of skills which are separate and associated with one another, and associated with individual’s social and cognitive development. Also Difficulties in the expression and regulation of emotions are likely to result in various types of psychological and behavioral problems. Therefore, the emotional competence is critical factor to individual's academic successes as well as his emotional and social adjustment. Furthermore, It is suggested that the use of the therapeutic metaphors has been rooted historically in the counseling and that major approaches to counseling have used the various types of metaphors and stories as the effective tools of interaction in the counseling process. This study aimed at developing the metaphor-mediated program for improvement of children's emotional competences, For this purpose researcher has examined the relationship of emotional competence to psychological adjustment, reviewed major approaches to the improvement of emotional competences, including emotional intelligence and education, social and emotional learning, and therapeutic intervention to emotional behavior problems, and explored the therapeutic values of using the metaphors in intervening the individual's emotional problems. Based on these findings, researcher introduced the goals and processes of the metaphor-mediated program for improvement of children's emotional competence, and presented a specific example of the program including materials by each session. The program is composed of sixteen sessions through six section, and it takes eighty minutes to conduct a session. The program could be applied with a variety of population, including normal children at the elementary school and adolescents with difficulties of emotional regulation. Finally, researcher discusses issues to be considered in order to apply the program effectively, and recommends some tasks for further investigations.

Purpose: This systematic literature review and meta-analysis explored extended reality (XR)-based pediatric nursing simulation programs and analyzed their effectiveness. Methods: A literature search was conducted between May 1 and 30, 2022 in the following electronic databases: MEDLINE, Embase, Cochrane Central Register of Controlled Trials (CENTRAL), and CINAHL. The search period was from 2000 to 2022. In total, 6,095 articles were reviewed according to the inclusion and exclusion criteria, and 14 articles were selected for the final content analysis and 10 for the meta-analysis. Dataanalysis was performed using descriptive statistics and the Comprehensive Meta-Analysis program. Results: XR-based pediatric nursing simulation programs have increased since 2019. Studies using virtual reality with manikins or high-fidelity simulators were the most common, with six studies. The total effect size was statistically significant at 0.84 (95% confidence interval=0.50-1.19, z=4.82, p<.001). Conclusion: Based on the findings, we suggest developing standardized guidelines for the operation of virtual pediatric nursing simulation education and practice. Simultaneously, theapplication of more sophisticated research designs for effect measurement and the combined applications of various virtual simulation methods are needed to validate the most effective simulation methodology.

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

Purpose: We developed a virtual reality (VR) program for use in pediatric nursing practicums to help nursing students learn to measure vital signs in children. Methods: The analysis, design, development, implementation, and evaluation model was employed between July 2021 and December 2021 at a university in South Korea. In the analysis phase, in-depth interviews were conducted with four nursing students, two nursing school graduates, and four experts. The topic and contents of the VR program were settled in the design phase. The VR program was developed and subsequently used and evaluated by 20 nursing students and four experts. Results: The contents of the VR program for pediatric nursing practicums included the measurement of vital signs in a newborn baby and a young child, as well as an evaluation system. The mean score for the nursing students' satisfaction with practice was 4.02 out of 5 points. The mean scores for overall satisfaction with the VR program were 4.15 and 4.79 out of 5 points for nursing students and experts, respectively. Conclusion: The VR program developed in this study allows nursing students to practice measuring vital signs in children, thus improving the students' clinical performance in pediatric nursing.

Purpose: To describe the process of systematically developing an integrated health pro- motion program for school-age children from vulnerable families. Methods: In this study, we applied the first three steps?analysis, design, and develop- ment (ADD)?of the analysis, design, development, implementation, and evaluation (ADDIE) model. The analysis step involved a literature review and needs assessment. In the design step, program components were considered and a program draft was devel- oped. The program content was modified based on expert validation in the development step. The preliminary program was administered in the implementation step, and the fi- nal program was confirmed in the evaluation step. Results: The program contents were based on the literature review, needs assessment, and Ryan’s integrated theory of health behavior change. The content was valid, and the educational material was appropriate for school-age children from vulnerable families. The finalized program consists of six sessions to promote physical, psychological, and social health using individual/group and face-to-face/online methods, including two that involve both parents and children. Conclusion: This study presents a detailed description of how the program was devel- oped and illustrates the critical elements that should be considered during similar pro- gram development. The effect of this program on health promotion behavior should be examined in future research.

Purpose: Hybrid simulation has emerged to increase the practicality of simulation trainingby combining simulators and standardized patient (SP) that implement realistic clinicalenvironments at a high level. This study aimed to develop a hybrid simulation programfocused on case of pediatric cardiac catheterization and to evaluate its effectiveness. Methods: The hybrid simulation program was developed according to the Analyze, Design,Develop, Implement, and Evaluate (ADDIE) model. And deep learning-based analysisprogram was used to analyze non-verbal communication with SP and applied it fordebriefing sessions. To verify the effect of the program, a quasi-experimental study usinga random assignment design was conducted. In total, 48 nursing students (n=24 in theexperimental group; n=24 in the control group) participated in the study. Results:Knowledge (F=3.53, p=.038), confidence in clinical performance (F=9.73, p<.001), andcommunication self-efficacy (F=5.20, p=.007) showed a significant difference in bothgroups and interaction between time points, and the communication ability of the experimentalgroup increased significantly (t=3.32, p=.003). Conclusion: Hybrid simulationprogram developed in this study has been proven effective, it can be implemented inchild nursing education. Future research should focus on developing and incorporatingvarious hybrid simulation programs using SP into the nursing curriculum and evaluatingtheir effectiveness.

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

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

Purpose: This study aimed to develop a multicultural education program for Mother and Baby Unit (MBU) nurses by using concept mapping, and to evaluate its effectiveness in enhancing the nurses’ cultural competence and multicultural acceptance. Methods: This study utilized the ADDIE model to design and implement a concept mapping-based multicultural education program for MBU nurses in a quasi-experimental pre- and post-test design. This program was structured into five sessions, each incorporating the use of concept maps to facilitate self-reflection and critical thinking. All sessions were conducted using the online Zoom platform, allowing participants to engage without restrictions on time or location. A total of 53 nurses participated, with 26 assigned to the experimental group and 27 to the control group. The program’s effectiveness was assessed through changes in cultural competence and multicultural acceptance, measured using validated scales. Results: The results demonstrated significant improvements in both cultural competence and multicultural acceptance in the experimental group compared to the control group, supporting the hypotheses that such educational interventions can enhance nurses’ ability to provide culturally appropriate care. Conclusion: Concept mapping fosters self-reflection and critical thinking, effectively increasing MBU nurses’ cultural competence and multicultural acceptance. This study offers a practical framework for integrating multicultural education into nursing training, ultimately improving care for foreign mothers and reducing the challenges faced by MBU nurses.

Purpose: This study aimed to develop and examine the effects of a psychosocial adaptation program for North Korean adolescent defectors. Methods: This quasi-experimental study was conducted with 28 North Korean adolescent defectors who were recruited through alternative schools. The experimental and control groups consisted of 14 participants each. A program was conducted across eight sessions, each lasting about 90-120 minutes. The data were analyzed using the x2 test, t-test, paired t-test, and analysis of covariance. Results: No significant differences were observed in the score changes for psychosocial adaptation (t=0.25, p=.808), post-traumatic stress symptoms (t=0.32, p=.749), cultural adaptation stress (t=0.05, p=.957), and self-efficacy (t=0.35, p=.726) in either group before and after the intervention. No intergroup differences were observed for psychosocial adaptation (t=0.12, p=.902), post-traumatic stress symptoms (t=0.07, p=.946), cultural adaptation stress (t=0.01, p=.994), and self-efficacy (t=0.58, p=.570). Conclusion: These findings suggest that psychosocial adaptation, stress, and self-efficacy cannot be improved by a short-term intervention program alone. It was also determined that the cultural characteristics of the North Korean adolescent defectors were not sufficiently considered before implementing the program. Therefore, it is essential to provide an in-depth orientation for the participants before implementing the program.

Purpose: This study aimed to develop and evaluate a dietary self-care promotion program for hemodialysispatients based on Hurley's self-efficacy model, utilizing an online community to enhance the dietaryself-care behavior of patients undergoing hemodialysis. Methods: The needs of hemodialysis patients were identified, and an online community-based dietaryself-care promotion program was developed with expert evaluations. Forty-four hemodialysis patientswere randomly assigned to an experimental group (n ¼ 22) and a control group (n ¼ 22). The programwas applied to the experimental group for four weeks. Before and after the intervention, as well as fourweeks after the intervention, dietary self-efficacy, dietary self-care behavior, interdialytic weight gain,serum phosphorus, and serum potassium were assessed in both groups. Results: Significant differences over time and between groups were observed in dietary self-efficacy,interdialytic weight gain, serum phosphorus, and serum potassium. The interaction between time andgroup was also significant. While no significant differences were found over time in dietary self-carebehavior, significant group differences, and interaction effects between time and group were identified. Conclusions: The results indicate that the dietary self-care promotion program using an online communityfor hemodialysis patients is more effective in enhancing dietary self-efficacy and dietary self-carebehavior compared to conventional treatment. This suggests the clinical applicability of the proposeddietary self-care promotion program.

Purpose: The purpose of this study was to develop a Health Mileage Program (EHMP) to promote exercise amongst the elderly and assess the feasibility of the program. Methods: A literature review to identify the effects of exercise in the elderly was conducted. Relevant cases were investigated and in-depth interviews with exercise instructors were conducted, after which the EHMP was developed based on the assessment and tested in three regions. The outcome was evaluated using indicators such as attendance rate, number of participants, proportion of participants who received health education, and proportion of participants who measured their physical and mental status. Results: Based on assessment, we developed an EHMP composed of four steps. Following application of the EHMP in three regions, ≥80% of the participants received incentives. Additionally, ≥85% of participants underwent measurement of their physical and mental status. The proportion of participants who received health education differed among regions. Conclusion: The EHMP program increased participation and interest in exercise programs for the elderly. However, there is concern regarding availability due to regional differences in resources related to elderly exercise; therefore, it will be necessary to invest in infrastructure, including facilities, and knowledgeable instructors.