Earticle

본 연구는 대화경찰 교육의 핵심 단계인 심화교육과정을 경험학습 기반의 시뮬레이 션 학습으로 재구조화하고, 그 교육적 효과를 실증적으로 검증하고자 하였다. 대화경찰 제도 운영은 안정화되었으나, 초기 교육의 현장 적응성에 한계가 있었기 때문이다. 이 를 위해 대화경찰 심화교육과정에 참여한 경찰관을 대상으로 대화경찰 역량모델의 행 동지표를 활용하여 단일집단 사전-사후 비교 설계를 통해 교육 전․후 역량변화를 검 증하였다. 연구결과 개선된 교육 시행 이후 현장 대응을 하는데 필요한 5개 역량군(주 체성, 정보활용, 소통역량, 위기대응, 심리적 회복력)과 11개 하위역량이 전반적으로 향 상하였으며, 경험학습이 대화경찰 심화교육에 실질적 효과가 있음을 확인하였다. 특히, 본 연구의 시뮬레이션 학습모형은 다양한 갈등상황에서대화경찰이 역할을 수행하는데 효과적인 학습 플랫폼이 될 수 있다는 것을 확인하였다. 나아가 경찰 학습자에게 필요한 복합적 역량을 통합적으로 개발할 수 있는 실무교육의 확장 가능성도 제시하였다.

This study aimed to redesign the core phase of dialogue police training—the advanced training curriculum—by applying an experiential, simulation-based learning model and to empirically verify its educational effectiveness. Although the dialogue police system has become institutionalized and stabilized, the initial training program has exhibited limitations in its transferability to real-world field situations. To address this gap, a single-group pre–post comparison design was employed, assessing police officers who participated in the advanced training course. Behavioral indicators derived from the Dialogue Police Competency Model were utilized to measure changes in competency before and after training. The empirical results demonstrate that the improved curriculum led to significant overall enhancement across five major competency domains essential for on-site conflict management—initiative, information utilization, communication competence, crisis response, and psychological resilience—as well as eleven corresponding sub-competencies. These findings confirm that experiential learning has substantial practical effects on the performance capacity of dialogue police in the advanced training course. Furthermore, the simulation-based learning model developed in this study proved to be an effective educational platform for strengthening the ability of dialogue police to perform their roles across various forms of public conflict situations. This study also highlights the potential for expanding practical education models capable of integratively developing the complex competencies required of police practitioners. The results provide evidence-based insights that may contribute to enhancing the quality, field applicability, and instructional sophistication of dialogue police training programs.

본 연구는 간호학생을 위한 시뮬레이션 기반 ACLS 교육프로그램을 평가하기 위해서 실시되었다. 완전학습이론과 경험학습이론 근거로 개발된 프로그램을 과제난이도, 시간압박, 팀효능감, 자기효능감 및 학습유형으로 평가하였다. 2013년 10월부터 11월 동안 자료가 수집되었다. 프로그램 평가결과 간호 학생들은 환자의 증상을 인지하고 판단해야하는 빈맥이나 서맥 및 기본심폐소생술이 포함된 학습내용을 어려워하였고 시간압박도 느꼈다. 반면 기본간호중재와 자발순환 회복 후 간호는 쉬운 과제로 인지하였고 시간압박도 낮게 나타났다. 추상적 개념화 학습자가 구체적 경험 학습자보다 시간압박을 적게 느끼고 팀 효능감이 높았으며 반성적 관찰 학습자가 능동적 실험 학습자보다 자기효능감이 유의하게 높았다. 프로그램 평가결과를 반영하여 기본심폐소생술 및 빈맥과 서맥이 포함된 학습단원 부분에서 각각 반복학습 사이클과 경험학습 사이클이 반복되도록 수정하였다. 향후 연구에서 구체적 경험과 능동적 실험으로부터 배우는 학습능력을 향상시켜 학습자들이 균형자가 될 수 있도록 만드는 더 나은 프로그램을 개발할 것을 제언한다.

This study was aimed to evaluate a simulation based advanced cardiovascular life support training program on nursing students. The ACLS program based on mastery learning theory and experiential learning theory was evaluated by task difficulties, time pressure, team efficacy, self efficacy and Kolb's learning style. Results of the program showed that nursing students had high degree of task difficulty and time pressure on the learning units of stable tachycardia, unstable tachycardia, bradycardia as well as BLS. However, they had low degree of task difficulty and low time pressure on fundamental intervention and care after recovery of spontaneous circulation. The abstract conceptualization learners had low degree of time pressure and high degree of self efficacy than the concrete experience learners. The reflective observation learners had high degree of team efficacy than the active experimentation learners. The ACLS program based on mastery learning theory and experiential learning theory modified by results of program evaluation to repeat drill and practice cycle and experiential learning cycle in learning units of stable tachycardia, unstable tachycardia, bradycardia and BLS. Further studies are required to develop advanced learning design that makes students to be a balancer by improving the learning ability to learn from concrete experience and active experimentation.