Earticle

본 연구는 보육교사의 감정부조화가 직무소진에 미치는 영향을 분석하고, 이 관계에서 자아탄력성의 조절효과와 직무만족도의 매개효과를 분석하는 것을 목적으로 한다. 이를 위하여 경기도 군포시의 264개원어린이집 중 가정, 민간, 국․공립 어린이집 52개원에 근무하고 있는 보육교사 350명을 연구대상자로 선정하였다. 연구방법은 주요변수의 기술통계량, 상관분석, 위계적 회귀분석 등을 살펴보고, 그 결과를 토대로 경로분석을 진행하여 연구모형의 적합성을 확인하였다. 매개효과의 유의성 검증은 Sobel test로 분석하였다. 분석결과 첫째, 보육교사의 감정부조화가 심할수록 직무소진이 높아졌으며, 둘째, 감정부조화와 직무소진간에 있어 자아탄력성은 조절효과가 없는 것으로 나타났다. 셋째, 감정부조화와 직무소진 간에 있어 직무만족도는 부분매개효과가 있는 것으로 나타났다. 이러한 연구 결과를 바탕으로 보육교사의 직무소진을 감소시킬 수 있는 실천적 프로그램 개발의 필요성을 제안하고자 한다.

The purpose of this study was to analyze how emotional dissonance affects job burnout of the childcare teachers and what the moderating effect of ego-resilience and the mediating effect of job satisfaction are. To perform the research, a total of 350 childcare teachers were selected from 52 out of 264 different private and public childcare facilities in the city of Goonpo to participate in this study. In order to analyze the data, a descriptive statistics, a correlation analysis and a hierarchical regression analysis were performed and to confirm the research model, a path analysis was utilized. Also, to verify the significance of the mediating effect, a sobel test was conducted. Firstly, result showed that the worse the emotional dissonance was, the worse the job burnout was. Secondly, there was no moderating effect of ego-resilience between emotional dissonance and job burnout. Lastly, the study showed partial mediating effect of job satisfaction between emotional dissonance and job burnout. In conclusion, the developing of a practical program to reduce job burnout for childcare teachers based on this research is highly suggested.

The purpose of this study was to find out differences between nursing teachers and non-nursing teachers in sex education, to offer the degree of conducting sex education and teachers' perceptions of teaching ability The subjects were 291 middle and high school teachers in Busan from June 25 to July 22, 2002. The results of this study are as follows. 1. According to the survey of 22 items relating to the degree of conducting sex education, the average of nursing teachers(2.87) was higher than that of non-nursing teachers(2.69). This finding showed that there was a significant difference between both groups(p<.05). 2. According to the survey of 22 items relating to teaching abilities, the average of nursing teachers(2.88) was higher than that of non-nursing teachers(2.63). There was also a significant difference between both groups(p<.01). According to the results of the study, I make the following suggestions. 1. Sex education should be adopted as a regular course and conducted as a school health program in regular curriculum. 2. Compared with non-nursing teachers, nursing teachers conducted sex education frequently and efficiently and their perception of sex education was higher. Therefore, the school policy which requires that sex education should be conducted by nursing teachers only is to be established.

Purpose: The purpose of this study was to (1) add relevant contemporary items to develop an assessment instrument for the self-efficacy of clinical nursing teachers, to verify and evaluate the validity and reliability of the instrument, and (2) investigate the self-efficacy of clinical nursing teachers. Method: A cross-sectional study was designed. A total of 205 clinical nursing teachers were recruited in Taiwan. Data were collected using the Clinical Nursing Teacher Self-efficacy Scale. An exploratory factor analysis was performed to examine the scale. Results: The degree of self-efficacy of clinical nursing teachers was moderate to high. The 35-item scale showed great psychometric qualities. The Cronbach coefficient of the overall scale was 0.92; and 0.83, 0.91, 0.93, and 0.87 on the four subscales were acceptable. Four factors were extracted by exploratory factor analysis and explained 68.53% of the total variance. Four factors were (i) teachers' professional growth ability, (ii) teaching ability, (iii) clinical nursing competencies, and (iv) personality traits. The highest self-efficacy category evaluated by teachers was personality traits; the second was clinical nursing competencies; after that, teaching ability and teachers’ professional growth ability. The item with the lowest self-efficacy was foreign language ability (English). Conclusion: Clinical nursing teachers have a moderate to high degree of self-efficacy. This scale with good reliability and validity can be used for the training and evaluation of the self-efficacy of clinical nursing teachers.

이 연구는 2015 개정 교육과정에서의 후속 조치로 표시과목 신설을 제안한 특성화고등학교 간호과 교사의 직무 및 경력특성을 파악하여 직무수행 실태를 분석하고, 이 교육 분야의 질 제고 방안을 모색하기 위한 기초자료를 제공하는데 목적이 있다. 연구를 수행하기 위하여 전국의 특성화고등학교 간호과에 재직 중인 전체 교사(197명)를 대상으로 직무수행 설문조사를 실시하고 144부를 회수하였다. 최종 분석에는 141부가 활용되었으며, SPSS Win 14 프로그램을 이용하여 기술통계방법, t/F검정을 사용하였다. 연구결과는 첫째, 특성화고등학교 간호과 교사들은 자격상 상치교사이며 산업체 근무경력자와 기간제교사 비율이 높았고 수업과 교과외 학습지도를 주당 총 19.19시간 수행하고 있었다. 둘째, 특성화고등학교 간호과 교사는 6개 직무영역 24개 직무에 대한 수행빈도를 전체 보통이상(평균 3.70)으로 인식하고 있었다. 직무에 대한 중요도는 평균 4.34점 이상으로 매우 높았으며, 교수학습지도 영역의 중요도를 가장 높게 인식하였다. 또한, 간호과 교사들은 산학 및 대외협력, 교육과정개발 및 운영 영역에서 다소 어려움을 겪고 있는 것으로 나타났다. 셋째, 개인특성, 학교근무특성, 업무특성에 따른 차이를 비교한 결과, 직무수행빈도는 경력기간, 학력, 보직/담임유무, 담당과목수/시간에 따라 높아졌으며, 중요도는 특성에 관계없이 대체적으로 유사하게 인식하고 있었다. 곤란도는 경력기간, 학력, 전공, 근무형태, 담당과목수 등에 영향을 받는 것으로 나타났다.

The purpose of this study is to investigate the job tasks and career characteristics of nursing teachers in specialized vocational high schools in which index subjects are newly suggested as a follow-up process in the 2015-revised educational curriculum and to analyze the actual circumstances of their job performance. For this purpose, a survey on job performance was conducted for the entire nursing teachers (197) recently working in the specialized vocational high schools. Total 144 questionnaires were collected, and 141 questionnaires were utilized for the final analysis. The descriptive statistics test and t/F tests were performed through SPSS Win 14 program. First, the research findings were analyzed by the three following categories: the individual characteristics of the nursing teachers in the specialized vocational high schools, school characteristics, and job characteristics. The nursing teachers were regular teachers in terms of qualification with high proportions of working years in industries and temporary positions. It was also found that they conducted total 19.19 hours of teaching guide of extra curriculum per week. Second, the nursing teachers in specialized vocational high schools generally perceived the performance frequency for 24 job tasks in 6 job domains as ‘more than moderate’ (3.70 on average). The importance of job task was noticeably high: over 4.34 on average. They perceived the importance of the domain of teaching guide with the utmost level. Third, the result from comparing the differences among individual characteristics demonstrated that school characteristics, job characteristics, the frequency of job performance increased according to their educational levels, the positions as a head/class teacher, and the numbers of subjects in charge. The importance was mainly perceived as significant regardless of their characteristics at similar degrees. The level of difficulties were found to be affected by their career years, educational levels, majors, working types, the number of subjects in charge.

이 연구는 교직과정을 이수하고 있는 간호대학생을 대상으로 보건교사에 대한 인식과 역할기대에 대하여 분석하였다. 이를 위하여 보건교사 교직과정을 설치한 8개 전문대학의 교직 이수학생 135명을 대상으로 설문조사를 실시하였으며, 면접조사를 병행하였다. 연구결과 교직과정 이수동기에 대한 인식은 직업안정성, 교직적성, 사회적 존경, 자아실현가능성, 우발적 동기 순으로 나타났고, 교직관에 대한 인식은 전문직관, 성직관, 노동직관 순으로 나타났다. 보건교사의 역할에 대한 인식은 건강관리, 보건교육, 보건실운영 및 지역사회연계, 상담, 학교환경관리 순으로 나타났다. 보건교사에게 기대되는 역할이 시대변화와 교육 및 사회의 요구에 따라 많이 변화하고 있으므로 보건교사 및 교직과정이수 학생들의 어려움과 문제점에 대한 심층적인 연구가 지속적으로 이루어져야 한다. 본 연구결과는 간호대학의 교직이수 학생들의 진로지도와 진로결정을 위한 기초 자료로 제공될 수 있을 것이다.

The purpose of this study was to investigate recognition and role expectation of nursing college students who are attending a course of study for the teaching profession regarding school health teacher. To accomplish the purpose of this study, questionnaire method was adopted. The questionnaire was composed of three section; motive of attending a course of study for the teaching profession, recognition of teaching profession, role expectation of school health teacher. The subjects of survey were 135students in 8 junior colleges. Based on the discussion of this study, major findings and conclusions of this study were as follows: firstly, the motive indicates occupational stability, teaching professional aptitude, social esteem, self-realizability, and accidental motives. Secondly, for the recognition of teaching profession, it concerns occupational view of professionalism, occupational view of sacredness, and occupational view of labor. Lastly, the role expectation showed health management, health education, operating health center, local community-related performance, counseling, and management on school environment. As analyzing the correlation among three main factors stated above, there was no meaningful correlation between the motive and role expectation, or the recognition and role expectation, but a meaningful positive correlation at a level of p<.01 between the motive and recognition. To conclude, studies in depth should be performed constantly regarding the difficulties of students who attend these training courses at issue, since the role expectation of school health teacher is altering from social change and also from requirements of education field and community.

Objective: This study examined the effect of early childhood teachers' perceptions of teacher efficacy and professionalism, which are personal traits, when administering the National Childcare Curriculum. Methods: Using snowball sampling, data were collected from 266 childcare center teachers in the nation and were analyzed using one-way analyses of variance and multiple regression using SPSS 14.0. Results and Conclusion: The findings are as the following: First, teacher efficacy was not significantly different among teachers by age, teaching experience, education, and childcare center type. Second, teacher efficacy was significantly related to the perception of their professionalism. Lastly, teachers' perceptions of teacher efficacy and professionalism explained significantly the variance in teachers' performance when administering the National Childcare Curriculum.

이 연구는 특성화고 간호과 교사의 역량을 도출하는 데 목적이 있다. 특성화고 간호과 교사에게 요구되는 지식과 기술, 태도를 도출하여 역량군과 하위역량을 검증하고, 우선순위를 제시하였다. 이를 위해 현재 특성화고 간호과에 근무하고 있는 교사 23명을 전문가 패널로 선정하여 델파이와 계층화분석(AHP) 기법을 적용한 연구를 진행하였다. 연구 결과, 특성화고 간호과 교사의 역량군과 하위역량은 다음과 같다. 첫째, 특성화고 간호과 교사의 역량군은 교수･학습 지도, 학생지도, 교육과정 개발 및 운영, 학교 경영 지원, 산학 및 대외협력, 자기계발 및 전문성 향상으로 총 6개로 나타났다. 둘째, 하위역량은 담당교과 관련 전공 지식 및 기술, 수업계획 및 준비, 수업 운영, 실험･실습 지도, 수업평가, 교수･학습매체 개발 및 활용, 수업환경 조성, 교과 외 학생 교육활동 지도, 진로 지도, 생활 지도, 학급 경영, 기술 및 자격취득 지도, 학교 교육과정 개발 지원, 학교 교육과정 편성･운영, 현장실습 계획 및 운영, 업무기획, 학교 경영업무 지원, 교사 평가 및 인사관리 지원, 학습지원(실습실 및 기자재) 관리, 산학협력 구축 및 운영, 지역사회 협력 강화, 학교(학과) 홍보, 교육활동 개선을 위한 현장연구, 학회 및 연수 참여, 최신 지식과 기술의 탐구와 정보활용, 동료 교사 장학으로 총 26개로 도출되었다. 상대적 중요도에서 가장 중요하다고 인식되는 역량군은 교육과정 개발 및 운영이었으며, 역량군별로 우선순위가 높게 나온 하위역량은 실험･실습 지도, 기술 및 자격취득 지도, 현장실습 계획 및 운영, 학습지원(실습실 및 기자재), 관리와 업무 기획, 산학협력 구축 및 운영, 최신 지식과 기술의 탐구와 정보 활용이었다. 이 연구에서 도출된 역량 체계는 향후 특성화고 간호과 교사의 양성교육 및 연수 그리고 교원 평가에 적용하고, 관련된 연구의 기초자료로 활용될 수 있을 것이다.

The purpose of this study is to derive the competence of nursing teacher in Specialized vocational high school. The knowledge, skills, and attitudes required for the nursing teachers were verified and the competency groups and sub-competencies were verified and priorities were suggested. To do this, 23 nursing teachers who were currently working in the Specialized vocational high school were selected as expert panels and the study was conducted using Delphi and Layered Analysis(AHP) technique. The results of this study were as follows. First, the competency group of the nursing teacher in Specialized vocational high school showed teaching and learning methods & techniques, student guidance, curriculum development and operation, school management support, industry-academy cooperation, self-development and professionalism improvement. The total number was 6. Second, the sub-competency is composed of knowledge and skills related to the curriculum, planning and preparation of instruction, instruction operation, guidance of experiment and practice, instruction evaluation, development and utilization of teaching and learning medium, instruction environment, guidance on student education activities outside the curriculum, career guidance, life guidance, class management, guidance of technology and qualification, development of school curriculum, organization and operation of school curriculum, planning and operation of field practice, work planning, school management support, teacher evaluation and personnel management support, leaning support(practice place and equipment), establishment and operation of industry-academia cooperation, strengthening community cooperation, public relations in the school(department), field research for improvement of educational activities, participation in conferences and training, exploration of new knowledge and technology, The total number was 26. The most important of the relative importance was the curriculum development and operation. The subordinate competencies that have a high priority in each competency group were guidance of experiment and practice, guidance of technology and qualification, planning and operation of field practice, leaning support(practice place and equipment), management and work planning, establishment and operation of industry-academia cooperation, exploration of new knowledge and technology. The competency system derived from this study will be applied to the training and evaluation of nursing teachers in the future and can be used as basic data for related research.

이 연구는 특성화고등학교 간호과 교사가 어떻게 수업을 운영하고 있으며, 수업운영에 대한 다양한 인식(교수법, 교수법 선정 시 고려사항 및 에러사항, 교수학습 구성요소 및 수업모형에 대한 교육요구도, 교원 연수의 요구사항 및해결책)을 살펴보고자 한다. 또한, 수업운영에 대한 인식을 살펴봄에 있어 특성화고 간호과 교사 직무 수행에 중요하게 영향을 미친다고 보고된 산업체(병의원) 근무 경력의 유무와 교육학 전공 유무에 따른 차이를 구명하는데 있다. 연구 결과, 첫째 특성화고등학교 간호과 교사가 현재 가장 많이 활용하고 있는 교수법은 강의법이었으며, 3순위까지 종합해보았을 때에도 강의법 비중이 가장 높았다. 2015년 개정 간호과 관련 교육과정에서 강의법보다 사례연구, 체험, 현장견학, 시뮬레이션, 문제해결, 협력학습, 역할놀이 등 실제 실습 및 활동을 권장하는 것과 상이한 결과였다. 둘째, 특성화고 간호과 교사 중 교육학 전공자일수록 수업운영에 있어 학습자 중심, 내용 전달, 수업준비 등에 더 큰관심과 중요도를 두고 있는 것으로 나타났다. 반면, 산업체 경력 여부는 대부분의 영역에서 큰 차이가 나타나지 않았으나, 학습자에 대한 이해도 부분에 있어 산업체 경력이 없는 교사가 더 큰 어려움을 겪고 있는 것으로 나타났다. 이상의 연구 결과를 토대로 제언을 하면 첫째, 간호과 교사를 전문교과 교사로 인정하고 보건교사 자격이 아닌 전문교과 교원으로 걸맞은 자격체계를 갖추어야 할 것이다. 둘째, 간호 현장에서 근무했던 사람들이 간호교육의 교사로성장할 수 있도록 정규교육 양성 프로그램이 마련되어야 할 것이다. 선진국과 같이 간호과 학사 전공자에 한해서 교육대학원 내 간호교육을 신설하여 운영하는 것을 추천한다. 셋째, 양성과 자격체제 수립이 단기간에 가시화되기 어려울 경우에는 특성화고 간호과 교사만을 대상으로 한 연수를 체계적으로 마련할 필요가 있다.

The purpose of this study is to examine how the nursing teacher in vocational high school operates the class and examine various perceptions about the operation education. Moreover, This is to comparing the difference between nursing experience and education major about the operation the class. Based on the above findings, First, the nursing teacher should be recognized as a professional subject teacher and should have a qualification system that is appropriate as a professional subject teacher. Second, a formal education program should be established so that those who worked in the nursing field can become teachers of nursing education. It is recommended that nursing education within the graduate school of education be newly established and operated only for nursing graduates who are majored in the same country as developed countries. Third, if the establishment of qualifications and qualifications system can not be realized in a short time, it is necessary to systematically prepare the training for specialization nursing teachers only.

목적 본 연구는 간호학과 교직 교육과정 이수자의 인공지능(AI) 역량 실태를 분석하고, 이를 바탕으로 AI 기반 교육을 교직 교육과정에 효과적으로 통합하기 위한 실질적 개선 방향을 제시하고자 하였다. 방법 본 연구는 수도권 소재 A대학교 간호학과 교직 이수자를 대상으로 AI 역량 실태와 교직 교육과정에 대한 인식 및 개선 요구를분석하기 위해 설문조사와 포커스 그룹 인터뷰를 병행하였다. 설문은 AI 개념 이해, 인간-AI 관계 인식, 활용 역량, 윤리 인식의 4개영역으로 구성하였으며, 수업 설계⋅운영⋅평가를 중심으로 한 심층 인터뷰를 통해 구체적인 개선 방향을 탐색하였다. 결과 학생들은 교직 교육과정 내 AI 및 디지털 기술 교육의 필요성을 높게 인식하고 있었으며, 실습⋅프로젝트 기반 학습, AI 시뮬레이션 도구 활용, 혼합형⋅팀 기반 문제중심학습을 효과적인 전략으로 제시하였다. 또한, AI 교육의 기존 교과목과의 유기적 융합, 실습 결과물⋅프로젝트 성과를 반영하는 수행 중심 평가, 교직 실습 내 AI 활용 능력 평가 항목의 필요성이 확인되었다. 본 연구는이를 바탕으로 AI 교육을 내재화할 수 있는 구체적 개선 방향과 평가 방안을 도출하였다. 결론 간호학과 교직 교육과정의 AI 내재화를 위해 실습⋅프로젝트 기반 학습의 확대, 교과 내 AI 교육의 체계적 통합, 실무 중심의수행 평가 체계 구축이 필요하다. 특히 혼합형 학습과 피드백 중심 교수⋅학습 환경을 통해 학생들의 실질적 적용 역량을 강화하고, 교직 실습 과정에서 AI 활용 능력을 반영한 평가 체계를 마련해야 한다. 본 연구는 이를 위한 구체적 개선 방향을 제안하였으며, 향후다양한 대학과 지역을 포함한 확장 연구와 제안된 방안의 효과성을 검증하는 장기적 추적 연구가 요구된다. 이러한 노력을 통해 디지털 전환 시대에 부합하는 지속 가능한 교직 교육과정 모델을 구축하고, 간호학과 교직 교육의 질적 향상을 실현할 수 있을 것이다.

Objectives This study aimed to analyze the current status of AI competency among nursing students in a teacher training program and propose practical strategies to effectively integrate AI-based education into the curriculum. Methods A survey and focus group interviews were conducted with nursing students at a university in South Korea. The survey examined AI concept understanding, human-AI relationship perception, application com petency, and AI ethics awareness. Focus group interviews explored curriculum design, instruction, and assess ment improvements for AI integration. Results Students highly recognized the need for AI and digital technology education within the teacher training curriculum. They emphasized the importance of project- and practice-based learning, AI simulation tools, blend ed learning, and team-based problem-solving. Additionally, they expressed the need to integrate AI education in to existing courses, apply performance-based assessments, and include AI competency evaluation in teaching practicums. Conclusions To enhance AI competency, expanding practice-based learning, systematically integrating AI con tent, and establishing performance-focused assessments are essential. This study presents specific improve ment directions and highlights the need for broader follow-up research to build a sustainable, AI-integrated teacher education model.

본 연구는 보육실습과정에서 인식한 스트레스가 예비보육교사의 교직전문성에 미치는 영향에서 자아존중감의 조절효과를 검증하는데 목적을 두었다. 이를 위해 광주지역 대학교 내 보육교사양성과정에서 보육실습과정을 이수한 290명의 예비보육교사를 연구대상으로 선정하여 설문지를 2016년 8월1~5일 배부하고, 8월 8~12일 사이에 회수하였다. 회수된 설문자료는 SPSS 프로그램을 이용하여 신뢰도 검증, 상관관계분석, 단순 및 위계적 조절회귀분석을 실시하여 다음과 같은 연구결과를 도출하였다. 첫째, 보육실습스트레스는 교직전문성에 부정적인 영향을 미치고, 자아존중감은 교직전문성에 긍정적인 영향을 미치는 것으로 나타났다. 둘째, 보육실습스트레스와 교직전문성 간의 관계에서 자아존중감의 조절효과는 유의하였고, 자아존중감이 보육실습스트레스 수준이 낮은 집단보다 높은 집단에서 스트레스의 부정적인 영향력을 조절하여 교직전문성을 향상시키는 역할을 하고 있는 것으로 나타났다. 따라서 보육교사의 전문성 제고를 위해 양성과정에서 예비보육교사의 자아존중감을 높일 수 있는 다양한 프로그램을 개설하여 운영 및 적용하는 방안을 검토해야 할 것이다.

The aim of this study is to examine the mediating effect of self-esteem on the effect of child care practicum stress of the prospective nursing teacher on the specialty of teaching. For this purpose, the questionnaire survey was distributed and collected to 290 prospective nursing teachers who completed the child care practicum course in the nursing teacher development curriculum. The collected data were codified and reliability test, co-relation analysis, simple and hierarchical control mediating analysis were made using SPSS program. The results are as follows. Firstly, the child care practicum stress of the prospective nursing teachers had negative effect on the specialty of teaching profession and self-esteem had positive effect on the specialty of teaching profession. secondly, in the relation between child care practicum stress and the specialty of teaching profession, there was significant in the mediating effect of self-esteem. In particular, self-esteem controlled negative effect of stress at the group with higher child care practicum stress level than the group with lower level that improved the specialty of teaching profession. Accordingly, it is necessary to develop, operate and apply various programs to enhance self-esteem of the prospective nursing teachers for the improvement of the specialty of teaching profession of nursing teachers.

본 연구의 목적은 간호대학생의 초등학교 현장실습에 관한 직무 및 과업을 DACUM 기법을 활용하여 분석하고자 하였다. J도에 소재한 일 간호대학의 보건교사교직과정을 이수하고, 초등학교 현장실습과정을 수행한 간호학과 4학년을 대상으로 DACUM 워크숍을 실시하여 임무, 과업, 과업별 중요도, 난이도, 빈도 등의 직무내용을 분석하였고, 직무에 요구되는 지식, 기술, 태도, 도구, 장래전망과 특성을 도출하였다. 도출된 직무분석 내용은 J시, I시, G시 등의 학교현장전문가 7인과 교육학전공 교수 2인으로부터 내용타당도를 검증받았고, 이를 토대로 본 연구자가 DACUM 차트를 개발하였다. DACUM 차트는 6개 임무와 24개 과업으로 구성되었고, 직무수행에 필요한 지식, 기술, 태도 등이 도출되었다. 연구의 결과로는 초등학교 학교현장실습의 임무 중 건강관리는 가장 중요도가 높은 과업으로 산출되었고, 교수학습능력과 문서작업능력이 실습을 위한 기본적인 기술로 제시되었다. 학교현장에서의 보건교사의 전문성과 역할에 대한 중요도는 증가되므로 보건교육 향상 프로그램 개발을 위한 교육기관의 제도적 노력과 교육환경 개선 등의 뒷받침이 필요할 것으로 사료된다.

The purpose of this study was to identify the duties and tasks of pre-service health education teacher in elementary school using DACUM method. DACUM workshop was conducted for the fourth year nursing students located in J province who completed a health teacher teaching course and performed practical training course in elementary school. By carrying out DACUM workshop duties, tasks, task-specific importance, difficulty and frequency were analyzed, and were derived with the knowledges, skills, attitudes, tools, and future prospects on job requirements and characteristics. The derived job analysis information was verified the content validity from 6 field experts in school and 2 professors of education. Based on the result, DACUM chart was developed. DACUM chart was consisted of 6 duties and 24 tasks, knowledges, skills, and attitudes for job performance were derived. The result of study showed that health care in elementary pre-school health education teacher practicum was listed as the most important duty. Teaching and writing skills were presented to practice basically. Because the importance and role of the health teachers in school are considered necessary, it is considered to increase institutional support for the development of health education program and the improvement of educational environment.

Purpose: This study was aimed to compare and contrast the evaluation scores on students OSCE performance between the instructors and students according to the Bloom's taxonomy. Methods: A total of sixty six students in a nursing college in Seoul, Korea and four instructors were recruited in the study. The 28 sophomore students were assigned to an OSCE on intravenous injection, whereas 38 junior students on tracheostomy care. Knowledge levels were measured by the students using the researcher developed knowledge questionnaires, and the attitudes and skills by the students and instructors by the modified clinical performance checklists. The data were analyzed by SPSS 22.0 program. Results: For knowledge, the higher GPA of the previous semester was only significant factor of higher knowledge scores. There were statistically significant differences in scores of total (t=-2.740, p=.008) and skill (t=-2.528, p=0.014), but not in attitude between the instructors and students' evaluations. The students evaluated their skill scores significantly higher than those of the instructors. For knowledge, the higher GPA of the previous semester was the only significant factor of higher knowledge scores. In attitude scores, the students in higher grade significantly overestimated themselves (t=3.076, p=.003). Conclusion: Clinical performance assessment requires methodological validity and reliability for student to attain necessary clinical skills properly and efficiently. The findings of this study mandate various assessment methods for nursing simulation evaluations to be valid.

본 연구는 보건교육 및 방법론을 수강하는 간호대학생 49명을 대상으로 7주의 강의식 수업과 6주의 플립수업을 시행하여 대상자의 학습동기와 수업참여도 및 수업만족도를 확인ㆍ비교하였으며, 각 수업방식에서의 학습동기와 수업참여도가 수업만족도에 미치는 영향을 확인하였다. 연구결과 학습동기, 수업참여도 및 수업만족도에서 플립수업이 강의식 수업보다 유의하게 높았으며, 강의식 수업과 플립수업 모두 학습동기, 수업참여도 및 수업만족도의 통계적으로 유의한 순상관관계가 있는 것으로 나타났다. 강의식 수업에서는 학습동기가 수업만족도에 영향을 미치는 예측요인으로 44.7%의 설명력이 있는 것으로 나타났으며, 플립수업에서는 학습동기, 수업참여도 모두 수업만족도에 영향을 미치는 예측요인으로 77.1%의 설명력을 보였다. 본 연구결과를 토대로 보다 효율적이고 적극적인 간호학 수업을 설계하는 데 있어 플립러닝의 특성을 활용할 것을 제안한다.

The purpose of study was to investigate nurse students' learning motivation, class participation, and class satisfaction on flipped class and teacher-centered class. Study participants were 49 nursing students enrolling in health education. The flipped class was composed of online learning, cooperative learning and teacher's statement properly for 6 weeks while and teacher-centered class consisted of a teacher's statement mostly for 7 weeks. The data were collected by quesionnaires ans were analyzed with SPSS 23.0, using descriptive statistics, paired sample t-test, and multiple regression. The results are as followers. In teacher-centered class, the mean score for learning motivation was 3.59±.43, for class participation, 3.10±.50, and for class satisfaction, 3.56±.54. In flipped class, he mean score for learning motivation was 3.73±.52, for class participation, 3.37±.33, and for class satisfaction, 3.82±.58. The flipped class was higher learning motivation, class participation, and class satisfaction than the teacher-centered class. In teacher-centered class, the regression model explained 44.7% and learning motivation was significant predictor of class satisfaction. On the other hand, in flipped class, the regression model explained 77.0% and both learning motivation and class participation were significant predictor of class satisfaction. These study findings provided that flipped class can facilitate in increasing the learning motivation, class participation, and class satisfaction of nursing students. Therefore this study suggests that flipped class should be exploited in designing nursing classes.

본 연구의 목적은 간호대학생을 대상으로 학습만족도에 영향을 주는 요인을 파악하여 새로운 학습법을 도입할 때 대상자의 학습만족도를 높이기 위해 고려해야 하는 요소에 대한 기초 자료를 제공하기 위함이다. 본 연구에서는 자기주도학습 준비도, 교수-학생 상호작용, 핵심역량, 스트레스와 학습동기가 학습만족도에 미치는 영향을 분석하였다. 이러한 변수를 측정하기 위하여 자기주도적 학습준비도 검사, 교사-학생관계척도, 대학생 핵심역량, 대학차원의 스트레스 측정도구, 학습동기 측정표, 학습만족도 측정도구를 수정 보완한 도구를 사용하였다. 연구대상은 S시에 위치한 E대학교 간호대학생 2, 3학년을 대상으로 하였으며, 총 132명의 자료가 최종 분석에 포함되었다. 본 연구의 결과 학습만족도는 자기주도학습 준비도(r= .21, p= .018), 교수-학생 상호작용(r= .39, p<.001), 핵심역량(r= .21, p= .014), 학습동기(r= .75, p<.001)와 양의 상관관계를 보였다. 또한 학습동기는 자기주도학습 준비도(r= .24, p= .005), 교수-학생 상호작용(r= .38, p<.001), 핵심역량(r= .21, p= .018)과 양의 상관관계를 보였다. 학습만족도에 영향을 미치는 요인은 학습동기와 교수-학생 상호작용이었으며, 이 2개의 변수로 구축된 회귀모형의 학습만족도에 대한 설명력은 59.7%였다. 따라서 본 연구의 결과 학습만족도를 높이기 위해서는 학습동기를 고취시키고 교수-학생 상호작용이 효율적으로 일어날 수 있도록 하는 중재가 필요하겠다.

The purpose of this study was to exam nursing students to verify the effects of self-directed learning readiness, teacher-student interaction, educational performance, stress and learner motivation on learner satisfaction. The study population consisted of second and third year nursing students at E university located in S city. Data were collected between June 15, 2016 to June 24, 2016, and questionnaire comprised items to measure general characteristics, learner motivation, teacher-student interaction, self-directed learning readiness, educational performance, and learner satisfaction. A total of 132 students were included for the final analysis. Learner satisfaction was positively correlated with self-directed learning readiness (r= .21, p= .018), teacher-student interaction (r= .39, p<.001), educational performance (r= .21, p= .014), and learner motivation (r= .75, p<.001). In addition, learner motivation was positively correlated with self-directed learning readiness (r= .24, p= .005), teacher-student interaction (r= .38, p <.001), and educational performance (r= .21, p= .018). Finally, learner motivation and teacher-student interaction were found to explain 59.7% of the variance of learner satisfaction. Our findings suggest strategies and interventions that boost learner motivation and teacher-student interaction which are required to improve learner satisfaction in nursing education.

본 연구의 목적은 온라인 수업에 참여한 간호대학생의 자기주도학습능력과 학습몰입과의 관계에서 교수-학습자 상호작용의 매개역할을 검증하여 학습몰입을 높이기 위한 요인을 알아보기 위함이다. 이를 위해 1개 대학의 간호대학생 139명을 대상으로 자기보고식 설문을 실시하였다. 자료분석을 위해 변수 간 상관관계는 Pearson’s correlation 분석을 실시하였다. 그리고 Baron & Kenny의 매개효과 검증을 실시하였고, sobel 검증을 통해 매개효과의 통계적 유의성을 검증하였다. 분석결과, 자기주도학습능력과 교수-학습자 상호작용, 학습몰입은 정적인 상관관계가 있었다. 자기주도학습능력과 학습몰입의 관계에서 교수-학습자 상호작용의 부분 매개효과가 검증되었다. 이러한 결과를 통해 온라인 기반 수업에서 대학생의 학습몰입 증진을 위한 방안으로 자기주도학습 능력과 교수-학습자 상호작용 증진을 위한 수업설계, 자기주도학습 능력과 교수-학습자 상호작용 향상을 위한 세부 전략이 포함된 ‘학습몰입 향상 프로그램’의 필요성을 제언하였다.

The purpose of this study is to examine the factors for increasing immersion in learning by examining the mediating role of the teacher-learner interaction in the relationship between self-directed learning skills and immersion in learning of nursing students who participated in online classes For this purpose, a self-report questionnaire was conducted on 139 nursing students from one university. For data analysis, correlation between variables was analyzed by Pearson's correlation analysis. And Baron and Kenny’s mediating effect was verified, and the statistical significance of the mediating effect was verified through the sobel test. As a result of the analysis, there was a positive correlation between self-directed learning skills, teacher-learner interaction, and immersion in learning. In the relationship between self-directed learning skills and immersion in learning, the partial mediating effect of the teacher-learner interaction was verified. Based on these results, as a measure to enhance the immersion in learning of college students in online-based classes, class design to enhance self-directed learning skills and teacher-learner interaction, and detailed strategies for improving self-directed learning skills and teacher-learner interaction are included. The necessity of a 'immersion in learning improvement program' was suggested.

The purpose of this study was to evaluate changes in assertive behavior, self-esteem and learning attitude after lecture on oral presentation. The design was a nonequivalent control group pretest-post test design. The participants were college students in nursing, of which 10 were assigned to the experimental group(Teaching instructor) and 23 to the control group(Untrained teacher). The education was carried out for 2 hours, once a week for 14 weeks. Of collected data, were analyzed with SPSS/WIN 14 program and included chi-square test, independent t-test, and repeated measure ANOVA. Conclusions obtained from these methods and analysis procedures are as follows. First, lecture on oral presentation showed significant differences in the changes of assertive behavior(F=5.275, p<.001) and self-Esteem (F=4.411, p<.001). Second, lecture on oral presentation showed significant differences in the changes of experimental group learning attitude(3.91) and control group learning attitude(3.73). Findings suggest that this lecture on oral presentation was effective in changing students' assertive behavior, self-esteem and learning attitude. Findings suggest that this lecture on oral presentation was effective in changing students' assertive behavior, self-esteem and learning attitude. Therefore this lecture on oral presentation is recommended for inclusion in education for college students in nursing.