Earticle

본 연구는 임상융합 자기주도적 실습교육 프로그램이 간호대학생의 자기주도성 및 기본간호술기 능력에 미치는 효과를 검정하기 위한 비동등성 대조군 전후설계 연구이다. 연구대상은 D시의 간호학과에 재학 중인 간호대 학생 80명으로 실험군 40명, 대조군 40명을 무작위로 배정하였다. 실험군은 5일 동안 임상현장을 방문 및 기본간호 술기 수행 동영상을 촬영하고 스스로 디브리핑하며 프로토콜을 수정․보완하는 자기주도적 실습교육 프로그램을 실시하였다. 대상자들의 자기주도성과 기본간호술기 수행능력은 사전과 사후에 각각 1번 측정하였다. 수집된 자료 는 SPSS/PC WIN 19.0 프로그램을 이용하여 Independent t-test, Mann-Whitney U test와 chi-square test로 분석하였다. 연구 결과 실험군과 대조군의 자기주도성(t=12.93, p=.001)과 기본간호술기 수행능력(t=8.34, p=.021)의 차이는 통계적으로 유의하게 나타나, 임상융합 자기주도적 실습교육 프로그램은 간호대학생의 자기주도성 및 기본 간호술기 수행능력 향상에 효과적인 것으로 나타났다.

The purpose of this study was to examine the effects of clinical convergence self-directedness practice learning program on self-directedness and competency in fundamental nursing skills in undergraduate nursing students. The study design was a non-equivalent pre-post quasi-experimental design. The participants were 80 nursing students in D city. The experimental and control groups were randomly assigned with 40 participants in each group. Interventions for the experimental group were visiting clinical practice, video recording and students' self-debriefing of what they did over the 5 days. Self-directedness and competency in fundamental nursing skills were measured 2 times (pre-, and post-intervention) over the 5 days. Independent t-test, Mann-Whitney U test and chi-square test were used for data analyses. There was statistically significant difference for self-directedness(t=12.93, p=.001) and competency in fundamental nursing skills(t=8.34, p=.021). Results indicate that self-debriefing method using video recording is an effective learning way to improve Self-directedness and competency in fundamental nursing skills in nursing students.

Purpose: This study aimed to develop a flipped learning?based integrated education program that combines video-based prelearning, theoretical lectures, and hands-on training on excretion care robots. The program was applied to nurses to verify its effects on their knowledge, attitudes, and skills related to excretion care and the use of such robots. Methods: A randomized controlled trial was conducted with 50 nurses working at a hospital in Seoul, Republic of Korea. The experimental group received a flipped learning?based integrated education program, which included asynchronous pre-learning, in-person didactic session, and in-person hands-on session. The control group received basic education on the use of excretion care robots. Outcome variables included knowledge, attitudes (self-efficacy, perceived usefulness and ease of use, anxiety, intention to use), and skills (proficiency, accuracy of execution and outcomes). The data were analyzed using independent t-tests. Results: Compared to the control group, the experimental group showed significantly higher scores in knowledge, self-efficacy, perceived usefulness and ease of use, intention to use, proficiency, and accuracy of the performance. Additionally, their level of anxiety regarding excretion care robots was significantly lower (p<.05). Conclusion: The integrated education program combining video, theoretical, and practical components was effective in enhancing nurses' knowledge, attitudes, and skills. These results suggest that such a program can serve as a valuable educational strategy to facilitate the clinical adoption of technology-based care devices like excretion care robots.

본 연구의 목적은 인문학 기반 프로젝트학습 프로그램을 개발·적용하여 그 효과를 탐구하는데 있다. 이를 위해 초등학교 6학년 1학급을 대상으로 사례연구를 실시하였다. 인문학 작품을 이 해·해석하며 다양한 관점으로 재해석하고 내면화하여 표현하는 학습 모듈을 개발하였다. 이를 적용하기 위해 프로젝트학습 프로그램을 설계하고 인문학 기반 학습전략을 바탕으로 수업을 실 시하였다. 연구결과 학생들의 인문학적 소양이 함양되었고 공감능력과 융합적 사고력이 제고된 것으로 드러났다. 또한 프로젝트학습을 통한 배움중심 수업으로 모두가 수업에 참여하는 협력 적 배움 수업의 가능성을 높였다. 제언에서는 본 연구의 결과를 기초 삼아 학생들의 인문학적 소양 함양 및 2015 개정 교육과정 핵심 역량 구현을 위한 인문학 기반 프로젝트학습의 지속적 개발을 당부하였다.

The purpose of this study is to explore the effects of developing and applying a humanities-based project learning program. For this purpose, a case study was conducted targeting the first class of 6th grade elementary school students. We developed a learning module that understands and interprets humanities works, reinterprets them from various perspectives, internalizes them, and expresses them. To apply this, a project learning program was designed and classes were conducted based on a humanities-based learning strategy. As a result of the study, it was revealed that the students' humanities literacy was cultivated, and their empathy and convergence thinking ability were improved. In addition, as a learning-centered class through project learning, the possibility of a cooperative learning class in which everyone participates in the class was increased. Based on the results of this study, the proposal requested the continuous development of humanities-based project learning to cultivate students' humanities literacy and to realize the core competency of the 2015 revised curriculum.

Purpose: This study was conducted to develop a nurse-learning program for the pain management of cancer patients. Methods: In this methodological study, a learning program was developed between January and June 2011, following the methodological procedure based on the ADDIE Instructional System Design. Results: The learning program consists of 4 parts: learning goal, learning outcomes, learning method, and evaluation method. Learner-centered learning goal and learning outcomes were established, and lecturebased group learning and self-directed study were combined as the learning method. For the evaluation, we developed a written test, a nursing skill checklist, and a case report evaluation tool. After a pilot test, the learning program was assessed by an expert group for its construct validity and content-related conformance. Moreover, the effectiveness of the program was validated by the results of the learning outcomes evaluation and the achievement levels of 40 trainees who participated in the program. Conclusion: On the basis ofthe results of this study, we suggest that this unit-based core nursing practice learning program, comprising 202 nursing units developed by a research institute nursing department since 2010, be shared by all nurses in clinical nursing care settings to improve their practical performance and ensure necessary specialization.

전 세계적으로 코로나 19(COVID-19)의 범유행 장기화는 전 산업에 걸쳐 큰 영향을 주었다. 특히 교육 분야에서 온라인 수업(비대면)은 학습 준비 부족과 학습자의 수업 불만 등 온라인 수업에 부정적인 인식이 일부 존재했다. 2020년 실태 조사에 따르면 비대면 수업에 비중은 약 56%이고, 수업 형태가 스트리밍 실시간 수업과 영상 콘텐츠 기반 수업이 대부분을 차지했다. 본 연구는 2020~021년 설문 조사(소프트웨어 활용 실습수업 대학생) 를 통해 온라인 수업이 해결해야 할 문제점을 실증 분석하고, 세부 프로그램과 개발 방안(구현 결과)에 대하여 설명 한다. 본 연구는 코로나 사태 종식 이후 각 교육기관의 온라인 학습 개발의 발전에 이바지하고자 한다.

Globally, the prolonged pandemic of COVID-19 (COVID-19) has had a great impact on all industries. In particular, in the field of education, online classes (non-face-to-face) had some negative perceptions of online classes, such as lack of preparation for learning and student dissatisfaction with the class. According to the current situation survey in 2020, non-face-to-face classes accounted for about 56% of the class, and streaming real-time classes and video content-based classes accounted for most of the class. This study empirically analyzes the problems to be solved by online classes through the 2020-2021 survey (software application practical class university students), and explains the detailed program and development plan (implementation result). This study intends to contribute to the development of online learning development of each educational institution after the end of the corona crisis.

본 연구는 HMD(Head-Mount Display) 기반 몰입형 VR(Virtual Reality) 프로그램을 활용한 핵심간호술 자율실습 이 간호대학생의 수업몰입, 실습만족도, 자기효능감에 미치는 효과를 확인하기 위해 시행되었다. 본 연구는 비동등성 대조군 전후 설계에 의한 유사실험연구로 B광역시 소재 간호학과 2학년 학생 42명 중 실험군 21명에게는 HMD 기반 VR 프로그램 을 활용한 핵심간호술 자율실습을 적용하였고, 대조군 21명에게는 모형을 활용한 전통적인 자율실습을 적용하였다. 자료수집 은 자가보고방식 설문조사를 진행하였고, 수집된 자료는 Chi-square test, independent t-test로 분석하였다. 연구결과, 실 험군의 실습만족도는 0.41점 상승하였고, 대조군은 0.11점 하강하여 실험군이 대조군보다 유의하게 높았으며(t=2.18, p=.035), 수업몰입, 자기효능감은 유의미한 차이가 없었다. 따라서 HMD기반 VR 프로그램을 활용한 자율실습은 모형을 활용한 전통적 자율실습을 대체 가능한 교육방법으로 향후 간호 실습교육 가상현실 프로그램 개발을 위한 기초자료로 제공하고자 한다.

This study was conducted to examine the effects of self-directed practice of core nursing skills using an immersive virtual reality (VR) program based on a head-mounted display (HMD) on nursing students' Learning flow, practice satisfaction, and self-efficacy. The study employed a quasi-experimental design with a nonequivalent control group pretest-posttest design. Among 42 second-year nursing students at a university in City B, 21 students in the experimental group participated in self-directed practice using the HMD-based VR program, while 21 students in the control group engaged in traditional self-directed practice using models. Data were collected through self-reported questionnaires and analyzed using Chi-square tests and independent t-tests. The results showed that practice satisfaction in the experimental group increased by 0.41 points, while it decreased by 0.11 points in the control group, demonstrating a significantly higher satisfaction in the experimental group compared to the control group (t=2.18, p=.035). However, no significant differences were found in class engagement and self-efficacy between the two groups. Therefore, self-directed practice using the HMD-based VR program could be considered a viable alternative to traditional practice using models. This study aims to provide foundational data for the future development of virtual reality programs for nursing practice education.

본 연구는 간호학생 대상으로 문제중심학습 기반의 시뮬레이션 실습 프로그램을 개발하고 효과를 검증하기 위한 혼합연구이다. 자료수집은 2021년 4월 19일부터 6월 11일까지 J도 소재 일개 대학 간호학과 학생 91명의 구조화된 설문지와 12명의 초점집단면담을 실시하였고 수집된 자료는 SPSS 23.0과 주제분석을 활용하여 분석하였다. 양적연구 결과, 문제중심학습 기반의 시뮬레이션 실습 프로그램은 대상자의 임상수행능력(t=2.78, ρ=.006), 학습만족도(t=2.41, ρ=.017)와 자신감(t=2.81, ρ=.005)을 향상시키는 데 효과가 있었으나, 문제해결능력 향상에는 효과가 없는 것으로 나 타났다. 질적연구 결과, 4개의 중심주제와 8개의 하위주제가 도출되었으며, 도출된 중심주제는 ‘우선순위에 근거한 통 합적인 간호를 학습함’, ‘의사소통을 통한 팀 상호협동을 경험함’, ‘중환자간호를 선명하게 학습함’, 그리고 ‘간호역량이 향상됨’이었다. 본 연구는 혼합연구방법을 통하여 문제중심학습 기반의 시뮬레이션 실습 효과를 검증하였다는데 의의가 있으며 간호학생 대상으로 근거 기반의 시뮬레이션 실습 교육 프로그램을 개발하는데 기초적인 자료로 제공되어 실습교 육 현장에서 다양하게 활용될 수 있기를 기대한다.

This study aimed to develop simulation practice program with PBL (S-PBL) for nursing students and evaluate the effect of the program on their problem solving ability, clinical performance competency, learning satisfaction and confidence. The participants were nursing students who applied for simulation practice courses at an university in J province. The study was a mixed-method design using a nonequivalent one group pretest-posttest design (n=91) and focus group interview (n=12). Quantitative data were analyzed using SPSS 23.0 program and qualitative data thematic analysis. Quantitative data showed S-PBL was effective in improving clinical performance competency, learning satisfaction and confidence of the participants, but not in improving problem solving ability. As a result of the qualitative study, four themes and eight sub-themes were derived, and the themes were “Learn integrated nursing care based on priority”, “Experience team cooperation through communication," "Learn vividly critical care" and "Improved nursing competency". The S-PBL could be effective in practical education for nursing students. In further study, it is necessary to develop various simulation practice programs based on PBL through a mixed-method design and apply them to nursing curriculum.

Purpose: The study aimed to evaluate the efficacy of an online program developed to improve community health nursing practice. Methods: After applying the online program, the achievement level of learning outcomes and satisfaction with content were evaluated. Results: A total of 124 students participated in this study. The achievement level of all 15 learning outcomes significantly increased after applying online program. in pre-post test. The mean score for learning outcomes ranged from the lowest of 4.33 to the highest of 4.76 out of 5, indicating a high overall level of achievement. The content that contributed the most towards achieving the learning outcomes was core nursing skills, scoring 4.70 out of 5. Lecture and pre-learning had the highest satisfaction rate at 72.6%, respectively. The area with the highest demand for improvement was practical education, which was 50.0%. Conclusion: In this study, the online program was effective in achieving learning outcomes. It is It is necessar y to consider the expanding and paralleling online practice that can contribute to the achievement of learning outcomes.

Purpose: The purpose of this study was to develop a clinical practice nursing students’ microbiology program based on the mastery learning model, and to evaluate the effects of the program on nursing students’ knowledge, self-efficacy, performance, and satisfaction related to the nursing students’ microbiology program. Methods: The program was developed by using the processes of the mastery learning model. The pre-experimental research design involved a one group pretest-posttest design. The setting was a university located in Incheon, Korea. A total of 130 nursing students participated in the program including a theoretical lecture, clinical practice, and formative and summative evaluation. Results: Using the program that was designed and developed, results for the total score of self-efficacy, knowledge, and performance in the post-test application were significantly higher than in the pre-test application (p<.05). The satisfaction of hand hygiene and disinfection/contaminated hand microbial culture and disinfection test received the highest ratings. Conclusion: The application of a clinical practice nursing students’ microbiology program was effective, and can be expanded to other nursing students. Future research with other study designs was warranted in order to prove the effect of a microbiology program based on the mastery learning model.

Purpose: The purposes of this study were to develop a problem based learning (PBL) module for cancer symptom management and oncology emergencies, and to evaluate the module after applying it for students in an advanced practice nurse program for oncology. Methods: This study was a methodological research project. We invited a total of 13 graduates from an advanced practice nurse program to evaluate topics for the PBL module development. Five experts developed a PBL module for a selected topic. Eight students from an advanced practice nurse program participated in the PBL learning experience and evaluated their learning experiences. Results: Tumor lysis syndrome, pain, disseminated intravascular coagulation and hypercalcemia were evaluated to be the most relevant and needed topics for the module. Oncology emergency PBL module-tumor lysis syndrome was developed through expert validation. Evaluation of PBL learning was 3.76 (out of 4 points) in a pilot test. Conclusion: The new PBL module provided a positive learning experience to students. The new PBL module can be used as the standardized clinical practice education in the oncology advanced practice nurse program and developing further PBL modules for different topics is recommended.

Psychiatric nursing is a specialty where nursing students experience many difficulties in applying what they have learned in theory to clinical practice. Therefore, a situation-oriented case-based strategy is required to help them overcome the limitations of psychiatric nursing clinical practice and reduce their burden. This study aimed to measure the effectiveness of a psychiatric nursing clinical practice program using situation-oriented case-based learning. Participants comprised 63 nursing students in psychiatric nursing classes. The students were asked to create a scenario of interaction between a nurse and patient based on a case study. Empathy, therapeutic communication ability, and attitudes toward mental illnesses were measured. We analyzed the effectiveness of the program by comparing changes in the nursing students' empathy, therapeutic communication ability, and attitude toward mental illness after the program. The participants showed significant increases in empathy and therapeutic communication abilities. However, there were no significant changes in attitudes toward mental illnesses. Based on the results of this study, it is expected that situation-based learning will be effective for students who have difficulties in certain aspects, such as COVID-19, or where there are limited clinical practice opportunities, such as psychiatric nursing.

The purpose of this research is developing the ‘Parent-Teacher Learning Community of Practice’ program through the international comparison. For this purpose, We studied parent participation in school education and the international comparison of the theoretical study. And we derived the current issue of parental school education and the vision, direction, etc. of this research through the result of theoretical study and international comparison. Next, we have built a concrete strategy of CoP activities based on the result of needs analysis. PT-Action Learning CoP activities, based on the result of research, was composed of core activities process, times, performance goals, core performance activities, learner support element, core promotion activities, facilitator support elements and blended learning environments. Accordingly, we made the CoP. And we applied to the teacher and parent in N elementary school in B metropolitan city. As, the result, It was highlighted effectiveness - interest in improving of CoP activities, requires continuous CoP activities, needs of teacher relief work, the enhancement of mutual understanding, a deeper understanding of child.

이 연구는 G 교육대학교에서 2013년부터 도입하여 적용하고 있는 ‘학습지도 실습(학습보조교사)제’의 안정적인 정착 방안을 모색하기 위하여 참여한 예비교사들을 대상으로 이 제도의 당면 과제와 개선안 등 인식 정도를 조사하였다. 학습지도실습(학습보조교사)제에 참여한 예비교사 599명의 절반 정도에 해당하는 300명의 예비교사에게 설문지를 배부하여 회수한 258매를 통계처리 하였으며, 사용된 통계 기법은 평균, 표준편차, χ² 분석, 일원변량분석법이다. 결론 및 제언은 다음과 같다. 첫째, 제도의 명칭과 관련하여 ‘교과교육실습제’ 또는 ‘학습보조교사제’보다는 ‘학습지도실습제’라는 명칭에 대한 예비교사들의 선호도가 높았다. 따라서 ‘학습지도실습제’라는 명칭의 사용을 적극 제안한다. 둘째, 학습지도실습(학습보조교사) 파견 이전에 학습부진아 이해, 실습생으로서의 매너, 교육실습 프로그램의 마련, 현장 지도교사를 대상으로 한 사전교육 등을 강화할 필요가 있다. 셋째, 전국 최초로 도입ㆍ운영하고 있는 학습지도실습(학습보조교사)제는 예비교사들에게 교육현장의 본질을 경험하게 할 수 있는 검증된 제도이므로 전국의 초등교원양성대학교에 이를 확산ㆍ보급할 필요가 있다. 넷째, 예비교사들이 실습을 갔다 와 대학교에서 오후 수업을 들어야 할 경우 신체적인 피곤하기 때문에 많은 어려움을 겪고 있으며, 실습기간의 경우에도 15주(120시간)는 너무 길다는 지적이 많았다. 따라서 이후 정규 교육과정에 안정적으로 정착하기 위해서는 대학교의 강의시간표를 조정하고, 시교육청과 협의하여 실습기간을 10주(80시간) 정도로 축소하는 것을 고려할 필요가 있다. 다섯째, 예비교사의 상황변인, 즉 성별, 경험학기별, 심화과정 유형별에 따라 학습지도실습(보조교사)제에 대한 인식 정도가 다른 점을 고려하여, 상황변인에 따라 차별화하여 사전 지도 및 사후 관리를 할 필요가 있다.

This study was introduced in 2013 and applied in the G national university education' instructional practice (learning support staff). The study investigated the participating pre-service teachers perceptions in order to identify challenges and to suggest improvement measures. The findings were as follows: First, with regard to the name of the program, 'curriculum teaching practice' and 'Learning support staff' were not preferred as the participants had a higher affinity for the term 'instructional practice'. Therefore, we propose the use of the term ‘instructional practice'. Second, to strengthen the effectiveness of the program the introduction of the course should be aimed at the pre-service teacher's understanding of the purpose and goals of the course. Third, based on the effectiveness of the country 's first instructional practice (learning support staff) program which provided pre-service teachers with an authentic teaching experience should be extended to elementary teachers nationwide. Fourth, pre-service teachers reported difficulty actively participating throughout the entire program do to the length and time demands of the 15 weeks (120 hours) program. Therefore, adjusting the lecture timetable of the University, in consultation with the Department of Education should be reduce to 10 weeks (80 hours). Fifth, the pre-service teacher training course should include pre- guidance and follow-up elements to account for gender and length of study differences among pre-service teachers.

본 연구는 자기주도적 학습 프로그램을 언어재활 현장실무 교육내용에 적용하여 그 효과를 알아보고, 학습 유형별 차이를 분석하여 학생들 개별적 특성을 반영한 현장실무 교육의 방향을 설정하고자 하였다. 자기주도 학습 프로그램 모형은 문헌고찰과 현황 조사를 거쳐 정보를 수집하고, 전문가 협의를 통하여 효과적인 교수 학습 모델을 선정 하였으며, 교육 내용과 형식을 보완하여 최종안을 구성하였다. 프로그램의 효과는 학습동기와 자기주도 학습능력의 사전 사후 점수 차이로 검증하였다. 학습유형 특성은 융합자, 적응자, 분산자, 수렴자 순으로 나타났다. 학습동기는 사전검사 점수에 비해 사후검사 점수가 유의하게 높았다. 자기주도 학습능력에서도 사전검사 점수에 비해 사후검사 점수 또한 유의하게 높게 나타났다. 학습유형에 따른 학습동기와 자기주도 학습능력의 변화는 유의한 차이를 보이지 않았다. 언어재활 현장실무 교과목의 교수법으로 자기주도 학습 프로그램 적용은 현장 경험이 없는 학생들이 사전에 실무관련 업무를 습득하고 간접 경험하고자하는 학습 동기와 주도적 학습능력을 증가시키는 데 효과적이었다. 또한 자기주도 학습 교수법은 학생들의 학습 유형에 상관없이 모두 효과적인 것으로 나타났다.

This study intended to apply a self-directed learning program to the field practice educational contents and examining its effect, and establish the direction of language rehabilitation field practice education that reflects individual characteristics of students by analyzing difference in each learning type. For self-directed learning program model, this study collected information through literature consideration and survey of actual condition, and selected an effective teaching-learning model through consultation with experts, drawing up a final plan by complementing educational contents and form. And this study verified effect of the program to examine the pre- and post-score difference of learning motivation and self-directed learning ability. Characteristics of the types of learning were shown in order of Assimilator, Accommodator, Diverger, Converger. As for learning motivation, score of post test was significantly high as compared to the pretest score. And post test score of self-directed learning ability was also significantly higher than that of pretest. As for changes in learning motivation and self-directed learning ability according to the types of learning, there was no significant difference. Application of self-directed learning program as a teaching method for language rehabilitation field practice subject was effective for acquiring practice-related tasks in advance and improving learning motivation and initiated learning ability of students lacking in field experience. And results also show that self-directed learning-teaching method was effective for all learning types of students.

본 연구의 목적은 간호현장에서의 실제적 문제해결능력을 향상시킬 수 있는 간호임상실습에 대한 문제중심학습(PBL) 프로그램을 개발하는 것이다. 문헌연구와 사례분석을 통하여 PBL 프로그램의 설계방향, 핵심학습프로세스, 청사진, 전체 진행도, 실제적 문제를 개발하였으며, 프로그램의 타당도를 검증하기 위하여 형성평가를 실시하였다. 형성평가는 P대학교 간호학과 3학년 학생 25명을 3팀으로 나누어 적용하였으며, 온라인과 오프라인을 병행한 블렌디드(blended)학습방법을 적용하였다. 본 연구의 결과로, 간호요구, 학습과제, 해결안 발견 및 검증, 그리고 성찰의 단계로 구성된 핵심학습프로세스와 청사진, 전체진행도, 실제적 문제 등을 포함하는 간호임상실습에 대한 PBL 프로그램을 개발하였으며, 이를 통하여 간호임상교육을 위한 PBL교육프로그램 개발의 방향을 제시하고 하였다.

The purpose of this paper is the development of Problem Based Learning Module for Nursing Clinical Practice. Specific research tasks are as follows; 1. Design the draft of Problem Based Learning Module by inquiring the references 2. Do the formative test for the draft Problem Based Learning Module 3. Suppose the development of Problem Based Learning Module for Nursing Clinical Practice The formative test was done for evaluating the validity of the draft. The subjects of this test were 25 nursing students who were 3th grade in the department of Nursing, P University. The application period was four months. The method for the formative test was pursued by various angles. In this paper, the strategies of the design for Problem Based Learning Module for Nursing Clinical Practice is as follows; first, consider nursing practice environment such as hospital environment, nurses and patients. Second, follow the characteristics of Problem Based Learning such as self-directed, problem solving, team learning, special knowledge acquisition, facilitator, blended learning. Third, make the structural frame in order to apply to nursing clinical practice universally. The core learning process of this paper contains five steps such as authentic problems, nursing needs, learning tasks, solution finding & verification, and reflection. The blue print of this paper contains entire agenda and learning module. The entire process map of this paper schematizes the whole learning processes. This map consists of pre_session, learning module I, II, III, and post_session.

Purpose: Despite the clinical and socio-economic impact of acute poisoned patients, many of the treatments are not standardized in Korea. Moreover, no formal training that is specifically focused on clinical toxicology exists. Rather, training and education are conducted case by case in various institutions. This study was conducted to develop a standardized simulation-based clinical toxicology training curriculum for healthcare providers. This program will focus on specific assessment and treatment of critical toxicology patients, specifically those who have been poisoned with organophosphate. Methods: The study was performed using a pre- and post-design to determine the effects of implementation of this program. The study was conducted at eight different urban teaching hospitals in a simulated room in the clinical area. The study was targeted to 19 groups composed of emergency residents and nurses. Simulation-based learning was conducted for each group. Results: All 19 groups achieved the minimum passing score of 75%. Implementation of the program led to improved performance rates for overall management and cooperative moods competency (p<0.01). Inter-rater agreement between the two evaluators was excellent. In general, the participants thought the program was realistic and were able to recognize and improve the competencies needed to care for organophosphate poisoned patients. Conclusion: Simulation-based learning is an effective educational strategy that can be applied to improving and understanding proper care for rare but critical patients. This program was effective at improving team performance and cooperative moods when managing an organophosphate poisoned patient in the Emergency Department.

본고는 블렌디드 러닝(Blended Learning)의 관점에서 국내 대학을 중심으로 일본어교육현장에 활용할 수 있는 학습 프로그램 ‘JLE Tool’에 대하여 소개하고 이를 하나의 학습매체로서 교수 학습 모델에 적용 가능한 방안을 모색하여 본 것이다. 블렌디드 러닝과 관련한 국내 연구의 동향을 보면 개념과 설계, 목적 및 효율적인 실행 방법과 증명을 중심으로 한기조가 주를 이루고 있었으며, 교실 활동에 활용할 수 있도록 개발된 툴의 소개와 수업 적용 예는 찾기 어려웠다. 필자는 블렌디드 러닝의 정의를 ‘다양한 수업 설계 전략을 미디어와 조합함으로써 온․오프라인 학습의 장점을 효과적으로 구현하는 것’으로 규정하고 ‘JLE Tool’을 활용하여 교사와 학습자 간 원활한 교육과 학습을 도모할 수 있는 모습을보이고자 하였다. 구체적으로는 ‘한일, 일한 어휘 용례 수집’과 ‘한일, 일한 문장 번역 연습’의 두 가지 경우로 나누어실제 교실 활동에서 어떠한 활용이 가능한지를 살펴보았다. 이를 통하여 일본어 학습매체의 활용과 효율적인 수업 방안을 함께 모색하는 동시에 일본어학습자의 학습 환경을 보완, 개선하기 위한 관련 연구에 일조하고자 한다.

This paper introduced the learning media that I constructed as part of research to seek a teaching learning model that can be introduced at university Japanese language education from the perspective of Blended Learning. While studies related to Blended Learning have long been conducted mainly on concepts, design, purpose, efficient execution method and proof, there are many developments and introductions of concrete applicable tools there was not. Through this paper I define Blended Learning as "effectively combining a variety of lesson design strategies with media to effectively realize the merits of on-offline learning". For this purpose, this paper tried to explore the ‘JLE Tool’ which is a learning program for web-based Japanese language education where smooth education and learning is attempted between teacher and learner. Specifically, this paper divided the task into "Korean and Japanese · Japanese and Korean Example search" and "Korean language and Japanese / Japanese and Korean translation practice" to try to give examples of actual use. Through this, the present study aims to explore both the application of Japanese learning tool and efficient teaching method while at the same time making a contribution to research for complementing and improving the learning environment for the learners of the Japanese language.

이 연구는 초등영어 예비교사들의 교육과정 문해력 신장을 위한 방안으로 4주간의 교육실습 기간 동안 운영할수 있는 학습공동체 프로그램을 개발하고 이 프로그램 운영에 참여한 예비교사들의 경험과 인식을 통하여 그 효과를탐색하였다. 학습공동체 프로그램에는 두 명의 영어교육 심화과정의 4학년 교육실습생과 멘토 교사로 한 명의 영어전담교사가 참여하였다. 연구의 결과 분석을 위하여 실습생들의 상호 및 멘토 수업 참관록, 반성적 수업 성찰록, 인터뷰응답과 멘토 교사와의 협의회 및 SNS 상의 협의 내용, 소속 대학교 실습 지도교수의 수업 참관록 및 피드백이 데이터로사용되었다. 학습공동체 활동을 기반으로 한 단기간용 초등영어 교육실습 프로그램은 준비, 실행, 평가 및 성찰의세 단계로 구성되었으며, 각 단계는 몇 가지의 하위 요소와 구체적인 활동으로 이루어져 있었는데 분석 결과 발견된바는 다음과 같다. 학습공동체 프로그램에 참여한 교육실습생들은 주어진 상황 속에서 공동으로 수업지도안을 작성하면서 교육과정에 대한 탐색이 심도 있게 진행되어 교육과정 문해력이 신장되었다. 이들은 멘토 교사의 수업, 교육실습생상호간의 수업을 관찰하고 토론하며 실제적인 상황 속에서 진행하는 교수 능력을 키울 수 있었다. 교육실습생들은다양한 수업 현장에서 마주치는 도전을 경험하고 이를 극복하는 과정에서 학습공동체 활동을 통하여 멘토 교사와다른 실습생으로부터 정서적 지지를 받을 수 있었다. 또한 상호 협력적 관계 속에서 교사로서, 나아가 영어 교사로서의정체성 형성에서도 성장을 할 수 있게 되었으며 영어수업에도 자신감을 갖게 되었다. 이러한 결과를 바탕으로 향후4학년 교육실습에서 초등영어 심화과정 학생들을 위한 차별화된 실습 프로그램이 필요한 이유 등의 시사점을 제시하였다.

This study explored the development of a learning community program which can be implemented in the four-week teaching practicum for enhancing pre-service primary school English language teachers’ curriculum literacy and its viability through the participants’ experiences and perceptions. Two 4th grade seniors as practice students and an English teacher as a mentor participated in the learning community program. Practice teachers’ classroom observation logs, reflective teaching journals, and the interview responses, and comments from the other practice teacher, the mentor teacher, and a visiting professor were collected for the analysis of the results. The short-term primary English teaching program based on the learning community consists of three stages of preparation, implementation, and evaluation and reflection. Each stage includes a few subcategories and activities entailed. The results are as follows. The practice teachers in the program showed advances in the curriculum literacy from their strong involvements in the exploration of the curriculum writing lesson plans together in the given classroom situations. They showed improvements in English teaching competencies sharing opinions after observing the mentor teacher’s and the other colleague’s English classes. In the meantime, the practice teachers got the emotional supports from the mentor teacher and the colleague in the process of overcoming challenges faced in the real English teaching situations. They also got to have confidence in teaching English experiencing growth in forming healthy sense of identity as a teacher and as an English teacher. Based on the these results, some implications, such as reasons for the necessities of a specifically designed practicum program for the practice teachers majoring in English education, were suggested.

The purpose of this study was to develop the educational program using learning cartoons for the environmental health and to examine the educational potentials of it. The subjects were 4th grade students of an elementary school in Gyeonggi province. The topics of environmental health learning program were obesity, atopicallergy, VDT syndrome, sick house syndrome and eco-friendly living supplies. The environmental health knowledge of the experimental group was significantly higher than that of the control group(p<.01). Especially, the topics of VDT syndrome and sick house syndrome were effective(p<.01). Girls' environmental health knowledge about VDT syndrome was higher than that of boys(p<.05). The environmental health practice will of the experimental group was significantly higher than that of the control group(p<.01). The students of experimental group have significant higher practice will about VDT syndrome and sick house syndrome. Girls' environmental health practice will about obesity and eco-friendly living supplies were higher than boys' will. The results showed that the learning program using learning cartoons have effective educational potentials in the environmental health education.