• 대한간호학회지
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• 제47권3호
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• pp.305-318
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• 2017

Purpose: The aim of this study was to identify the effects of a newly developed instructional coaching program regarding Attention Deficit Hyperactivity Disorder (ADHD) for teachers. Methods: Seventy teachers participated in this study involving a nonequivalent control group and a pretest-posttest design. The instructional coaching program consisted of eight 60-minute sessions. The program was developed through a theoretical development program involving six steps. To evaluate the effects of the program, data were collected through self-report questionnaires including the Knowledge Scale of Attention Deficit Disorder, Attitude Scale of Primary School Teachers Experiencing Students with ADHD, Practice Scale of Educational Intervention Activity, and the Korean ADHD Rating Scale. Data were analyzed with an independent t test, a chi-square test, and an ANCOVA using SPSS WIN version 20. Results: The intervention program consisted of 3 sectors, 8 subjects, and 24 content items. The experimental group showed a significant improvement in attitudes toward ADHD (F=22.83, p<.001). In addition, teacher's knowledge regarding ADHD (F=7.16, p=.010) and the implementation of instructional interventions (F=4.29, p=.043) improved. Further, teachers reported a reduction in children's ADHD-related behavior (F=4.34, p=.041). Results showed that the coaching program made a positive contribution to teaching skills and understanding of school-age children with ADHD. Conclusion: The instructional coaching program was well structured and significantly improved not only teachers'attitudes, knowledge, and teaching skills but also the behavior of children with ADHD in class. Therefore, the program is recommended as a means of facilitating teaching and managing children with ADHD in class.

• 한국간호교육학회지
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• 제10권1호
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• pp.139-148
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• 2004

Purpose of this study was determining predictor variables of Korean nurses' intention to educate clients and their significant others using the theory of planned behavior (TPB). Nurses working in health institutions (N=221) were conveniently selected from 2 RN-BSN programs and 2 hospitals in Seoul and Kyunggi-Do. A packet of questionnaires was developed according to the guidelines of the TPB. Multiple regression and Pearson product coefficients were used to analyze the data. Korean nurses showed positive intention to education their patients. They also showed positive attitude toward the patients education while perceived strong social pressure of teaching the patients. Attitude, subjective norms and perceived behavioral control were the predictors of the intention as the theory proposed. Especially the perceived behavioral control was the best predictors among them. Time to prepare themselves for the patient education; high self-esteem as a teacher; a perception that patients want nurses as a resource person; and the quality of information that nurse perceived they had were the predictors among the perceived behavioral control variables. Three recommendation were identified for the effective patient education. Nurses should be prepared to teach patients in their nursing school so that they have self-esteem as a competent teacher. The professional patient educators who are well-prepared for educating patients and their family are strongly recommended. Finally, development of a patient education center in the health institution were also recommended for its quality control.

• 보건의료산업학회지
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• 제12권1호
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• pp.149-160
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• 2018

Objectives : The purpose of this study was to examine the mediating effect of professional self-concept on the relationship between professor-student interaction and job-seeking anxiety among nursing students. Methods : A cross-sectional survey was conducted using a convenient sampling method with data collected from a sample of 294 nursing students. The structured questionnaire included items to assess job-seeking anxiety, professional self-concept, and professor-student interaction among nursing students. The data were analyzed with descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and multiple regression using the SPSS 24.0 program. Mediation analysis was performed according to the Sobel test. Results : Analysis of the mediating effect of professional self-concept showed a significant mediating influence of professional self-concept on the relationship between professor-student interaction and job-seeking anxiety. Conclusion : The findings suggest that professional self-concept may play a role in increasing the effect of professor-student interaction on job-seeking anxiety. Therefore, this study underscores the need to consider ways of enhancing professional self-concept during interventions for nursing students.

• 한국의료윤리학회지
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• 제21권4호
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• pp.330-343
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• 2018

4차 산업혁명시대가 도래했다는 관심이 증가되면서 이에 따른 윤리적 이슈에 대한 탐구 및 대학 교육의 방향에 대한 제고가 필요하게 되었다. 본 논문의 목적은 4차 산업혁명 시대의 대표적 기술분야인 인공지능, 빅데이터, 유전체 기술, 가상현실의 윤리적 이슈 및 국내외 정책과 교육 현황을 살펴보고 앞으로 대학의 생명윤리교육이 나아가야 할 방향을 제안하는 것이다. 4차 산업혁명시대의 국내외 정책과 교육현황을 요약하면, 국외는 4차 산업혁명 기술의 잠재적 이득과 사회적 위험에 대한 법적, 윤리적 고려를 바탕으로 관련 가이드 라인 및 규제 권고안이 발표되었고, 과학 기술의 발전에 따른 학생들의 윤리적 가치 확립의 중요성이 정책적으로 강조됨에 따라 4차 산업혁명시대의 기술개발과 관련된 생명윤리교육과정이 개설된 바 있으며, 대학 내 윤리실험실 개설, 공개 토론회를 넘어 온라인 공개 강좌를 통해 생명윤리 교육의 접근성을 높이고 있다. 국내의 경우에도 최근 공청회 등을 통해 4차 산업시대의 정책방향에 대한 논의가 이루어지고 있으며, 대학교육 또한 시대적 흐름에 맞는 생명윤리 교육을 제공하기 위한 시도가 이루어지고 있다. 그러나 국내 대학의 생명윤리교육은 전통적인 생명윤리 주제에 새로운 과학기술로 야기된 윤리적 이슈를 일부 추가하여 운영되는 교육과정이 대부분이며, 단일 전공 교수자의 강의 운영, 선택 과목, 비정기적인 강의 개설, 그리고 온라인 공개 강좌의 부재 등의 제한점이 확인되었다. 이에 따라, 본 논문에서는 추후 국내 대학의 생명윤리교육을 개선하기 위한 방안을 다음과 같이 제안하고자 한다; 국내 대학의 생명윤리교육은 다직군 간 교육으로 개발되고, 점진적으로 필수 교육과정으로 지정하여 교육의 기회를 확보하며, 온라인 공개 강좌로 확대 개설할 필요가 있다. 또한, 대학 내 생명윤리 이슈에 관한 공개 토론의 장을 마련하고 과학기술의 발전과 그 변화를 함께할 수 있도록 주기적인 논의를 통해 생명윤리교육의 내용을 지속적으로 개선해야 할 것이다.

• 사물인터넷융복합논문지
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• 제7권1호
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• pp.43-54
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• 2021

본 연구는 베이비붐세대 남성의 자살예방을 위한 프로토콜을 구성하기 위하여 실시되었다. 연구에 참여한 전문가 패널들은 베이비붐세대 남성들의 심리적 특성과 자살에 대한 지식 및 실무적인 경험을 갖춘 전문인력으로 총 17명이 구성되었다. 조사의 첫 번째 단계는 질문지 문항을 구성하는 단계로 다양한 연구 자료를 활용하여 본 연구에 참여한 정신간호학 교수 2인, 정신전문간호사 2인에 의해 문항이 도출되었다. 2단계는 전문가 집단의 1차 델파이 조사로 2015년 10월 13일부터 11월 1일까지 실시되었으며 3단계인 2차 델파이 조사는 2015년 11월 10일부터 12월 4일까지 실시되었다. 조사 결과 영역I '베이비붐세대 남성의 특성', 영역II '베이비붐세대 남성의 자살징후', 영역III '베이비붐세대 남성의 자살위험요인', 영역IV '베이비붐세대 남성의 자살 보호요인', 영역V '자살예측 측정도구', 영역VI '지역사회연계 기관', 영역 VII '베이비붐세대 남성의 정신건강프로그램' 등 총 7개 영역으로 구성되었다. 본연구는 베이비붐세대 남성들의 자살예방을 위한 가이드라인으로써 지역사회 정신보건 실무자들에게 유용한 자료가 될 수 있을 것이다.

• 한국간호교육학회지
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• 제2권
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• pp.56-74
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• 1996

In order to prepare for the coming twenty-first century and to meet changing social demands and health needs, it is necessary to improve the curriculum through development of new conceptual frameworks. The purposes of this study were : 1) to assess the needs of the curriculum of the students, the faculty, the graduates, and the nursing supervisors and head murses ; 2) to develop the conceptual framework which includes philosophy and goals of nursing education based upon needs assessment ; 3) to develop level objectives ; 4) to identigy the contents of the curriculum ; 5) and to develop the faculty. The curriculum was assessed and developed from April, 1995 to March, 1996 through twenty four weekly meetings, two seminars, and two workshops. The process and results of this study are as follows : 1. A needs assessment of the present curriculum was done of the 194 students, 177 graduates, 14 faculty members, and 60 nursing administrators in 5 main areas (objectives, planning and organization, teaching-learning process and methods, evaluation, revision of curriculum). The results showed that there were many descrepancies between expectations and actual situations in all the groups and in all the areas. This implies that there was a necessity for total curriculum revision. 2. To develop the conceptual framework, 1) the core concepts were identified(man, health, environment, and nursing) on the basis of the existing educational philosophy and educational objectives of our school, elicited by group discussions using the nominal group method, one of the needs assessment methods, the philosophy and objectives were restated. 2) Six essential componednts were indentified for the conceptual framework from the restated philosophy and objectives ; nursing process, communication, professional roles, client, health, and nursing. The vertical theread consists of the client and health/nursing ; and the horizontal thread consists of nursing process, communication, and professional roles. 3. The contents of the curriculum were selected on the basis of the educational objectives and organized according to the conceptual framework. 4. The level objectives were then restated. It is expected that the objectives of our school will be accomphished through developing the courses, choosing and Implementing, more effective teaching-learning methods, and evaluating the efficacy of changes implemented. The most important factor will be to continually upgrade the faculty and their teaching skills.

• 대한간호학회지
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• 제26권4호
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• pp.946-962
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• 1996

The purpose of this study was to contribute to the development of clinical instruction by students' ratings of teaching effectiveness in clinical nursing education. The subjects were comprised of graduating class 618 students from 24 nursing colleges in the nation. The instruments used in this study were "general characteristics & status of clinical nursing education" developed by the researcher and "Instrument to Measure Effectiveness of Clinical Instructors" by Reeve(1994). The 50 questions used in the questionaire were categorized into 13 components subject to factor analysis. The 13 components were interpersonal relationships, communication skills, role model, resource for students, favorable to students, encouraging to think for selves, teaching methods, evaluation, finding assignments for objectives, organization of subject matter, professional competence, knowledge of subject matter & working with agency personnel. The results of this study are as follows 1. Status of clinical nursing educaion : 1) Clinical nursing education were led by nursing professors(44.9%), a team of both nuring professor & head nurse(6.8%), instructors from specific hospital(15.1%), instuctos for a specific subject(14.6%), & head nurse(6.8%). For 3-year program students, 34.6% of the clinical nursing education were led by instructors from specific hospital & 51.4% of the education by nursing professors for Bachelor's program. 2) The contents for clinical education comprised of Conference being the most frequent of 34.5% ; a combination of Nursing skills, Orientation, Conference etc.22.0% : Nursing process 21.7% : Orientation 13.5% : Inspection(making rounds ) 6.4%, & Nursing skills of 2% being the least frequent. 3) Students' preference of clinical teachers from the highest to the lowest were instructors for a specific subject being the most desired (44.9%) followed by nursing professor, head nurse, a team of both nursing professor & head nurse, & instructors from specific hospital being the least desired. 4) Students felt that the qualification for clinical teachers should be at least a master's degree holder and 5 or more years of clinical experience. The reason they felt was because knowledge & experience are imperative for professional education. 2. Clinical teaching effectiveness : The total points for teaching effectiveness was 147.97(mean of 2.95±0.98) where the total score is considered to be an average rating. 3. Teaching effectiveness as status of clinical nursing education : 1) The score ratings for the clinical instructors from the highest to the lowest were as follows : instructors for a specific subject, instructors from specific hospitals, a team of both nursing professors & head nurses, nursing professors, head nurses, which resulted in significunt difference(F=4.53, P<0.001). 2) The rating scores based on the teaching program from the highest to the lowest were as follws ; nursing skills, nursing process, a combination of nursing skills, orientation, conference etc. , conferences, orientation, inspection, which resulted in significunt difference(F=10.97, P<0.001). 4. Based on 13 categorized components from the questionaires, questions related to communication skills scored the highest points of 3.20 where inquiries regarding resource for students scored the lowest points of 2.38. 5. Among the 13 categorial components from the questionaire, Interpersonal relationship, Communication skills, Resource for students, Encouraging to think for selves, Evaluation, Teaching method, Finding assignment for objectives, Organization of subject matter, Professional competence, & Working with agency personnel, instructors for a specific subject scored the highest points and head nurse scored the lowest, which resulted in significant difference. Favorable for students, instructors for a specific subject scored highest points and nursing professor scored the lowest, which resulted in significant deference (F=5.39, P<0.001). Role model & Professional competence, instructors for a specific subject scored the highest points and head nurse scored the lowest, with minimum variation(F=1.29, P>0.05 : F=1.64, P>0.05) 6. Based on 13 categorial components as a whole, the highest points scored among the 5 groups of clinical teachers was instructors for a specific subject and the lowest, by head nurse(F=1.94, P<0. 001). A team of both nursing professor & head nurse attained higher score in clinical education than their independent education.

• 한국콘텐츠학회논문지
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• 제19권6호
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• pp.257-270
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• 2019

본 연구의 목적은 전문대학 신입생들의 학업중단의도에 영향을 미치는 요인을 밝히는데 있다. 이를 위해 경기도 소재 A전문대학 1학년 학생 전체를 대상으로 2017년 10월 16월부터 10월 30일까지 자료를 수집하여, 설문지 1369부를 t-test, ANOVA 와 다중회귀분석을 활용하여 학업중단의도에 영향을 미치는 요인에 대하여 개인 요인, 가정 관련 요인, 교육기관 관련 요인, 사회 관련 요인의 네 가지 측면에서 살펴보았다. 첫째, 개인 요인 중 학업중단의도에 영향을 미치는 요인은 전반적인 대학 만족도, 전공이 본인과 맞다고 생각하는 정도 등이었다. 둘째, 가정 관련 요인 중 학업중단의도에 영향을 미치는 요인은 부모와 가족이 대학생활을 잘하도록 독려하는 정도로 나타났다. 셋째, 교육기관 관련 요인 중 학업중단의도에 영향을 미치는 요인은 전공학과의 교육과정 만족도, 자신이 속한 학과 소속감 정도, 교수가 진로 비전과 자부심을 심어주는 정도, 대학 교육시설 만족도인 것으로 나타났다. 넷째, 사회 관련 요인 중 학업중단의도에 영향을 미치는 요인은 대학진학이 인생에서 잘한 일이라고 생각하는 정도, 대학에서 배우는 지식이 자신의 삶에 도움이 될 것으로 생각하는 정도로 나타났다. 연구결과를 바탕으로 대학생들의 학업지속을 위해 교수, 교직원, 대학 차원에서 고려해야 할 점을 제안하고 신입생들의 학업중단율을 낮추기 위한 방안을 논의하였다.

• 한국학교ㆍ지역보건교육학회지
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• 제17권2호
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• pp.17-30
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• 2016

Objectives: The purpose of this study was to examine differences between the traditional lecture teaching learning method and action learning teaching learning method of nursing students' leadership, problem solving competence, creativity, and critical thinking disposition. Methods: This study was carried out from February 24, 2014 to May 30, 2014 with 171 nursing students (an experimental group of 88 students and a control group of 83 students) assigned among $2^{nd}$ year students attending nursing departments in U city. The Action learning teaching learning method applied to the experimental group by two experts. The Traditional lecture teaching learning method applied to the control group. In order to compare the differences, a pre and post questionnaire were used. The data gathered was analyzed using the SPSS 22. Results: Upon completion of education the nursing students' leadership, problem solving competence and creativity significantly increased both in the experimental group and in the control group compared to the pre testing phase. The critical thinking disposition significantly increased after education in the experimental group, but there was no significant change in the critical thinking disposition of the control group. Conclusion: To improve nursing students' leadership, problem solving competence, creativity, and critical thinking disposition the action learning teaching learning method appears to be more effective than the traditional lecture teaching learning method.

• Journal of Hospice and Palliative Care
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• 제5권2호
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• pp.136-145
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• 2002

목적 : 본 연구는 암환자의 요구를 포괄적으로 포함하면서 실용적으로 측정할 수 있는 도구를 개발하기 위해 시도되었다. 방법 : 기존의 문헌들과 함께 Wingate와 Lackey(1989)의 내용분석 결과를 근거로 정보요구, 이용가능한 자원, 신체적 요구, 정서적 요구, 영적 요고, 그리고 법적/경제적 요구의 6개 영역을 선정하였고, 각 영역에 대한 문항 내용은 암환자 대상의 요고, 조사연구들를 참고로 하여 작성한 후 간호학 교수 3인의 자문을 받아 문항의 내용을 수정, 추가 또는 삭제하면서 예비문항을 작성하였다. 이를 통해 정보요구 7문항, 이용가능한 자원 5문항, 정서 요구 4문항, 영적요구 5문항, 법적/경제적 요구 4문항, 신체적 요구 7문항의 총 32문항의 예비도구를 작성하였다. 예비 도구의 내용 타당도를 확인하기 위해 강원도 소재 대학병원의 간호사 중 평균 경력 10년 이상인 암환자를 간호하고 있거나 간호한 경험이 있는 수간호사와 책임 간호사 9명을 대상으로 실시하였고, 구성타당도와 신뢰도를 검증하기 위해서는 강원도 충정도 및 경기도 소재 종합병원에 근무하고 있는 간호사 116명을 편의표출하였다. 수집된 자료를 SPSS 10.0 WIN을 이용하여 요인분석 및 Cronbach ${\alpha}$값을 구하였다. 결과 : 1) 내용 타당도 분석 결과, 전문가 합의률이 55.4%로 낮은 '유언장 쓰는 방법을 알고싶다'는 문항이 삭제되어 31문항이 선정되었다. 2) 요인분석을 실시한 결과 신체적 요구, 정보 요구, 영적 요구, 정서 요구, 이용가능한 자원, 그리고 법적/경제적 요구의 6요인이 추출되었고 전체 설명력은 61.840%였다. 제 1요인인 신체적 요구와 제 2요인의 정보요구는 각각 25.354%와 10.903%의 설명력을 나타내어 암환자 요구의 주요 영역으로 규명되었다. 3) 도구의 신뢰도는 내적 일관성을 나타내는 Cronbach ${\alpha}$값은 .90이었다. 결론 : 본 연구에서 개발된 도구는 간호사로 하여금 암환자의 요구를 포괄적으로 사정할 수 있게 하고 궁극적으로는 암환자의 요구에 맞는 총체적이며 포괄적인 간호중재를 마련하는 근거로 활용될 것이다.