• 보건교육건강증진학회지
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• 제31권5호
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• pp.135-146
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• 2014

Objectives: This study performed to enhance the competency of health education specialist on population-based program to prevent chronic disease in public health organizations. In addition, it will provide the basic data to enhance specialized competency for health education specialist. Method: The current operating strategy and demanded competency related to chronic disease programs were analyzed by reviewing the Korean Health Plan 2020, the guideline of integrated health promotion programs, and the job description of health education specialist. Results: Preventive programs for chronic disease provide with healthy lifestyle programs in integrated health promotion service. First, health education specialist should learn to professional knowledge on health risk factor and chronic disease. Second, they should cultivate the integrated competency to manage operations on obesity, hypertension, diabetes, cardiovascular disease, and cancer prevention programs. Third, they get strengthened the-job training to implement health education, public relations, campaigns, media advocacy, and utilization of multi-media. Conclusion: It should implement the preventive programs for chronic disease in various health promotion services through coordination with multiple sectors. To identify of the job in preventive program for that, it would be required empowerment of health education specialists on disease prevention science and practical life skill.

• 한국치위생학회지
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• 제18권1호
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• pp.139-151
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• 2018

Objectives: This study was to compare the self-evaluated outcomes of communication competency in dental hygiene process of care in the students of a dental hygiene department with the teaching evaluation, and to confirm the difference of communication competency by the evaluator. Methods: This study attempted to confirm the value and usefulness of self-evaluation and teaching evaluation on the communication competency. The subjects of this study were 43 junior students who took a course of dental medical communication at the dental hygiene department of a university located in 'A' city, and the self-evaluation and teaching evaluation were conducted using the evaluation paper which was modified from the communication evaluation tool in the previous studies. The collected data were subjected to the correspondence sample t-test to compare the difference between the communication competency self-evaluation before and after the education, and after communication education, while an independent sample T-test was conducted to compare the differences between the evaluators. Results: The student's self-evaluations before and after the education showed the statistically significant difference, moreover, the post-education competency scores were improved mostly in all the items more than the pre-education competency scores. The score of self-evaluation was higher than that of the teaching evaluation in all items except one question in the case of history-information collection stage. Conclusions: It is confirmed that there is an effect to allow the students to improve their communication competency in the dental health communication education in the dental hygiene department. To evaluate the student's communication competency, the mutual complement of self-evaluation and teaching evaluation should be confirmed in parallel each other.

• 컴퓨터교육학회논문지
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• 제21권6호
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• pp.15-26
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• 2018

최근 초 중등의 SW교육 필수화, SW중심대학 사업 등 SW교육 중요성이 강조되고 있고, 함께 역량 교육에 대한 관심도 높아지고 있다. 따라서 본 연구에서는 SW교육을 통해 창의역량 향상에 효과가 있는지를 확인하고자 하였다. 이를 위해 15주 분량의 창의역량 초점을 둔 SW교육 수업을 설계하였으며, 진단도구를 개발하였다. 설계된 수업으로 15주 수업을 진행하였으며, 1주차에는 사전검사를, 15주차에는 사후 검사를 실시하였다. 그 결과, 창의역량 평균값이 사후 검사 때 0.31점 높게 나타났으며 p값도 0.002점으로 나타나 유의한 차이가 있는 것을 확인하였다. 또한, 창의역량의 4가지 세부 요인(융통성, 독창성, 개방성, 창의적 실행능력)의 p값도 0.05보다 낮게 나타나서 유의미한 차이를 보였다. 본 연구를 통해 SW교육에서 단순 프로그래밍 교육뿐만 아니라 수업 방법 변화를 통해서도 창의역량 향상에 효과가 있음을 확인하였다.

• 한국콘텐츠학회논문지
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• 제10권10호
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• pp.464-478
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• 2010

최근 교육개혁과 관련하여 자주 언급되고 있는 '역량'이라는 단어는 학문과 지식을 중시했던 기존 교육이 현실 사회 적응력을 중시한 교육으로 변화됨을 나타낼 때 주로 사용된다. 전문대학의 교육도 장차 직업생활에서 요구되는 실천적 역량을 갖춘 인재를 양성하는데 적합하도록 교육과정의 개선이 요구된다. 본 연구는 전문대학 교육과정 운영 실태에 대한 문제점을 파악하여 해결방안을 모색해 보았으며, 역량기반 교육모델에 대한 선행연구 자료를 검토하여 전문대학 교육과정에 적용 가능성을 분석하여, 도입이 타당함을 제시하였다. 또한 한국산업인력공단에서 개발한 직업기초능력 표준을 직업교육의 교과내용으로 반영하고 이를 운영할 수 있는 방안을 제시함으로써, 효과적으로 교육과정을 개선시킬 수 있는 방안을 제시하였다.

• 의학교육논단
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• 제17권3호
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• pp.110-121
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• 2015

Competency-based medical education (CBME) is an outcome-oriented curriculum model for medical education that organizes learning activities and assessment methods according to defined competencies as the learning outcomes of a given curriculum. CBME emerged to address the accountability of medical education in response to growing concerns about the patient safety in North America in the 1970s, and the number of medical schools adopting CBME has dramatically increased since 1990. In Korea, CBME has been under consideration as an alternative curriculum model to reform medical education since 2006. The purpose of this paper is three-fold: (1) to review the literature on CBME to identify the challenges and benefits reported in North America, (2) to summarize the process and experiences of planning and implementing CBME at Inje University College of Medicine, and finally (3) to provide recommendations for Korean medical schools to be better prepared for the successful adoption of CBME. In conclusion, one of the key factors for successful CBME implementation in Korea is how well an individual school can modify the current curriculum and rearrange the existing resources in a way that will enhance students' competencies while maximizing the strengths of the school's existing curriculum.

• 한국응급구조학회지
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• 제10권2호
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• pp.25-34
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• 2006

Purpose: The purpose was to test the effects of cardiopulmonary resuscitation competency program on knowledge of CPR, self-efficacy, and the skills of CPR of nursing college students. Method: A convenience sampling of non-equivalent control group was used. Nursing college students were assigned either to conventional CPR education(N=28) or to intervention that involved a conventional CPR education and CPR competency program(N=28). CPR competency program was focused to enhance the self-directed learning on CPR training. Result: There were no significant differences on the CPR competency of knowledge and self-efficacy between experimental and control groups. However in the skills competency of CPR, there were significant differences between two groups. Conclusion: It is promising that CPR competency program can be effective to increase the skills of CPR of nursing college students.

• 비교교육연구
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• 제28권5호
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• pp.71-90
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• 2018

본 연구의 목적은 대구광역시교육청의 학부모 자녀교육 역량강화 사업의 다양한 성과를 분석하는 것이다. 이를 위해 학부모 교육역량 강화 정책의 전개과정 및 학부모 자녀교육 역량강화 사업의 주요 내용을 탐색하였다. 이를 토대로 학부모 자녀교육 역량강화 사업의 주요 성과를 분석하였다. 주요 결과는 다음과 같다. 첫째, 학부모 자녀교육 역량강화 사업을 통해 학부모들의 자녀교육 역량을 강화하기 위한 시스템을 완성하였다. 둘째, 학부모 자녀교육 역량강화 사업을 통해 학부모교육을 위한 인력을 양성하였다. 셋째, 학부모 자녀교육 역량강화 사업을 통해 교육수요자인 학부모의 요구를 적극 반영하여 기본과정, 심화과정 등을 개발하였다. 마지막으로 학생, 학부모, 교원 교육전문직을 대상으로 한 평가의 결과는 학부모 자녀교육역량 강화사업에 대해 비교적 높은 만족도를 보이고 있으나, 운영시간 및 방법의 다양성과 강사 및 프로그램의 전문성이 보완될 필요가 있으며, 다양한 학교유형에 따른 학부모 맞춤형 지원이 필요하다는 것을 보여주었다. 이러한 주요 결과에 대한 시사점 등이 논의되었다.

• 동서간호학연구지
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• 제26권2호
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• pp.130-138
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• 2020

Purpose: This study aimed to evaluate the effects of team-based simulation training (TBST) on patient safety confidence and nursing competency among nursing students. Methods: This study used a one group pretest-posttest design. Among the senior nursing students enrolled in an academic course in one nursing school, the convenience sample of 114 students was recruited. Participants received 15-session TBST (2 hours per session) over 8 weeks and completed the patient safety confidence and nursing competency scales, and a questionnaire of participants' responses to TBST. Data were analyzed using a descriptive statistics test, a paired t-test, and Pearson correlation coefficients. Results: The results of this study showed that patient safety confidence and nursing competency significantly improved after TBST and there was a positive correlation between these variables. Conclusion: The findings indicate that TBST is effective for improving nursing students' patient safety confidence and nursing competency, and thus, team-based strategies can be useful to attain the goals of nursing education. Furthermore, the results of this study suggest further research to refine the relations between patient safety and nursing competency.

• 한국정보시스템학회지:정보시스템연구
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• 제29권4호
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• pp.101-121
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• 2020

Purpose The purpose of this study is to understand the current status of MIS curriculum and to find ways to improve it. In addition, the results of the research can be used as basic data for improving MIS curriculum. Design/methodology/approach A research framework was designed to derive research results using the keyword network analysis method of this study: 1) Keywords were extracted based on the six units of the big data analysis job competency. 2) And based on the extracted keywords, the relationship between the keywords and MIS curriculum for each university was identified. Findings In the MIS curriculum information of a few universities, education related to big data analysis was conducted. 1) In the MIS curriculum of a few universities, education related to big data analysis was conducted. However, MIS curriculum of the university, which is the subject of analysis, education focused on concepts and theory rather than practical education was conducted. 2) And it was confirmed that there is a difference from the education required by the industry.

• 한국보육지원학회지
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• 제17권6호
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• pp.53-72
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• 2021

Objective: This study aimed to reveal early childhood teachers' perceptions of teacher competency for ESD using concept mapping and demonstrating its importance. Methods: 16 early childhood teachers in charge of 3-5 year olds conducted statement writing, and then the importance of selected statements were rated by 160 early childhood teachers in charge of 3-5 year olds. Selected statements were analyzed through multidimensional scaling and hierarchical cluster analysis. Results: Early childhood teachers perceived teacher competency for ESD in early childhood as concept mapping with two-dimensions and six clusters. The following six clusters were established (1) ethics for sustainable development, (2) willingness to participate in ESD, (3) development and operation of a sustainable development curriculum, (4) recognition and practice of environmental issues, (5) realization of value for sustainable development, and (6) practical thinking for ESD. And then among the six clusters, the most important cluster was recognized as 'ethics for sustainable development', and among the statements 'having an open mind to understand multiculturalism and the disabled' was considered relatively important Conclusion/Implications: Based on these results, we discussed the importance of teacher competency for ESD in early childhood, development of teacher competency scale, and preparation of a teacher education plans for each competency.