• 여성건강간호학회지
• /
• 제26권3호
• /
• pp.222-230
• /
• 2020

Purpose: Midwives working in hospitals (MWH) have limited roles in managing and assisting births independently. To find ways to successfully integrate midwifery into care systems, exploring midwives' work-related perceptions might be the first step. The purpose of this study was to compare professionalism and job satisfaction between Korean midwives working in birthing centers (MWBC) and MWH. Methods: A descriptive comparative design was used, querying 19 MWBC and 53 MWH in Korea. Data were accrued from October to November 2017 using the Professionalism Inventory Scale and the Job Satisfaction Scale. Results: Age, marital status, monthly income, length of career as a midwife, and length of career in the current workplace were significantly different between MWBC and MWH. The level of professionalism in MWBC showed significant differences by position at the birthing center (t=16.19, p=.001). Professionalism and job satisfaction among MWH showed significant differences depending on perceived professional performance (F=9.95, p<.001 and F=11.04, p<.001, respectively). Levels of professionalism and job satisfaction were higher for MWBC than for MWH. Conclusion: Educational programs designed to enhance professionalism and expand the role of MWH are suggested. Also, policy changes that clearly define job roles and improvement of the legal system is required to enable MWH in Korea to effectively perform their midwifery work and be properly reimbursed.

• 한국간호교육학회지
• /
• 제24권4호
• /
• pp.424-432
• /
• 2018

Purpose: The purpose of this study was to examine the relationship between nursing professionalism, academic emotional regulation, and college life adjustment level and to identify the influence of nursing professionalism and academic emotional regulation on college life adjustment. Methods: Data collection was conducted with 142 junior and senior nursing college students using structured self-reported questionnaires. Data were analyzed using descriptive statistics, independent t-tests, one-way ANOVA, Pearson correlation coefficient, and hierarchical multiple regression analysis using SPSS 22.0. Results: There was a positive correlation between nursing professionalism, academic emotional adjustment, and college life adjustment. The significant predictors of overall college life adjustment were major satisfaction, nursing professionalism, and academic emotional regulation. The significant predictors of clinical practice adjustment were gender, major satisfaction, and nursing professionalism. Conclusion: When developing a program to improve college life adjustment in nursing college students, it is necessary to find ways to improve nursing professionalism and academic emotional regulation as well as major satisfaction.

• 한국학교ㆍ지역보건교육학회지
• /
• 제22권3호
• /
• pp.41-54
• /
• 2021

Objectives: This study aimed to confirm the degree of gender sensitivity, gender role conflict, nursing professionalism of nursing students and the factors that affect nursing professionalism. Methods: During Jan. 19 to Feb. 5 in 2021, the structured questionnaire was used for 187 nursing students by on-line research methods. Data were analyzed by descriptive analysis, mean comparison(t-test, ANOVA), correlation analysis(Pearson's correlation coefficient) and multiple regression using SPSS/WIN 25.0. Results: The gender sensitivity had positive relationship with nursing professionalism, and gender role conflict had negative relationship with nursing professionalism. And the prediction factors influencing nursing professionalism were major satisfaction, gender sensitivity and gender role conflict. The total variance was 8.2% by predictors. Conclusions: In order to improve the nursing professionalism of nursing students, various ways to increase the satisfaction level of major should be sought, and program should be prepared to improve gender sensitivity and reduce gender role conflict.

• 산업진흥연구
• /
• 제6권3호
• /
• pp.59-70
• /
• 2021

본 연구는 보육교사의 전문성이 직무성과에 미치는 영향정도를 분석하고 보육교사의 직무성과를 높여 교사 효능감을 증진 시키고 직무 만족에 도움이 되는 기초자료를 제공하는데 목적이 있다. 수집된 자료의 통계처리는 SSPPWIN 21.0 프로그램을 통해 살펴본 결과, 보육교사가 인식하고 있는 전문적 지식과 이해, 기술, 태도의 수준이 높으면 높을수록 직무성과가 높게 나타났으며, 보육교사의 연령과 학력, 경력이 높을수록 전문성에 대한 수준이 높았으며, 전문성에 대한 필요성과 중요성을 자각한다고 볼 수 있다. 또한 어린이집 유형별에 맞는 운영 방안을 개발하고, 보육서비스의 질을 높이기 위한 보육관련 행정기관이나 지자체 차원의 다양한 정책적, 제도적 뒷받침이 필요하다. 보육교사 전문성과 직무성과 증진을 위한 프로그램을 개발하고 정기적인 교육, 연수 및 워크샵 등을 실시하여 보육현장에 적용할 수 있도록 지원해야 할 것이다. 본 연구는 보육교사의 전문성이 직무성과에 미치는 영향을 확인함으로써 어린이집 보육교사의 바람직한 전문성 및 효율적인 조직목표달성을 위한 어린이집 전문성 수준의 증진 방안과 어린이집 보육교사의 직무성과를 높여 교사 효능감을 증진 시키고 직무 만족에 도움이 되는 기초자료를 제공하는데 의의가 있다.

• 근관절건강학회지
• /
• 제29권3호
• /
• pp.176-184
• /
• 2022

Purpose: This study attempted to examine the degree of nursing professionalism, job stress, nursing work environment, and person-centered care of clinical nurses, and also to identify the relationship between the variables and the factors affecting person-centered care. Methods: Participants included 162 nurses with a clinical experience of six months or more, who have worked at hospitals with more than 500 beds in Gangwon Province. Results: Person-centered care showed a statistically significant positive correlation with nursing professionalism (r=.43, p<.001) and nursing work environment (r=.34, p<.001). The adjusted R² was 0.266, indicating that the measured variables explained 26.6% of the variance in person-centered care. Nursing professionalism had the greatest impact on person-centered care among clinical nurses (β=.37, p<.001), followed by job stress (β=.21, p=.005), nursing work environment (β=.19, p=.007), and master's or higher degree (β=.15, p=.036). Conclusion: The findings show that four factors affect person-centered care: nursing professionalism, job stress, nursing work environment, and education level. For clinical nurses to provide high-quality person-centered care, it is necessary to strengthen nursing professionalism, address job stress and improve nursing work environment.

• 간호행정학회지
• /
• 제12권4호
• /
• pp.587-596
• /
• 2006

Purpose: This study aimed to understand the empowerment in clinical nurses and to analyze the influences of job characteristics and professionalism on empowerment. Method: Subjects were 386 nurses in 8 general hospitals at G city and Seoul. Data were collected with self-administered questionnaires and analyzed using SAS 8.1 by applying ttest, ANOVA, Pearson correlation coefficient, and Stepwise multiple regression. Results: Empowerment was $3.58{\pm}0.63$ and among the subscale scores meaningfulness $(3.83{\pm}0.74)$ was the highest and Impact $(3.23{\pm}0.86)$ was the lowest. The level of empowerment was different significantly by age, marital state, education, clinical careers, position, job satisfaction(p<.00). Job characteristic score was $3.60{\pm}0.45$ and Professionalism score was $3.65{\pm}0.52$. Empowerment was positively correlated with job characteristics and professionalism(r= .63, .81, p<.01). Major factors that affect to empowerment in clinical nurses was professionalism, which had an explanation of 66.9%. Conclusions: The more clinical nurses took the professionalism, the higher nurses perceived empowerment. Therefore, empowerment and professionalism in nurses should be generally screened and other factors should be looked into. And if the specified nursing intervention program which increase their empowerment would be developed, it may contribute to qualify the nursing services.

• 영재교육연구
• /
• 제17권1호
• /
• pp.77-98
• /
• 2007

교사 전문성의 수준은 곧 교육의 질을 좌우하며, 영재교육에서도 동일하게 적용된다. 따라서 영재교육 교사 전문성에 대한 논의는 곧 영재교육의 질을 제고하는 방향 모색의 기반을 이룬다. 본 연구에서는 먼저 국내외 교사 전문성 관련 국내외 문헌을 고찰하여 영재교육 교사 전문성의 구성요소를 추출하였으며, 다음으로 요인분석을 통하여 교사 전문성의 구성요소를 지식기반, 능력기반, 상황기반 전문성으로 구분하였다. 마지막으로 2005년 한국교육개발원 영재교육 교사연수에 참여한 교사들을 대상으로 영재교육 교사의 전문성에 대한 학교급별 및 교과별 교사 인식의 차이를 다변량 분석방법으로 분석하였다. 분석 결과, 중등 교사들이 초등 교사에 비해 전공 교과 전문지식 획득과 첨단지식 및 정보 습득 측면에서 또한, 과학 교사들이 수학 교사에 비해 영재교육 프로그램 개발 능력과 영재교육 평가방법의 전문성에 대한 중요성을 높게 인식하고 있는 것으로 나타났다.

• 한국산학기술학회논문지
• /
• 제13권11호
• /
• pp.4975-4983
• /
• 2012

예술영화와 상업영화는 영화라는 공통의 대중문화양식에 속하면서도 상이한 특성을 나타낸다. 본 연구는 영화를 예술영화와 상업영화로 구별하여 비평의 전문성과 사전 기대가 관람 의도의 미치는 영향에 대해 알아보았다. 이를 위해 20-30대의 일반인을 대상으로 설문조사를 진행하였다. 그 결과, 예술영화와 상업영화라는 영화 유형별로 비평의 전문성과 사전 기대가 관람 의도에 미치는 영향에 차이가 있음이 확인하였다. 예술영화의 경우 비평의 전문성이 높았을 때 관람 의도가 높아졌으며 이는 비평의 전문성에 의해 형성된 실용적 기대감이 비평의 전문성과 관람 의도와의 관계에 매개효과를 가졌기 때문임을 검증하였다. 반면 상업영화의 경우 비평의 전문성이 낮았을 때 관람 의도가 높아졌는데, 이는 비전문가인 일반 네티즌의 비평에 의해 형성된 정서적 기대감이 둘 사이의 관계에 매개효과를 가졌기 때문임을 검증하였다. 결론적으로 본 연구는 비평가의 전문성이 영화의 유형에 따라 일반대중의 관람 의도에 상이한 영향을 미친다는 것을 밝힘으로써 영화 산업의 연구에 공헌하고자 한다.

• 영재교육연구
• /
• 제21권2호
• /
• pp.427-447
• /
• 2011

본 연구는 서울 지역 초등학교 교사 184명을 대상으로 교사의 영재 판별 및 추천에 대한 인식을 조사하였고, 교사의 영재교육전문성 인식 수준에 따라 영재 판별에 대한 차이가 있는지 비교해 보았다. 연구 결과, 교사들의 영재관련 경험에 따라 영재교육전문성 인식 수준에 유의미한 차이가 나타났다. 영재직무연수를 이수하였거나 관찰추천을 담당하는 교사의 영재판별에 대한 인식 수준이 일반 교사에 비해 높게 나타났다. 영재관찰추천과정에서 교사들은 영재판별척도로 창의성, 학습동기 및 태도를 가장 높은 판단 기준으로 여겼다. 영재관찰추천과정에서 학부모 추천 및 동료 추천에 대한 교사들의 영재판별척도 중요성 인식은 상대적으로 학습능력, 창의성, 리더십, 학습동기 및 태도에 비해 낮았으며 영재관찰추천과정에서 영재교육전문성 인식 수준이 높은 교사 집단이 창의성, 학습동기 및 태도 영역을 더 중요하게 인식하는 것으로 나타났다.

• 한국지구과학회지
• /
• 제32권5호
• /
• pp.504-513
• /
• 2011

In this study, we investigated how elementary science teaching has changed with the introduction of the National Assessment of Educational Achievement (NAEA). Teachers are held accountable for student performance as measured by the mandatory nation-wide standards tests to satisfy the needs of accountability and quality assurance systems. In relation to the teaching of science in the elementary school, professionalism meets potential threats with the advent of national test. Through analysis of the classroom teaching and open-ended interviews, we explored the teacher's concerns about the national test and how their science classes have changed to prepare for this test. According to the results, the national test made elementary teachers accountable for the content of their science classes, limits teachers' autonomy in reconstruction of curriculum, and forced teachers to conduct conclusion-centered lessons even in elementary science classes. In addition, teachers argue that the national test precludes the possibility of differentiated education and differentiated assessment. Based on the results, we suggested a new professionalism in this accountability era, so called 'informed professionalism', which refers to the ability of teachers to interpret and implement curriculum and policy mandates at the local, school and classroom level to generate equitable and improved student outcomes through teaching and learning. We also suggested further research on the teacher professionalism in teaching science contents.