동화를 활용한 실천중심 인성교육프로그램이 유아의 정서지능 및 친사회적 행동에 미치는 영향

변정원 인제대학교 교육대학원 2016 국내석사

국문초록 본 연구는 동화책을 활용한 실천중심의 인성교육 프로그램이 유아의 정서지능과 친사회적 행동에 미치는 효과를 분석하는데 목적을 두고 다음과 같은 연구문제를 설정하였다. 첫째, 동화를 활용한 실천중심의 인성교육프로그램이 유아의 정서지능에 미치는 영향은 어떠한가? 둘째, 동화를 활용한 실천중심의 인성교육프로그램이 유아의 친사회적 행동에 미치는 영향은 어떠한가? 연구문제 해결을 위해 경상남도 K시에 소재한 A초등학교와 S초등학교 병설유치원 만5세반 두 학급, 30명의 유아들을 대상으로 선정하여 실험집단과 통제집단으로 구성하였다. 실험집단에는 동화활동을 통한 실천중심의 인성교육 프로그램을 적용하였고, 통제집단은 누리과정을 활용하여 인성을 주제로 한 동화듣기만을 실시하였다. 실험집단의 실험처치는 12주 동안 주1회, 총 12회 진행하였고 실험집단 프로그램은 서울교대 유아교사협의회가 개발하고 교육부가 인증한 실천중심 인성교육 프로그램을 적용하였다. 실험처치를 하기 전과 실험처치가 끝난 후 유아의 정서지능과 친사회적 행동에 대한 동화활동을 통한 실천중심 인성교육 프로그램 효과를 검증하기 위해 SPSS 프로그램을 이용하여 다음과 같은 방식으로 자료를 처리하였다. 첫째, 연구도구의 신뢰도를 알아보기 위해 Cronbach's α 계수를 산출하였다. 둘째, 실험집단과 통제집단 유아의 정서지능과 친사회적 행동에 대한 동질성 검증을 위해 독립표본 t 검증을 실시하였다. 셋째, 동화활동을 통한 실천중심 인성교육 프로그램이 만5세 유아의 정서지능과 친사회적 행동에 미치는 효과를 검증하기 위하여 정서지능과 친사회적 행동의 사전검사 점수를 공변량으로 하고 사후검사 점수를 종속변인으로 한 공변량분석(ANCOVA)를 실시하였다. 자료 처리를 통해 다음과 같은 본 연구의 결론을 도출하였다. 첫째, 동화를 활용한 실천중심 인성교육 프로그램은 유아의 정서지능 향상에 유의한 효과가 나타났다. 동화를 활용한 실천중심 인성교육 프로그램을 적용하기 전보다 적용한 후 실험집단 유아의 자기정서인식, 자기정서조절, 타인정서인식, 타인정서조절 하위요인에서 모두 통계적으로 유의한 결과를 보였다. 즉, 동화를 활용한 인성교육 프로그램은 유아의 정서지능 향상에 효과적인 프로그램이다. 둘째, 동화를 활용한 실천중심 인성교육 프로그램은 유아의 친사회적 행동 향상에 유의한 효과가 나타났다. 동화를 활용한 실천중심 인성교육 프로그램을 적용하기 전보다 적용한 후 실험집단 유아의 협동성, 타인 이해성, 자율성, 또래 간 상호작용 하위요인에서 모두 통계적으로 유의한 결과를 보였다. 즉, 동화를 활용한 인성교육 프로그램은 유아의 친사회적 행동 향상에 효과적인 프로그램이다. 따라서 유아의 정서지능과 친사회적 행동 향상을 위해 현장에서 활용할 수 있는 실천중심의 인성교육 프로그램을 개발 및 보급하여 가정, 유치원, 일상생활 속에서도 유아들이 자연스럽게 배워 실천할 수 있도록 해야 할 것이다. ABSTRACT Effect of Practice-centered Character Education Program using Fairy Tale on Child's Emotional Intelligence and Pro-social Behavior This study aimed to analyze the effect of practice-centered character education program using fairy tale on child's emotional intelligence and pro-social behavior and it set up the following research problems; First, what is the effect of practice-centered character education program using fairy tale on child's emotional intelligence? Second, what is the effect of practice-centered character education program using fairy tale on child's pro-social behavior? In order to solve research problems, 30 children in 2 classes at the age of 5 in kindergartens annexed to A and S Elementary School in K city, Gyeongsangnam-do were selected and they were classified into an experimental group and a control group. The practice-centered character education program through fairy tale was applied to the experimental group and only listening to fairy tale with a theme of character was given to the control group using Nuri course. Experiment treatment of the experimental group was made total 12 times with 1 time/week for 12 weeks and as for experimental group program, the practice-centered character education program was adopted which was developed by the Early Childhood Teacher Council of Seoul National University of Education and certified by the Ministry of Education. In order to verify the effect of practice-centered character education program using fairy tale on child's emotional intelligence and pro-social behavior before and after the experiment treatment, data were processed in following method using a SPSS program. First, Cronbach's α coefficient was calculated in order to investigate reliability of research tool. Second, test for k independent samples was done in order to verify homogeneity of child's emotional intelligence and pro-social behavior of the experimental group and the control group. Third, in order to verify the practice-centered character education program using fairy tale on emotional intelligence and pro-social behavior of child under 5, covariance analysis was performed with pre-test score of emotional intelligence and pro-social behavior as covariance and with post-test score as dependent variable. Following conclusion of this study was drawn through data processing; First, the practice-centered character education program using fairy tale showed significant effect on improvement of child's emotional intelligence. There was more statistically significant effect on sub-factors of child's self-emotion awareness, self-emotion control, others emotion awareness, others emotion control after application of the practice-centered character education program using fairy tale than before application. Second, the practice-centered character education program using fairy tale showed significant effect on improvement of child's pro-social behavior. There was more statistically significant effect on sub-factors of child's cooperativity, understanding of others, autonomy, and peer interaction after application of the practice-centered character education program using fairy tale than before application. Therefore, it is required to develop and spread a practice-centered character education program to be utilized in the field in order to improve child's emotional intelligence and pro-social behavior so that children may naturally learn and practice the program at home and kindergarten during their daily life.

Mental Practice가 공던지기에 미치는 영향

정미애 공주사범대학교 교육대학원 1992 국내석사

Th purpose of this study was to find out if the mental practice for a certain period will influenced the record improvement of ball-throwing or not. We randomly picked out forty boy student subjects who were in the third grade in middle school. We divided the subjects into five groups-the first group(only mental practice), the second(physical practice after mental practice), the third(mental practice after physical one), the fourth(only mental practice), and the fifth(non practice)-and had eache group try the practice three time, every week for eight weeks. Through the close comparison and analysis over the records measured before and after the practive, we came to a conclusion lik this: 1. Only mental practice isn't effective. 2. Physical practice, physical after mental pracice, mental practice after physical one, and all influence the record improvement of ball-ghrowing. 3. There is no any meaningful difference among physical practice, mental practice after physical one, and physical practice after mental one with each other. 4. Mental practice has no effect on the record improvement of ball-throwing.

Mental practice가 Hockey penalty stroke의 運動技能 學習에 미치는 影響

김현철 全南大學校 1989 국내석사

본 연구는 mental Practice가 Hockey Penalty stroke의 운동기능학습에 미치는 효과를 알아보기 위해 M 시청 여자팀 15명, M 여고 18명을 대상으로 하여 훈련집단을 신체연습, 정신연습 신체-정신연습 집단으로 분류하여 4주간 Hockey Penalty stroke 연습을 실시한 결과 다음과 같은 결론을 얻었다. 1. Hockey Penalty stroke의 운동기능 향상은 연습조기(1-2주) 보다 연습후기(3-4주)에 향상이 크게 나타났다. 2. Mental Practice는 Hockey Penalty stroke의 운동기능 향상에는 효과가 없었다(P<0.01). 3. Mental Practice와 Physical Practice를 병행하여 연습한 집단이 Hockey Penalty stroke의 운동 기능 향상에 가장 큰 효과를 가져왔다.(P<0.05) This study aims to search the effects of hockey penalty stroke of mental practice. 15 Mokpo city hall female player and 18 Mokpo girl High school player were used as subjects who were divided in to 3 experimental group to the take an accurate measurement of Hockey penalty stroke, The first group was treated as physical practice the second for mental practice, the third group was treated mental and physical practice. Each group wntinued the practice for four week and post-test was taken at the end of the four weeks. The results were as follows; 1. The mental practice has no effect s on improvement of Hockey penalty stroke (P < 0.01) 2. The mental and physical practice has effects on improvement of Hockey penalty stroke. (P < 0.05)

Pattern Practice의 理論과 實際

高昇日 경북대학교 1976 국내석사

With the advent of Chomkyan theory of language and the language acquisition Fries's Oral Approach seems to fade away and the Cognitive Cod-Learning Theory backed up by Transformational Grammar seems to move into its place. This paper is mainly aimed at the defence of the role with pattern practice plays in the actual situation of language teaching and learning, especially with the present TESOL environment in Korea. How to improve the pattern practice in more meaningful way is expounded under the name "modified pattern practice." Theoretical Background of Pattern practice: 1. The Empiricist Approach of structural Linguistics-Five slogans of William Moulton (1961) a. Language is speech, not writing - spoken aspect of language is emphasized. b. A language is a set of habit - the child's acquisition of language in five steps. c. Teach the language, not about the language - the real goal of instruction is an ability to talk the language and not to talk about it. d. A language is what its native speakers say, not what some one thinks they ought to say - Just follow what native speakers say without being conscious of the rules of grammarthe peaple who carry on the daily Affairs of life. e. Language are different - the sounds, constructions, and meanings of different languages are not the same. 2. Oral Approach The practice which the student contributes must be oral practice. No matter if the final result desired is only to read the foreign language the mastery of fundamentals of the language - the structure and the sound system with a limited vocabulary -nest be through speech. The notion of pattern: The notion of patterning in syntax rests, ultimately, on the concept of immediate constituents. Gleason gives the following diagrams to demonstrate the notion of substitutability within immediate- constuent boundaries: ◀표삽입▶(원문을 참조하세요) Pattern may be defined as a formula designed to serve as a model for making forms of a language. Types of Pattern: 1) Hornby's English Sentence Patterns: VP 1 Vb Simple Direct Object & others (total: 25) 2) Fries' English, Sentence Patterns Formula 1; D 1 2 -d 4 ÷ ± The pupils ran out & others (total 15) 3) Phrase structure: S (= Sentence) NP Predicate-phrase Predccate- Phrase Aux VP )place:) (Time) ◀표삽입▶(원문을 참조하세요) V CS CS: Complex Symbol S: Imbedding Sentence Types of Pattern Practice: 1) Repetition. 2) Inf lection. 3) Replacement. 4) Restatument 5) Completion. 6) Transposition. 7) Exp'ahsion. g) Contraction. 9) Transformation 10) Integration. 11) Rejoinder (Utterance - response) 12) Restoration. The Rationalist Approach The rationalist view of language: Criticism of Mim-men and Pattern Practice Students trained audio-lingually, in a mechanical way, can progress like well-trained parrots, able to repeat whole utterances perfectly when given a certain stimulus, but uncertain of the meaning of what they are saying and unable to use perfectly memorized materials in contexts other than that in which they have learned them. Cognitive code: learning theory emphasizes that language is innovative and creative and that understanding language rules must always precede practice. In the defence of pattern practice Criticism of cognitive code- learning theory; The notion of Patterning rests on the concept of immediate constituents. Gleason's model turns out to be, in effect, a rough approximation of inverted phrase- structure diagram in which substitutions of words have been made at what would be the nodes of the underlying tree. Modified pattern Practice: The pattern practice excercises must enforce the teaching of meaning. At all times, the situation frame itself, in which to all the pupils that it would provide an immediate test and measure of the accuracy of the linguistic forms produced. The reason why our predecessors who have learned English for more than 10 years do not have good command of English either in speaking to native speakers of English, or writing a short letter in English is because that they were trained by Grammar Translation and lacked in actual practice. Inductive and deductive method should be combined: Each theory had a modicum of truth and that some synthesis needed to be worked out.

Communication Practice의 이론 및 지도 방안에 관한 연구 : Pattern Practice와의 연결을 중심으로

윤숙희 이화여자대학교 교육대학원 1987 국내석사

The Practice Habits of University Music Majors

Ravita, Philip Michael ProQuest Dissertations & Theses Boston University 2020 해외박사(DDOD)

Student practice and the influences that shape self-regulated behavior (habits) remain of interest among educators. This self-regulated behavior includes factors such as what informs a student’s selection of a goal during self-regulated practice, the motivation to engage in an activity, and the value attributed to an activity. Interest exists concerning the discrepancy, if any, in student-versus-teacher evaluation as informed by these factors. Through the application of Bandura’s (1986) social cognitive theory, I examined the motivators, informers, values, and sustainers of the practice habits of eight university undergraduate performance and music education majors during self-regulated practice. The instructors came from five applied lesson studios in which the students were enrolled. Using a primarily descriptive methodology, the source of the data I collected was two pre-arranged applied lessons and two pre-arranged practice sessions for each student during the fall semester of 2018. I contrasted the information taken from the practice sessions with the goal-directed and instructor-modeled activities typical of the applied lessons. To compare the self-assessment of competencies with the assessment of the instructor, I employed a survey in the form of a questionnaire and reviewed videotapes of the participants in both applied lessons and self-regulated practice. The data collected for applied lessons and self-regulated practice were then separately coded and placed into one of two categories, musical or non-musical behavior. I then compared this data among and within the participating applied lesson studios. My analysis revealed that the preponderance of instructional time was spent in musical activities. The same was true, but to a slightly lesser degree, for students during self-regulated practice. I observed that motivation and the value attributed to an activity were informed by modeling of goal-directed activities (habits) during applied lessons. The students carried this goal-directed activity into self-regulated practice. These practice habits maintained the behavior that supported the goals, the achievement of which informed students’ self-assessment of their performance competencies. Students were less satisfied with their level of performance competency than were their instructors. This lack of satisfaction occurred despite the alignment of the observed selection of practice habits with the activities modeled by the instructor in applied lessons and was contrary to previous research (Varela et al., 2016) that found students’ assessment of their competencies higher than the assessment of their instructors. One implication of this study is the importance of instructors’ training of students in task analysis regarding practice habits. Such training, combined with modeling, may enable students to choose goals wisely and to self-assess accurately to affect the self-regulation necessary to achieve musical proficiency. The differences in goals between students and instructors, practice-room behavior, and self-assessment warrant further exploration. Keywords: motivation, practice habits, proficiency, self-assessment, self-regulation.

제주지역 초등학교의 실과 조리실습 실태

현춘생 제주교육대학교 교육대학원 2007 국내석사

본 연구는 제주 지역 초등학교의 조리실습 환경과 지원 실태, 교사들의 조리실습 지도 실태, 학생들의 조리실습 실태와 문제점을 파악함으로써, 실과 조리영역 학습의 중요성에 대한 인식제고 및 제주 지역 초등학교의 실과 조리실습을 활성화시키는 데 유용한 기초 자료를 제공하고자 하였다. 이를 위해 제주도 소재의 18개 초등학교, 57명의 초등 교사, 그리고 총 115명의 초등학생을 대상으로 실시한 설문 결과를 분석하였다. 조사 결과, 현재 제주 지역 초등학교 교사들의 실습 지도에 대한 열의가 높고 학생들 또한 실습에 대한 흥미가 높은데 비해 실과 조리실습의 학교 환경 실태는 열악한 편으로 정상적인 조리실습단원의 학습지도가 이루어지기 어려울 것으로 판단되었으며, 이를 토대로 제주 지역 초등학교 조리실습단원 지도가 정상적으로 이루어질 수 있도록 몇 가지 제언을 하면 다음과 같다. 첫째, 기본적인 실습환경구축이 시급하다. 무엇보다 실습에 필요한 조리실과 시설·설비 및 기구와 재료 등이 제대로 구비되어야 한다. 둘째, 융통성 있는 시간 운영 등 조리실습단원의 운영방식의 재고와 지역화 지도안 마련이 절실하다. 셋째, 초등학생들의 조리실습 태도 및 인식에 대한 지도가 요구된다. The purpose of this study was to investigate actual conditions on cooking practice of elementary schools in Jeju-do. Survey items of actual conditions contained environment of cooking practice and assistance system in elementary schools, teaching of cooking practice of elementary school teachers and cooking practice of students, etc. 18 elementary schools, 57 elementary school teachers and 115 elementary school students in 5th and 6th grade were surveyed. The major findings were as follows: Actual conditions on cooking practice of elementary schools in Jeju-do were poor. Nevertheless, teachers were enthusiastic in teaching of cooking practice and students of elementary school had interest in cooking practice. For the improvement of cooking practice, first, laboratories for cooking practice must be equiped and machinery, equipments and materials for the practice must be supplied. Second, flexibilities in management of class are needed, and various learning materials of cooking practice for Jeju-do must be made and supplied to schools and teachers. Finally, teachers must give guidance in good attitude and recognition to elementary school students on cooking practice.

상급종합병원 신규간호사와 프리셉터 간호사의 근거기반실무에 대한 신념, 간호실무지침에 대한 중요도와 수행도

서주희 경상국립대학교 대학원 2023 국내석사

Purpose : This study is to investigate the belief in evidence-based practice, awareness of importance and performance of nursing practice guidelines among novice nurses and preceptor nurses in a tertiary general hospital. Method : The subjects of this study were 217 nurses(112 novice nurses and 105 preceptor nurses) working in a tertiary general hospital. Data collection was performed between February 11 and February 25, 2022. Data analysis was conducted descriptive statistics, independent t-test, paired t-test, one-way ANOVA, Pearson correlation coefficient, multiple regression analysis, Importance-Performance Analysis(IPA). Result : 1) The novice nurse’s belief score for evidence-based practice averaged 3.34±0.44 out of 5, and the preceptor nurse's belief score for evidence-based practice was 3.41±0.49 out of 5. There was no significant difference in belief in evidence-based practice between novice nurses and preceptor nurses(t=-1.21, p=.227). 2) Factors affecting the performance of novice nurses' intravenous infusion nursing practice guideline are belief in evidence-based practice(β=.17, p=.040) and the importance of intravenous infusion nursing practice guideline(β=.51, p<.001) was found to have a significant positive effect on the performance of intravenous infusion nursing practice guideline. The total explanatory power of the variables was 35.7%. Factors affecting the performance of novice nurses' nursing practice guideline for prevention and management of pressure ulcer are belief in evidence-based practice(β=.18, p=.009) and the importance of nursing practice guideline for prevention and management of pressure ulcer(β=.65, p<.001) was found to have a significant positive effect on the performance of nursing practice guideline for prevention and management of pressure ulcer. The total explanatory power of the variables was 54.7%. 3) Factors affecting the performance of preceptor nurses' intravenous infusion nursing practice guideline are belief in evidence-based practice(β=.15, p=.053) and the importance of intravenous infusion nursing practice guideline(β=.60, p<.001) was found to have a significant positive effect on the performance of intravenous infusion nursing practice guideline. The total explanatory power of the variables was 43.6%. Factors affecting the performance of preceptor nurses' the importance of nursing practice guideline for prevention and management of pressure ulcer(β=.63, p<.001) was found to have a significant positive effect on the performance of nursing practice guideline for prevention and management of pressure ulcer. The explanatory power of the variables was 45.3%. Conclusion : To improve the performance of nursing practice based on evidence in clinical sites, it is necessary to apply nursing practice guidelines and increase the performance of nursing practice by applying educational programs on the belief in evidence-based practice and the importance of nursing practice.

공공기관 직원의 학습동아리(CoP) 참여 영향요인에 관한 연구 : K공공기관 사례중심으로

최지선 한국기술교육대학교 테크노인력개발전문대학원 2021 국내석사

This study aims to explore the impact factors of community of practice participation by public institution employees to find discussions and implications. To this end, we design a mixed study method that explores both quantitative and qualitative studies. Through quantitative research, we looked at general trends and relationships by collecting statistical data on the positive impact factors of participation, negative impact factors of participation, and participation satisfaction of overall community of practice participants. Through personal interviews, which are qualitative studies, positive and negative factors of individual participation were explored in depth. The study targets 49 employees who participated in the 2019 community of practice at the S Education Center of K-public institutions. All employees who participated in the study club were surveyed for six days from November 18 to 23, 2020, except for those who took leave of absence and left the company, 42 copies were distributed and 38 copies were collected. The data analysis methods used in the minute study are descriptive statistical analysis, correlation analysis, t test, and regression analysis. One-on-one interviews were conducted with seven employees who participated in the study club survey, taking into account the characteristics of gender, department, job, and community of practice areas. The iterative comparative analysis method was applied to proceed in the order of categorization, open coding, and category identification. Factors affecting participation in community of practice have been shown to influence both positive and negative factors of participation in both personal and organizational aspects. In addition, it has been shown to act as a positive and negative influence factor for participation, depending on the characteristics of individual community of practice. First, as a personal aspect of the community of practice participation impact factors, we have shown a mind for learning, interest in learning topics, expectations for inter-employee communication, increased task efficiency, awareness of community of practice participation, and opinions on community of practice activity performance. Second, the organizational aspects of the community of practice participation impact factors have been shown in the organization's characteristics, task characteristics, the agency's will to educate, its members' propensity, community of practice operation policies, community of practice compensation and support, and employees' attitude toward community of practice activities. Third, the role within the community of Practice, the characteristics of individual community of practice members, and the ability of the leader as individual aspects of the community of practice participation impact factors. The following points need to be considered to activate the community of practice, one of the important intermediaries for enhancing organizational competence from the above analysis. First, the community of practice operation policy is designed with consideration of personal aspects. The most important factor in participating in community of practice was the willingness of learners to learn or participate in themselves. Therefore, it is considered important to design a community of practice operation policy so that learners themselves can motivate learning. Second, there should becompensation and support for the performance of the leader role. Consideration for leaders who play a key role in community of practice operations is important. Therefore, there is a need to reduce the burden on the leader and to further complement the appropriate compensation and support for the performance of the leader role. Third, it is necessary to create a learning atmosphere for the members of the organization. It is necessary to create an atmosphere of learning at the organizational level so that employees can learn without interference and interference from their bosses or colleagues. The results of this study can be considered as specific criteria for screening indicators of the best institutional certification projects(Best HRD) promoted by public and private institutions. It is also thought that it will be able to refer to the design and construction of learning organization for small and medium-sized enterprises and consulting on activating operations 본 연구는 공공기관 직원의 학습동아리 참여에 대한 영향요인을 탐구하는 것을 목적으로 한다. 특히, 공공기관의 특성을 고려하여 구성원들의 학습동아리 참여가 어떤 요인들에 영향을 받는지 확인하고, 이를 바탕으로 학습동아리 활성화에 필요한 시사점을 찾고자 하였다. 이를 위해 본 연구 에서는 양적연구와 질적연구가 결합한 혼합연구 방법을 설계하고 적용하 였다. 우선 양적연구를 통해 전체 학습동아리 참여자가 학습동아리에 참여하는데 긍정적으로 영향을 미치는 요인과 부정적으로 영향을 미치는 요인들, 그리고 이들의 참여에 따른 만족도를 확인하였다. 아울러 질적연구인 개인 인터뷰를 통해 학습동아리 참여에 대한 긍정적 영향요인과 부정적 영향요인을 심도 있게 탐구하였다. 본 연구에서 학습동아리 참여 영향요인에 관한 연구는 조직 차원의 요인들과 개인 차원의 요인들을 모두 고려하였다. 즉, 학습동아리 구성원이 속한 조직의 특성과 각 개인의 특성이 학습동아리 참여에 긍정적 혹은 부정적으로 영향을 미칠 것이며, 자체 학습동아리의 특성까지 복합적 상호 작용한 결과 학습동아리에 대한 참여 의향이 결정된다는 연구 모형을 설계하였다. 이러한 연구 모형을 기초로 실제 연구는 K공공기관의 S교육원에서 2019년도 학습동아리에 참여한 직원을 대상으로 이뤄졌다. 학습동아리에 참여했던 전 직원을 대상으로 2020년 11월 18일부터 23일까지 6일간 설문 조사를 실시하였고, 조사대상자 49명 중 휴직 및 퇴사자를 제외하여 42부를 배포하고 38부를 회수하였다. 측정도구는 타당도 및 신뢰도 검증을 거쳐 적합한 문항만을 분석에 사용하였고, 자료 분석을 위해 기술통계분석, 상관관계 분석, 독립표본 t 검정, 회귀분석 방법을 활용하였다. 학습동아리 설문조사에 참여한 직원 중 성별, 부서, 직무, 학습동아리 분야 등을 고려하여 7명을 대상으로 일대일 면담을 진행하였다. 면담자료는 반복적 비교분석법을 적용하여 범주화, 개방 코딩, 범주 확인 순서로 분석하였다. 분석 결과, 학습동아리 참여에 영향을 미치는 요인들을 개인적 측면과 조직적 측면으로 나눴을 때, 참여에 대한 긍정적 영향요인과 부정적 영향 요인이 쌍방향으로 영향을 끼치는 것으로 나타났다. 또한 개별 학습동아 리의 특징에 따라 참여에 대한 긍정적 영향요인과 부정적 영향요인이 동시에 작용하는 것으로 나타났다. 첫째, 학습동아리 참여에 영향을 미치는 개인적 요인들로 학습에 대한 심리, 학습주제에 관한 관심, 직원 간 소통에 대한 기대, 업무효용성의 증대, 학습동아리 참여에 대한 인식, 학습동아리 활동성과에 대한 의견들을 확인할 수 있었다. 학습에 대한 동기는 배우고자 하는 의지와 주제에 관한 관심, 업무 능력 향상 등의 학습 목적이 있는 것이었다. 이는 조직적 측면의 영향을 벗어나 개인 고유의 성향으로 확인되었다. 반면, 학습동아리 참여에 대한 인식과 학습동아리 활동성과에 대한 의견은 조직적 측면의 요소가 어느 정도 상호작용하여 나타난 것으로 파악되었다. 학습동아리 운영정책에 따라서 학습동아리에 대한 인식과 학습동아리 활동성과에 대한 인식이 바뀔 수 있는 것으로 확인되었다. 둘째, 학습동아리 참여에 영향을 미치는 조직적 요인들로 기관의 특성, 업무적 특성, 기관장의 기업교육에 대한 의지, 조직 구성원의 성향, 학습 동아리 운영정책, 학습동아리 보상 및 지원, 학습동아리 활동에 대한 직원 들의 태도들을 확인할 수 있었다. 이는 기업교육에서의 학습동아리는 비공식적 CoP가 아닌, 공식적 CoP이기 때문에 나타나는 특징이라고 설명할수 있다. 공식적 CoP는 기업의 교육훈련으로서 추진되기 때문에 자발적 참여보다는 기업의 권유로 참여하는 경우가 많고, 기업에서 지원을 받고 있기때문에 영향을 미치는 것으로 판단된다. 조직 구성원의 성향과 학습 동아리 활동에 대한 직원들의 태도는 조직의 분위기와 연계된다. 따라서 학습동아리와 같이 조직 구성원들의 적극적이고 자발적인 태도가 필요한 교육훈련은 더욱이 조직의 분위기가 참여를 좌우할 수 있는 것으로 파악 된다. 셋째, 학습동아리 참여에 영향을 미치는 학습동아리 자체의 요인들로 학습동아리 내에서의 역할, 개별 학습동아리 구성원의 특성, 리더의 역량 들을 확인할 수 있었다. 학습동아리의 리더는 학습동아리의 주제, 미션 등을 설정하고 참여 회원을 직접 모집하는 등 학습동아리 운영의 주도적인 역할을 담당하였다. 리더 대부분은 학습에 대한 확실한 목적이 있다는 특징을 보였고, 리더로서 책임감 있는 모습을 드러냈다는 점에서 리더와 구성원이라는 학습동아리 내의 역할이 참여에 긍정적 혹은 부정적 영향요인 으로 작용하는 것으로 나타났다. 또한 학습동아리 리더와 구성원의 특징과 역량에 따라서 추후 학습동아리의 지속적인 참여 여부에 차이가 있는 것을 확인할 수 있었다. 개별 학습동아리의 팀워크가 좋고 팀원들이 참여가 적극적이며 리더의 역량이 뛰어난 학습동아리는 참여에 대한 긍정적 요인이 높았다. 이상의 분석 결과로부터 조직역량 강화를 위한 중요한 매개 중 하나인 학습동아리를 활성화하기 위해 다음과 같은 점들을 고려할 필요가 있다. 첫째, 학습동아리 운영정책은 개인적 측면을 고려하여 설계한다. 학습동아 리를 참여하는 가장 중요한 요인은 학습자 스스로 배우고 싶거나 참여하고 싶다는 의지였다. 따라서 학습자 스스로 학습에 대한 동기를 유발할수 있도록 학습동아리 운영정책을 설계하는 것이 중요하다고 판단된다. 둘째, 많은 리더가 나올 수 있도록 적절한 보상과 지원이 필요하다. 학습동아리 운영에서 핵심적 역할을 차지하는 리더에 대한 고려가 중요하다. 따라서 리더에 대한 부담을 줄이고 리더 역할 수행에 대한 적절한 보상과 지원이 더 보완되어야 할 필요성이 있다. 셋째, 조직 구성원들의 학습 분위기 형성이 필요하다. 조직 차원에서 학습하는 분위기를 형성하여 직원들이 상사 또는 동료의 간섭과 방해 없이학습할 수 있는 문화를 조성하는 것이 필요하다. 본 연구의 결과는 공공 및 민간기관 대상으로 추진하는 인적자원개발 우수기관 인증사업(Best HRD)의 심사지표에 대한 구체적 심사 기준으로 고려될 수 있을 것으로 판단된다. 또한 한국산업인력공단에서 추진하는 중소기업 학습조직화 설계 및 구축, 그리고 운영 활성화의 컨설팅 내용으로 참고할 수 있을 것으로 사려된다.

Knowledge, attitude and practice towards care provision to mentally ill persons among nurses working in Public health facilities in Ghana

Zineyele, Evans Nyeyele Graduate School of Public Health, Yonsei Universit 2022 국내석사

Background: Many people are suffering from moderate to severe mental illness and other mental problems and only 1.2% receive the needed treatment from public health facilities leaving remaining untreated. Most of these mentally ill patients and persons are yet to be recognized, diagnosed, and managed properly. Assessing the knowledge, attitude and practice of nurses was necessary to address and solve this burden. Objective: To assess knowledge, attitude and practice among nurses toward mental care provision in Ghana. Methods: Health facility based cross-sectional descriptive study was conducted. The data was collected from 201 nurses using structured and google survey of knowledge, attitude and practice questionnaire which was adapted and modified from studies by Mariam & A, 2016; Ahmed et al., 2019 and Ganiah et al., 2017. Respondents were selected using simple random sampling methods. Data were collected and entered into google sheet and exported to SPSS version 26.0 for analysis. Bivariate and multivariate logistic regression were performed to identify socio-demographic variables and other factors which may have significant association with knowledge, attitude and practice toward mental care provision. The significance level of association was determined by p-value less than or equal to 0.05. Results: A total of 201 respondents participated in this study with a response rate of 91.4%. One hundred and sixty-nine, 84.1% were females. Majority of the respondents, 54.2% were between the ages of 20-29years. Also, 64.7% of the respondents had adequate knowledge, 11.4% had favorable attitude and 67.7 % of the nurses had good practice. In the bivariate and multivariate logistic regression analysis, registered community nurses or CHNs were 66% less likely to have good practice (aOR= 0.33, 95% CI= [0.149, 0.735], p<0.05) than enrolled nurses toward mental care provision. Diploma nurses were over two (2) times more likely to have good practice (aOR= 2.21, 95% CI= [1.193, 4.087], p<0.05) than certificate nurses. Nurses who provide outpatient and inpatient services were 15 more times likely to have good practice (aOR= 15.75, 95% CI= [5.340, 46.479], p=0.001) than nurses who do not provide any mental care. Conclusion and recommendation: More than half of the nurses have adequate knowledge, good practice and less than half of the participants have favorable attitude. The unfavorable attitude may have affected the quality of mental health care delivery to mentally ill persons. Nurses’ capacity building as well as WHO mental health gaps actions adapted and supportive supervision should be strengthened to improve quality mental health care delivery.