간호대학생의 문화역량과 문화간호역량 교육 요구도

조미진(Mi Jin Cho),윤혜원(Hye Won Yoon),임지영(Jiyoung Lim) 다문화건강학회 2024 다문화건강학회지 Vol.14 No.1

Purpose: This cross-sectional study sought to comprehend the cultural competency and educational requirements for cultural nursing competency among nursing students, while also evaluating the correlation between them. Methods: A to-tal of 75 nursing students participated in this study. Baseline characteristics, cultural competency, and educational needs regarding cultural nursing competency were assessed using a structured questionnaire. The data were analyzed using descriptive statistics, independent t-tests, and Pearson correlation coefficient on the SPSS 23.0 software. Results: On a 5-point Likert scale, the mean score for the cultural competency of nursing students was 3.28±.57. Among its sub-domains, cultural awareness scored the highest, followed by cultural sensitivity, skills, encounters, and knowledge. The mean score for the educational needs with regard to cultural nursing competency was 7.70±1.27 on a 10-point scale. Among its subdomains, the highest educational demand was for cultural communication, followed by attitude, skills, and knowledge of cultural nursing competency. The cultural competency of the nursing students and their educational needs with respect to cultural nursing competency showed a positive correlation. Conclusions: To address the educational needs of nursing students with respect to cultural nursing competency, it is recommended that programs be developed to enhance cultural communication, attitude, and skills. The findings of this study could serve as foundational information for developing programs that enhance the cultural nursing competency of nursing students.

유아교사의 긍정심리자본 및 다문화수용성과 다문화교수역량간의 관계

문태형 ( Moon Tai-hyong ) 한국아동교육학회 2018 아동교육 Vol.27 No.3

본 연구의 목적은 유아교사 186명을 대상으로 하여 긍정심리자본, 다문화수용성 및 다문화교수역량에 대한 일반적 경향성과 이들간의 관계를 알아보는 것이다. 연구도구로는 다문화수용성 척도, 긍정심리자본 척도, 다문화교수역량 척도를 사용하였으며, 자료분석을 위해서는 기술통계, t-검증, 상관분석 및 중다회귀분석을 실시하였다. 긍정심리자본, 다문화수용성 및 다문화교수역량간 상관분석 결과, 이들 세 변인의 대부분의 하위요인들간에 통계적으로 유의미한 상관이 나타났다. 긍정심리자본 및 다문화수용성의 다문화교수역량에 대한 중다회귀분석 결과에서는 다문화교수역량의 인지적 역량에는 긍정심리자본의 희망과 다문화수용성의 관계성 하위요인이, 기능적 역량에는 긍정심리자본의 희망과 자기효능감 하위요인이, 그리고, 정의적 역량에는 긍정심리자본의 희망 및 낙관주의 하위요인과 다문화 수용성의 다양성 하위요인이 유의미한 관련성을 보였다. 연수경험이 있는 유아교사의 경우에는 희망 하위요인이 다문화교수역량에 유의미한 변인으로 나타났고, 연수경험이 없는 유아교사에게는 다문화교수역량의 개인차가 희망, 낙관주의, 자기효능감, 다양성, 관계성 등 다양한 변인들에 의해 나타났다. The purpose of this study was to investigate the relationship between early childhood teacher's positive psychological capital, multi-cultural acceptability, and multi-cultural teaching competency. A total of 186 early childhood teachers participated in this study. Descriptive statistics, t-test, correlation analysis and multiple regression analyses were used for data analysis. Early childhood teachers showed a high level of awareness on the positive psychological capital, multi-cultural acceptability, and multi-cultural teaching competency. There were statistically significant correlations among the all sub―factors of early childhood teacher's positive psychological capital, multi-cultural acceptability, and multi-cultural teaching competency. The influence of the early childhood teacher's positive psychological capital and multi-cultural acceptability on multi-cultural teaching competency was significant. Especially, the hope sub-factor of the positive psychological capital and the relationship sub-factor of multi-cultural acceptability had significant influence on the cognitive competency sub-factor of multi-cultural teaching competency. The hope and self-efficacy sub-factors of the positive psychological capital had significant influence on functional competency sub-factor of multi-cultural teaching competency. Furthermore, the hope and optimism sub-factors of the positive psychological capital and the diversity sub-factor of multi-cultural acceptability had significant influence on the affective competency sub-factor of multi-cultural teaching competency. For early childhood teachers with multi-cultural education training, hope sub-factor was significant on all three sub-factors of multi-cultural teaching competency. For early childhood teachers without multi-cultural education training, self-efficacy, optimism, diversity, relationship sub-factors as well as hope sub-factor were significant on multi-cultural teaching competency.

노동요에서 나타난 문화적 공동체 역량 구현 양상 분석 -5~6학년 음악 교과서를 중심으로-

한지수 한국국악교육연구학회 2023 국악교육연구 Vol.17 No.1

The purpose of this study is to analyze the implementation patterns of cultural community competency, focusing on labor songs in music textbooks for the 5th and 6th grades of elementary school. To this end, 37 labor songs in music textbooks for the grades based on the 2015 revised music curriculum were analyzed. The analysis criteria were divided into areas of understanding, acceptance, and participation, centering on the meaning of cultural community competency. Then, four to five detailed criteria were selected for each area by referring to the sub-elements of the competency and academic literature. To take a multifaceted look at the implementation patterns of the competency, the analysis results were summarized into competency distribution by area, competency distribution by detailed criteria, and methods of implementing teaching and learning activities. In order to increase the possibility of implementing cultural community competencies in music textbooks through by interpreting the research results, the following implications can be presented. Through interpreting the research results, the following implications can be presented to increase the feasibility of cultural community competency in music textbooks. First, it is necessary to propose various ways of learning activities to understand cultural community competency competencies. Second, reflective introspective reflection on the value and importance of traditional culture should be made. Third, it is essential to actively discuss ways to participate in the community that can be suggested in music education. Fourth, it is indispensable to seek comprehensive teaching and learning activities to understand, accept, and participate in cultural community competency competencies. Finally, it is required to show the sub-elements of specific cultural community competency competencies in the curriculum. This study is meaningful in that it analyzes the implementation of activities in textbooks to strengthen students' cultural community competency capabilities and discusses a development direction of newly produced textbooks future development plans in line with the 2022 revised new curriculum revision in 2022. For students to cultivate core competencies necessary for future life through music education, diversification of implementing musical competency should be made in which students understand and accept various cultures in line with the trend of the current society where the cultures of different groups coexist and actively participate in the community. 본 연구는 초등학교 5~6학년 음악 교과서의 노동요 제재곡을 중심으로 문화적 공동체 역량 구현 양상을 분석하는 데 목적을 두었다. 이를 위해 2015 개정 음악과 교육과정에 근거한 초등학교 5~6학년 음악 교과서의 노동요 37곡을 분석 대상으로 삼았다. 분석 기준은 문화적 공동체 역량의 의미를 중심으로 이해, 수용, 참여 영역으로 나누었으며, 역량의 하위요소와 학술 문헌을 참고하여 영역별로 4~5개의 세부 기준을 선정하였다. 교과서 분석 결과를 토대로 역량 구현 양상을 다각적으로 살펴보기 위해서 영역별 역량 분포, 세부 기준별 역량 분포, 교수ㆍ학습 활동 구현 방식으로 결과를 정리하였다. 연구 결과를 해석하여 음악 교과서에서 문화적 공동체 역량의 실행 가능성을 높이기 위해서 다음과 같은 시사점을 제시할 수 있다. 첫째, 문화적 공동체 역량 이해를 위한 다양한 방식의 학습 활동을 제안해야 한다. 둘째, 전통문화의 가치와 중요성에 대한 반성적 성찰이 이루어지도록 해야 한다. 셋째, 음악교육에서 제시할 수 있는 공동체 참여 방안을 적극적으로 논의해야 한다. 넷째, 문화적 공동체 역량을 이해하고 수용ㆍ참여하도록 하는 포괄적인 교수ㆍ학습 활동 방안을 모색해야 한다. 마지막으로 교과 교육과정상에서 구체적인 공동체 역량의 하위요소를 보여주어야 한다. 본 연구의 의의는 학생들의 문화적 공동체 역량 강화를 위한 교과서의 활동 구현 양상을 분석하고 2022 개정 교육과정 시행에 발맞춰 새로 제작할 교과서의 개발 방향을 논의하도록 한다는 것이다. 음악교육을 통해 앞으로 학생들이 살아가는데 필요한 핵심역량을 키울 수 있도록 하기 위해서는 여러 집단의 문화가 공존하는 현 사회의 흐름에 발맞춰 다양한 문화를 이해하고 수용하며 공동체에 적극적으로 참여하도록 하는 음악적인 역량 구현 방식을 다양하게 변화시켜 나가야 할 것이다.

다문화시대 전문가 집단의 문화적 역량증진을 위한 모형개발

문계완,배재정 한국경영교육학회 2011 경영교육연구 Vol.26 No.1

본 연구는 다문화 사회에 적합한 직업전문가를 훈련하기 위한 문화적 역량 증진 모형을 개발하기 위해 수행되었다. 이를 위해 다문화 사회로 변화하는 한국사회의 시대적 배경과 다문화 현장에서 근무하는 전문가들에게 문화적 역량이 필요한 이유를 제시하고, 문화적 역량 모형개발을 위해 문화적 역량의 개념, 구성요소, 문화역량의 발달과정과 학습방법, 측정방법 등에 대해 살펴보았다. Banks(2006)와 Bennett(1996)의 문화적 정체성과 간문화적 감수성 발달단계를 기초로 문화적 역량 발달과정을 구성하고, Baker(1983), Gay(1977), 장인실(2008)의 다문화 교육 모형 단계와 내용에서 문화적 역량의 구성요소를 추출하였다. 이를 토대로 개발된 모형은 문화적 역량 발달 단계로서 자문화중심주의, 전이, 문화상대주의의 3단계로 이루어져 있으며 이러한 단계에 따라 각각 문화적 역량의 구성요소인 인지적, 정의적, 행동적 요소들을 통합시킨 것으로 이루어졌다. 제시된 모형은 다문화 관련 직업에 종사하는 전문가들의 문화적 역량 증진을 위한 교육 프로그램의 기초로 활용될 수 있다는 점에서 의의가 있다. This study aims to develop cultural competency training model for the experts working in multi-cultural environments. Since Korean society has been changed into multi-cultural society, it is important for experts to develop cultural competences. For the purpose of developing cultural competency training model, this study examined its definition, components, developmental stages, learning method, and its assessments. Considering both Banks' (2006) and Bennett' (1996) works, stages for cultural competency has been classified into three dimensions: ethnocentrism, transition, cultural relativity. Each stage integrates three components of cultural competence: cognitive aspect (knowledge and information), affective aspect(attitude and skills), and behavioral aspect (strategy and action). The suggested model integrating both compenents and developmental stages could be used for designing cultural competency programs and providing training for the experts working at multi-cultural environments.

간호대학생의 문화적 역량에 대한 영향 요인

조미경,장혜영 한국자료분석학회 2015 Journal of the Korean Data Analysis Society Vol.17 No.5

본 연구의 목적은 한국의 간호대학생의 문화적 역량에 미치는 영향 요인을 파악하기 위한 횡단적 조사연구이다. 경기도에 위치한 E 대학 간호대학생 188명을 대상으로 자기효능감, 공감능력, 문화간호 자신감, 문화적 역량에 대한 자가보고 질문지를 사용하여 2013년 11월 2일부터 12월 13일까지 자료를 수집하였다. 수집된 자료는 SPSS 18.0을 이용하여 기술통계, t 검정, 일원분산분석, 상관분석, 다중선형회귀분석을 하였다. 연구대상자의 평균 연령은 20.97세(SD=2.00)이었고 외국어 능력과 문화간호 자신감의 평균 점수는 각각 4.98점(SD=1.72)과 4.66점(SD=1.89)이었다. 자기효능감의 평균 점수는 79.32점(범위 59-102)이었고, 공감능력의 평균 점수는 107.56점(범위 61-141)이었으며, 문화적 역량의 평균 점수는 122.17점(범위 69-201)이었다. 문화적 역량과 문화간호 자신감(r=.403, p<.001), 자기효능감(r=.227, p<.001) 간에는 유의한 정적 상관관계가 있었다. 간호대학생의 문화적 역량에 유의하게 영향을 미치는 요인은 문화간호 자신감, 외국거주경험, 자기효능감이었고 총분산의 24%를 설명하고 있었다. 이러한 결과를 토대로 간호대학생의 문화적 역량을 향상시키기 위한 다문화교육 프로그램과 다양한 교수방법이 필요하다. The purpose of this study was to examine the factors affecting cultural competency among nursing students in Korea. This study was a cross-sectional survey design. Participants were 188 undergraduate nursing students in E university, Gyeonggi province. Data collection was conducted through the use of self-administration questionnaires of self-efficacy, empathy, confidence of cultural nursing, and cultural competency from 2nd November to 13th December in 2013. The data were analyzed descriptive statistics, t-test, ANOVA, Pearson’s correlation coefficient and multiple linear regression analysis using SPSS 18.0 software. The average age of the participants was 20.97 (SD=2.0) years and the average score of foreign language skill and confidence of cultural nursing was 4.98 (SD=1.72) and 4.66 (SD=1.89), respectively. Mean self-efficacy score was 79.32 (range: 59-102), mean empathy score was 107.56 (range: 61-141), and mean cultural competency score was 122.17 (range: 69-201). Statistically significant positive relationships were found between cultural competency and confidence of cultural nursing (r=.403, p<.001), and between cultural competency and self-efficacy (r=.227, p<.001). Twenty-four percent of cultural competency was explained by confidence of cultural nursing, residence experience in foreign country, and self-efficacy. Based on these results, it can be suggested that diversity of teaching methods and cultural education programs need to improve cultural competency.

일본의 문화적 역량의 구성요소 - 문화적 역량에 관한 담론연구를 중심으로 -

김성숙(Sung-Sook Kim) 한국문화교육학회 2008 문화예술교육연구 Vol.3 No.2

본 연구의 목적은, 일본에서의 문화적 역량에 관한 담론연구를 중심으로, 일본의 문화적 역량에 관한 구성요소를 도출하는 것이다. 연구방법은 문헌연구와 조사연구를 병행하였다. 문헌연구에서는 ‘문화적 역량’에 대한 다음의 여러 논의들을 살펴보았다. 1) 문화개념 및 문화적 역량, 2) ‘문화심의회 중간보고’에 대한 각계전문가들의 논의, 3) competency로 대표되는「능력」관 논의, 그리고 4) 일본의 2008년 개정교육과정에서의 역량(competency). 또한, 조사연구에서는 1) 일본의 문화예술․교육행사, 2) 미술관교육, 3) 설문조사에 기초한 문화적 역량의 구성요소들을 도출하여 제시하였다. 연구 성과로서, 독자적으로 추출해낸 ‘일본의 문화적 역량의 구성요소’를 논의별․연구내용별로 종합하여 재정리하고, 이를 다시 1. 다양한 개개인․공동체․혹은 조직에서 문화적 역량의 구성요소, 2. 다양한 개개인, 공동체, 자연 및 사물에 대한 문화적 역량의 구성요소, 3. 구체적 학문분야에 대한 문화적 역량의 구성요소(사례―미술과 교육과정)로 세 가지로 범주화하여 구체적으로 제시하였다. 결론적으로, 일본은 새로운 시대에 어울리는 바람직한 미래의 일본 만들기의 기본적인 사고방식에 기초하여, 양대 목표로 ‘문화예술입국(文化藝術立國)의 실현’과 ‘교육재생’(敎育再生)을 강력하게 추진하고 있다. 그리고 문화적 역량에 대한 여러 논의도 실천적이며, 전국적 네트워크를 통해 조건이나 환경 등을 새롭게 재정비하며 강력히 추진하고 있다는 점에서 우리나라에 주는 시사점이 크다. The purpose of this study was to extract the constituent components of cultural competency in Japan from the previous studies on the related discourses. The research methodology implemented was literature review and the survey. Based on literature review, the researcher has investigated such as 1) the concept of culture and cultural competency, 2) various discourses and responses on the intermediate report of the cultural council , 3) the discussion on the perspectives of the capacity represented as competency, and 4) the competency involved in the revised curriculum of 2008 in Japan. Based on the survey, the researcher has discovered the constituent components of cultural competency in Japan. Those elements have been extracted from 1) the art and cultural events in Japan, 2) education in art gallery, and 3) invented questionnaire. As a result, this study has articulated the cultural components of competency in Japan based on the domain of contents and discourses of cultural components. In conclusion, Japan drives forward strongly two aims: actualization of nation based on art and culture, revitalization of education. These policies are implemented to make a desirable nation for the coming new era. The discourses on cultural competency in Japan is quite practical. Thus the policy to increase cultural competency in Japan is accelerated by nationwide network with a new circumstance and revised system. These findings will give the valuable implications for the cultural policy in Korea.

종합병원 간호사의 문화적 역량수준과 영향요인

채덕희(Duck Hee Chae),박윤희(Yun Hee Park),강경화(Kyeong Hwa Kang),이태화(Tae Hwa Lee) 한국간호행정학회 2012 간호행정학회지 Vol.18 No.1

As Korea has been rapidly transformed to be a multicultural society, it becomes essential for nurses to develop cultural competency. The purpose of this descriptive study was to assess the cultural competency level of general hospital nurses and to examine its contributing factors adopting ecological model. Method: A convenience sample of 327 nurses from six general hospitals in Seoul metropolitan area was recruited between November 14 to 28, 2011. Cultural competency was measured using the Korean version of the Caffrey Cultural Competence in Healthcare Scale (CCCHS) and Cultural Competence Assessment(CCA). Hierarchical multiple regression analysis was performed to assess the influence of intrapersonal, cultural-experience, and organizational factors on cultural competency. Results: Mean cultural competency in this study was 2.57(±0.43). Cultural competency was associated with job position (p=.044) at the intrapersonal level. At the cultural experience level, foreign language classes experience (p=.005), fluency in a foreign language (p=.000), experience of working with foreign health care professionals (p=.000) were associated cultural competency. At the organizational level, training program (p=.000), job description (p=.002), health education materials (p=.016), insufficient job control (p=.000), and interpersonal conflicts (p=.011) showed significant difference. Foreign language class experience, foreign language fluency, experience of working with foreign health care professionals, and job control were the most consistent predictors of cultural competence and explained 20.4% of the total variance in the proposed ecological model. Conclusions: The findings suggest that to enhance cultural competency in general hospital nurses, cultural experience and organizational factors need to be more fully considered than intrapersonal factors.

지역사회 보건인력의 문화적 역량과 영향 요인

박은옥,강경자 사단법인 대한보건협회 2019 대한보건연구 Vol.45 No.1

Purpose: This study is to examine the cultural competency level of public health personnel in the communities and identify the affecting factors of cultural competency. Methods: This study was conducted as a descriptive survey, and data were collected from 120 healthcare workers using a self report questionnaire from Aug, 2015 to Feb, 2016. Chi-square test, t-test, Pearson correlation coefficients and multiple regression were performed using SPSS/WIN 23.0 for data analysis. Results: Cultural competency was 2.42 on average, and the affecting factors the cultural competency of healthcare workers were the experience of multi-cultural education (t=3.53, p=.001), communication ability (t= 3.58, p=.001), and the exposure to other culture (t=2.03, p=045), and work responsibilities (t=-3.23, p=.002). The four variables explained 30.4% of the variance in cultural competency (F=7.93 p<.001). Conclusion: We need to provide systematic cultural competency education to enhance understanding other culture and the cultural competency for healthcare workers, and find out ways to remove communication barriers to offer proper healthcare services to people who came from other countries. 연구목적: 본 연구는 지역사회 보건인력의 문화적 역량수준과 문화적 역량 교육요구도를 파악하고, 문화적 역량에 미치는 영향 요인을 규명하고자 수행되었다. 연구방법: 보건소와 보건진료소 등 보건기관인력 120명을 대상으로 구조화된 설문지를 이용하여 자료를 수집하였으며, SPSS/WIN 23.0 프로그램을 이용하여 t-test와 ANOVA, pearson's correlation, 다중회귀분석을 실시하였다. 연구결과: 문화적 역량의 평균점수는 5점 기준 2.42점이며, 문화적 지식(평균 2.05±0.65)과 문화적 수용성(평균 2.30±0.66)이 다른 영역에 비해 점수가 낮았다. 문화적 역량 교육요구 점수는 10점 기준 6.65점이며, 문화적 의사소통(평균 6.88±1.78), 태도와 기술(평균 6.85±1.78), 기본지식(평균 6.55±1.57) 등이 점수가 높았다. 보건인력의 문화적 역량에 영향을 준 변수는 다문화 교육경험(t=3.53, p=.001), 의사소통능력(t=3.58, p=.001), 타문화 접촉경험(t=2.03, p=.045), 담당업무(t=-3.23, p=.002) 등이었고, 이들에 의해 다문화 역량의 30.4%가 설명되는 것으로 나타났다. 결론: 지역사회 보건인력의 다문화 역량을 강화하기 위해 보건인력을 대상으로 한 체계적인 다문화 역량 교육을 실시하고, 의사소통 등 장애요인에 대한 해결방안을 마련하여 다문화 대상자와의 접촉빈도를 높이고, 담당 업무 특성을 고려한 다문화역량강화방안을 마련함으로써 다문화 대상자에게 보다 체계적인 건강관리 방안이 이루어지도록 해야 할 것이다.

박물관교육 연구에서 바라본 문화적 역량

이병준,박지연 한국문화교육학회 2009 문화예술교육연구 Vol.4 No.1

Museum is the educational space with the public interest which transmits cultural memories from generation to generation. For this, it provides lots of opportunities for the citizens to understand such cultural memories of the past and the present through various objet d'arts. Hence, it has a mission to appropriate cultural competencies for the citizens by establishing the arena of public opinion to transmit and to understand Planning to understand cultural memories in public is to foster specific competencies among the citizens. For matters related to establishing and organizing the museum and to making programs, however, it lacks discussions on carrying out educational missions after considering cultural competencies and its constituent in particular. Key tasks that the museum should carry out are as follows: What kind of cultural competencies need to be raised for students and citizens in accordance with the characteristics of a particular museum? How exhibition and management of the museum needs to be organized to promote such cultural competencies? Key competencies of the museum can be summarized as duty to collect and preserve, duty to study, duty to exhibit and interpret, and duty to deliver and educate. Specific cultural competencies that are appropriated through the museum include competency of observation and recognition, competency of understanding and interpretation, competency of exhibition and reproduction, and competency of public opinion and discussion. Cultural competencies that need to be appropriated at the museum are linked with the goals of establishing the museum, which is achieved through considering the characteristics of the museums. 박물관은 문화적 기억을 전승하는 공공성을 띈 교육공간이다. 따라서 박물관은 전달과 소통의 공론장을 형성하며 시민들에게 문화적 역량을 전유해야할 미션을 가지고 있다. 박물관의 핵심역량은 수집·보존의 책무성, 연구의 책무성, 전시·해석의 책무성, 전달·교육의 책무성의 네가지로 요약될 수 있다. 이러한 핵심과업을 가진 박물관을 통해서 전유되는 특유의 문화적 역량에는 관찰·인식역량, 이해·해석역량, 전시·재현역량, 공론화·담론역량이 있다. 박물관에서 전유되어야 할 문화적 역량은 박물관의 설립목적과 연관되며, 박물관이 가지는 성격을 고려할 때 가능하다.

간호학생의 문화적 역량에 영향을 미치는 요인

박미숙(Mi-Sook Park) 한국컴퓨터정보학회 2019 韓國컴퓨터情報學會論文誌 Vol.24 No.5

This study was conducted to identify the level of cultural empathy, self-esteem, and cultural competence and factors affecting cultural competence of nursing students. Participants were 157 nursing students who were 2nd, 3rd, and 4th grade in one university located at the Chungbuk provinces. Data collected using questionnaires which consisted of general characteristics, cultural empathy, self-esteem, and cultural competence. The mean score for cultural empathy was 3.63±.34(scores ranged from 1 to 5), The mean score for self-esteem was 2.91±.42(scores ranged from 1 to 4). The mean score for cultural competence was 3.31±.43(scores ranged from 1 to 5). There were significant differences between cultural competence and age(t=-2.242, p=.027), grade(F=3.473, p=.033), and fluency of foreign language(F=5.053, p=.007). There were significant correlation between cultural competence and cultural empathy(r=.49, p<.001), and self-esteem(r=.33, p<.001)), and self-esteem and cultural empathy(r=.33, p<.001). Cultural empathy and self-esteem explained 29.4% of cultural competence and major predictor variable for cultural competence was cultural empathy. In this paper, we propose various multicultural education programs in curriculum and extra curriculum that can enhance cultural empathy and self-esteem to improve cultural competence of nursing students. Especially, continuous education of cultural knowledge among cultural competence will be done.