지역사회 통합건강증진사업 수행역량 강화를 위한 교육요구도
Educational needs for strengthen the core competency of the integrated health promotion in communities
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Objectives: This study aimed to provide basic data for strengthening core competencies by analyzing the educational needs of an integrated health promotion workforce in communities. Methods: The study included 873 participants who completed a self-reported questionnaire on the integrated health promotion education course in Gyeonggi-do in 2018 as secondary data. The collected data were analyzed in terms importance, performance level, and priority for common core competencies using a t-test, ANOVA, Borich analysis and the locus for focus model. Results: In terms of the higher priority competencies, the study found that program development competencies such as goal and objective setting, and strategic planning and a comprehensive approach that includes diversity, integration, and leadership were required. The more people with no previous work experience or the shorter the current work period, the greater the need for planning competencies. Those with previous work experience or current working period of more than one year had greater needs for competencies of diversity, integration, partnership and cooperation, and leadership. Conclusion: It is necessary to reflect various priority competencies and educational needs as a sub-divided curriculum and to develop an assessment and evaluation method for competency-based education and training.
Abstract
Objectives: This study aimed to provide basic data for strengthening core competencies by analyzing the educational needs of an integrated health promotion workforce in communities. Methods: The study included 873 participants who completed a self-reported questionnaire on the integrated health promotion education course in Gyeonggi-do in 2018 as secondary data. The collected data were analyzed in terms importance, performance level, and priority for common core competencies using a t-test, ANOVA, Borich analysis and the locus for focus model. Results: In terms of the higher priority competencies, the study found that program development competencies such as goal and objective setting, and strategic planning and a comprehensive approach that includes diversity, integration, and leadership were required. The more people with no previous work experience or the shorter the current work period, the greater the need for planning competencies. Those with previous work experience or current working period of more than one year had greater needs for competencies of diversity, integration, partnership and cooperation, and leadership. Conclusion: It is necessary to reflect various priority competencies and educational needs as a sub-divided curriculum and to develop an assessment and evaluation method for competency-based education and training.
참고문헌 (12)
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