요양보호사 교육참여자의 공공서비스에 대한 신념 및 소명의식에 영향을 미치는 요인

Abstract

This study was conducted to investigate the factors affecting the beliefs of long-term care worker who are being newly trained since Feb. 2008, in public service and passion. To achieve this goal I found out the social demographic characteristics and the previous work experience of the participants in the long-term care worker training program (first grade, new training program) offered in Seoul. The status of the training programs they are currently undertaking and the educational training effectiveness level have also been examined in this paper. The variables found in this study were used to find out the factors influencing the beliefs of the participants in the long-term care training program in public service, and passion. Based on these findings I propose some guidelines to improve long-term care workers' beliefs in public service and the level of their passion. I distributed the survey questionnaire to the 20 training institutes which expressed their willingness to cooperate with this survey through the post and personal visit, amongst the 96 long-term care training institutes registered in Seoul city. I collected total 227 copies of the completed questionnaire from 19 training institutes. 205 copies of the completed questionnaire which I found useful were used for my analysis. The main findings of this study can be summarized as follows: First, the majority of the students participating in the new first grade long-term care training program was found to be women between 40 and 50 years of age, and have a high school diploma or higher. Moreover, half of them reported being Christians. Most of the respondents to this survey said that they are willing to work as long-term care workers and those having higher beliefs in public service and passion showed higher willingness to work as long-term care workers. Second, the training participants obtained an educational training effectiveness level of 4.02 out of 5 points. The breakdown by subarea is as follows: the instructors' techniques and values [4.50]; the educational training design [4.10]; and the students' ability and understanding [3.51]. Differences were observed in the educational training effectiveness level in accordance with their final educational attainment; their previous care work experience (whether they have previous work experience or not; the main types of services they provided, the length of time and the frequency of provision; and the period during which they provided care work); their previous education experience (whether they have education experience or not, frequency, and the period during which they had their final education), the characteristics of the training institute (the type of the training institute, the qualification requirement for the director of the institute, and the length of their workforce education experience in some other organizations. Third, the participants in the education had a belief level of 4.23 out of 5 points concerning public service, and a passion of 3.77. Differences were observed in their belief level of public service in accordance with their marital status, the type of their previous work experience, the status of their participation in long-term care training program (the time they receive their training, the total number of hours of long-term care worker training they have completed up until now), and the education effectiveness (the educational training design, the instructors' techniques and values, students' ability and understanding, and the overall educational training effectiveness). Differences were observed in the level of their passion in accordance with religion, the type of their previous care work experience, the qualification requirements of the training director, and the education effectiveness (the instructors' techniques and values, students' ability and understanding, and the overall educational training effectiveness). Fourth, religion (Catholicism) and the educational training effectiveness (instructors' techniques and values, the overall educational training effectiveness), were found to be the factors affecting long-term care workers' beliefs in public service. Those who follow the Catholic religion and had a higher educational training effectiveness level indicated a higher belief in public service. Moreover, religion (Christianity and Catholicism) and the educational training effectiveness (the students' ability and understanding, the overall educational training effectiveness) were found to be the factors affecting their passion. Those who are Christians and Catholics, and have a higher level of educational training effectiveness were found to have higher the passion. Based on the findings from this study I suggest the following practical and policy implications. First, the improvement of educational training quality is important for increasing the size of the workforce who intend to work as long-term care workers, and improving the quality of care services. The training institute should take full advantage of social workers and nurses who are professional instructors to provide high quality education to its students. As a professional in the areas of the service for the elderly and the care social workers and nurses ought to take a responsible attitude in cultivating care helpers based on their professional knowledge and skills. In addition, it is recommended that administration and supervision of training institutes be conducted so that each training institute can level up the standard of education it offers to its students. Second, given that two to three training sessions were found to have more positive educational outcome when compared to that of only one training session, the curriculum should not be limited to providing education which is mainly geared to training long-term care workers. Nonetheless, the in-service education should be made mandatory to help long-term care workers achieve higher professionalism on a continuing basis. Instead of merely concentrating on theory the in-service education program should be focused on providing education which integrates theories with practical study and training. Third, by strengthening practical education long-term care workers should be allowed to relate and apply their classroom knowledge and skills to real life situations through practical training. Currently, practical education is divided into in-home and care facilities and 40 hours are assigned for each part. Nevertheless, given that the level of the belief concerning public service, of the participants who are either undertaking the training program or completed over 160 hours of their training curriculum, is relatively lower than in the past, I do not think the training programs offered these days perform its role properly. Such efforts as making payment of the training fee and the provision of incentives for supervisors need to be made in order to strengthen the training education.;본 연구는 2008년 2월부터 새롭게 양성되고 있는 요양보호사들의 공공서비스에 대한 신념과 소명의식에 영향을 미치는 요인을 알아보기 위해 실시하였다. 먼저 서울시내 요양보호사교육 참여자(1급 신규)를 대상으로 인구사회학적 특성과 이전경험에 대해 파악하고, 현재 받고 있는 교육관련현황과 교육훈련유효성 수준을 살펴보았다. 여기에서 나온 변수들을 가지고 요양보호사 교육참여자의 공공서비스에 대한 신념과 소명의식에 영향을 미치는 요인을 찾아보고 이를 바탕으로 요양보호사들의 공공서비스에 대한 신념과 소명의식 수준을 높이기 위한 방안을 제시하였다. 설문지는 2008년 3월을 기준으로 서울시에 등록된 요양보호사 교육원 96개 중 협조의사를 밝힌 20개의 교육원에 우편 및 직접방문을 통해 배포하였으며, 19개의 교육원으로부터 총 227부의 설문지를 회수하였다. 이중 유효한 설문지 205부가 분석에 사용되었다. 주요 연구결과를 요약하면 다음과 같다. 첫째, 서울시내 요양보호사 1급 신규교육에 참여하는 교육생은 대부분 40~50대의 기혼 여성으로 고등학교 이상의 학력을 가졌으며, 이중 절반은 기독교인이었다. 조사응답자의 대부분이 요양보호사로의 활동의사가 있음을 밝혔으며, 공공서비스에 대한 신념과 소명의식이 높으면 요양보호사로 활동할 의사가 높았다. 둘째, 교육참여자의 교육훈련 유효성 수준은 5점 만점에 4.02였고, 하위영역별로 살펴보면 강사기술과 가치가 4.50, 교육훈련설계가 4.10, 교육생의 능력과 인식이 3.51로 나타났다. 교육훈련유효성 수준은 최종학력, 이전요양경험(유무, 형태 및 주로 제공한 서비스, 기간 및 제공횟수, 요양시기)과 이전교육경험(유무, 횟수, 최종교육시기), 교육원 특성(교육원의 형태, 원장의 자격사항, 모기관 인력교육경험의 기간)에 따라 차이가 있었다. 셋째, 요양보호사 교육참여자의 공공서비스에 대한 신념 수준은 5점 만점에 4.23이었고, 소명의식은 3.77이었다. 공공서비스에 대한 신념수준은 결혼상태, 이전직업경험형태, 요양보호사 교육 참여현황(교육받는 시간대, 현재까지 이수한 요양보호사 교육시간), 교육유효성(교육훈련설계, 강사의 기술과 가치, 교육생의 능력과 인식, 전체 교육훈련유효성)에 따라 차이가 있었다. 소명의식의 수준은 종교, 이전요양경험형태, 교육원장의 자격사항, 교육유효성(강사의 기술과 가치, 교육생의 능력과 인식, 전체 교육훈련유효성)에 따라 차이를 보였다. 넷째, 요양보호사의 공공서비스에 대한 신념에 영향을 미치는 요인으로는 종교(천주교)와 교육훈련유효성(강사의 기술과 가치, 전체 교육훈련유효성)으로 나타났고, 천주교일 때와 교육훈련유효성이 높을 때 공공서비스에 대한 신념이 높아졌다. 소명의식에는 종교(기독교, 천주교)와 교육훈련유효성(교육생의 능력과 인식, 전체 교육훈련유효성)이 영향을 미치는 요인으로 나타났고, 교육참여자가 기독교와 천주교일 때, 교육훈련유효성이 높을 때 소명의식이 높아졌다. 본 연구의 결과를 바탕으로 다음과 같은 실천적?정책적 함의를 제시하였다. 첫째, 교육훈련의 질을 높이는 것은 요양보호사로 활동할 인력의 양적 확대 및 이들이 제공할 요양서비스의 질을 향상하기 위해 중요하다. 교육원은 질 높은 교육을 진행하기 위해 전문강사인 사회복지사와 간호사를 적극 활용하며, 사회복지사와 간호사는 책임있는 자세로 노인서비스 및 요양관련전문가로서 전문적인 지식과 기술을 바탕으로 요양보호사를 양성해야 한다. 또한 교육원에 대한 관리와 감독을 실시하여 각 교육원의 교육수준을 상향평준화할 수 있도록 해야 한다. 둘째, 1회의 교육보다 2~3회의 교육효과가 높다고 나타난 만큼, 양성교육에 그치지 않고 보수교육을 의무화하여 요양보호사들이 자신의 전문성을 지속적으로 확보해 나갈 수 있도록 해야 한다. 보수교육은 단순히 이론교육보다는 이론과 실기, 실습을 병행하는 교육이 실시되어야 한다. 셋째, 실습교육을 강화하여 실습을 통해 요양보호사들이 배운 지식과 기술을 실제 활용할 수 있도록 해야 한다. 현재 실습이 재가와 요양시설로 나뉘어 각각 40시간으로 배정되어 있으나, 실습기간이거나 실습을 완료한 “160시간이상~교육과정수료”의 교육참여자들이 공공서비스에 대한 신념수준이 이전에 비해 낮아지는 만큼 현재 실습이 제 역할을 못한다고 보여진다. 실습교육을 강화하기 위해서는 실습비지급 및 수퍼바이저에 대한 인센티브를 제공하는 등 노력이 필요하다.