Purpose: This study was to develop a clinical competence scale to assess competence of nursing students in neonatal core nursing management after delivery in the simulation-based clinical situations. Methods: The assessment items developed with 14 items of 3 point scale. An expert panel of 4 professor and 1 nurse reviewed the scale for content validity by using the CVI(Content Validity Index). Following the establishment of content validity, 14 items of the checklist were developed. The simulation-based neonatal core nursing education that consisted of four sessions for 6 hours lecture and practice was provided to 26 small groups. Result: The total mean score of clinical competence in neonatal core nursing care was 20.04. Items with the highest mean score was 1.87 with 'apply clean gloves'. Items with lowest mean score was 1.15 with 'perform the body temperature management to the neonatal'. Reliability of between two evaluation using Cronbach's alpha was .86. Conclusion: This results show neonatal core nursing care assessment tool developed this study had reliability and validity. Further studies are needed to determine property of tool in neonatal core nursing care assessment tool.

한필 다문화가정 자녀들은 가정 내에서 결혼이주여성인 어머니를 통해서 필리핀 문화에 접촉이 되지만 그것은 매우 제한된 영역에 국한된 다. 특히 동화를 추구하는 가정 분위기 속에서 어머니의 문화와 언어를 학습하기는 매우 힘든 상황이다. 아버지를 비롯한 부계 친척들은 그들 이 어머니 나라의 문화와 언어를 학습해야 할 필요성을 느끼지 못하고 있으며, 어머니의 빠른 동화만을 바라고 있는 형편이다. 하지만 한필 다문화가정 자녀들이 한국문화와 언어에만 익숙한 아이로 성장하는 것보다 한국과 필리핀 양쪽 문화와 언어 모두에 익숙한 아이로 성장하는 것이 건강한 자아 정체성 확립 및 자존감 향상은 물론 향후 글로벌 리더로 성장하는 데 유리하다는 점은 먼저 다문화 과정을 경험한 나라들 에서 이구동성으로 검증된 바이다. 문제는 한필 다문화가정 자녀들의 경우, 필리핀의 문화와 언어에 익숙해질 수 있는 기회가 매우 제한되어 있다는 것이다. 많은 경우 한국과 필리핀과의 비공식적인 교류를 통하여 형성된 이중문화 역량마 저 관심 부족과 지속적인 개발 여건이 주어지지 못함으로써 사장되고 있다. 이러한 점에 비추어 볼 때, 연구자는 필리핀 현지체험 학습을 통해서 다문화가정 자녀들을 어머니 나라의 문화와 언어에 노출시키고 친척을 중심으로 형성된 기존의 초국가적 사회 네트워크를 활용할 수 있도록 계기와 기회를 제공할 때 그들에게 주어진 이중문화 환경을 최대한 활용할 수 있다고 보았다. 연구자는 일차적으로 다문화가정 자녀들이 참여하는 현지체험학 습 프로그램을 계획하고 실행하였다. 그것은 기존에 비공식적으로 이루어지고 있는 초국가적 사회영역을 통한 교류 활동을 보다 공식화하 고 체계화한 것으로 그 목적은 다문화가정 자녀들로 하여금 어머니 나라의 문화와 언어에 익숙해질 수 있는 기회와 계기를 제공하는 것이 다. 프로그램을 통해서 다문화가정 자녀들은 어머니 나라 문화와 언어 학습에 새로운 동기를 갖게 되는 것을 볼 수 있었다. 그들은 현지체험학 습 프로그램을 끝마친 후에 사후 통합 프로그램에 적극적으로 참여하는 한편, 가정 내에서 어머니나 어머니 쪽 친척들과 대화할 때 따갈로그어 로 소통하고자 하였다. 또한 집에서 인터넷을 통해서 필리핀 드라마를 시청하는 모습도 보여주었다. 가장 두드러진 변화는 프로그램에 참여하 기 이전에는 자신의 정체성에 대해서 전적으로 한국 사람이라고 표명했 지만, 프로그램에 참여한 이후 ‘둘 다’라는 표현을 통해서 한국 사람이면 서 동시에 필리핀 사람도 된다는 점을 자각하게 되었다는 점이다. 또한 그들이 이처럼 변화하는 모습은 어머니를 비롯한 외가 쪽 친척들로 부터 매우 고무적으로 받아들여지고 있으며 그들에게 새로운 기대감을 갖게 해주고 있다. 프로그램과 그 이후의 통합 학습을 진행하면서 확인된 바는, 다문 화가정 자녀들은 한국의 문화와 언어에 익숙할뿐더러 필리핀의 언어와 문화에 익숙해지는 것이 장래 자신들의 진로를 개척하는 데 어떠한 유익을 갖는지 하는 것뿐만 아니라, 실제적으로 어머니와 외가 쪽 친척들과 친밀한 관계를 맺는 데에도 크게 도움이 된다는 것을 온 몸으로 체감하게 되었다는 점이다.

The cloning efficiency is extremely low despite successful somatic cell nuclear transfer (SCNT) method producing cloned animals in several mammals. In general, faulty epigenetic modifications underlying the incomplete reprogramming of donor cell nuclei after SCNT mainly results in low cloning efficiency. The nuclear reprogramming process involves epigenetic modifications, such as DNA demethylation and histone acetylation, which may be an important factor in enhancing the cloning efficiency. Recently, the histone deacetylase inhibitors (HDACi), such as trichosatin A (TSA) and m-carboxycinnamic acid bishydroxamide (CBHA), to increase histone acetylation have been used to improve the developmental competence of SCNT embryos. Therefore, we compared the effects of TSA with CBHA on the in vitro developmental competence and pluripotency-related gene expression (Oct4, Nanog and Sox2) in porcine cloned blastocysts and histone acetylation pattern (H3K9ac). The porcine cloned embryos were treated with a 50nM concentration of TSA and 100μM concentration of CBHA during the in vitro early culture (10h) after cell fusion and then were assessed to cleavage rate, development to the blastocyst stage and pluripotency-related gene expression in NT blastocyst also, level of histone acetylation in zygote, 2cell, 4cell stage. As results, Although NT, TSA and CBHA treated NT embryos were not different between all groups for cleavage rates, the developmental competence to the blastocyst stage was significantly increased in CBHA treated embryos (22.7%) compared to that of normal NT and TSA treated NT embryos (8.1% and 15.4%)(p<0.05). In addition, all of pluripotent transcription factors (Oct4, Nanog and Sox2) were expressed in the CBHA treated NT embryos, however, Sox2 and Oct4 were expressed in TSA treated NT embryos and expression pattern of CBHA treated NT embryos is particularly similar to that of IVF embryos. Also, CBHA treated NT embryos were increased in level of histone acetylation (H3K9ac) at the zygote, 2-cell, 4-cell stage compared to those of NT and TSA treated NT embryos. In conclusion, the treatment of CBHA as a histone deacetylase inhibitor significantly increased the developmental competence of porcine NT embryos and pluripotency-related gene expressions(Oct4, Nanog and Sox2) in NT blastocysts and level of histone acetylation (H3K9ac).

Differentiated nuclei can experimentally be returned to an undifferentiated embryonic status after nuclear transfer (NT) to unfertilized metaphase II (MII) oocytes. Nuclear reprogramming is triggered immediately after somatic cell nucleus transfer (SCNT) into recipient cytoplasm and this period is regarded as a key stage for optimizing reprogramming. In a recent study (Dai et al., 2010), use of m-carboxycinnamic acid bishydroxamide (CBHA) as a histone deacetylase inhibitor during the in vitro early culture of murine cloned embryos modifies the acetylation status of somatic nuclei and increases the developmental competence of SCNT embryos. Thus, we examined the effects of CBHA treatment on the in vitro preimplantation development of porcine SCNT embryos and on the acetylated status of histone H3K9 on cloned embryos at the zygote stage. We performed the three groups SCNT: SCNT (NT), CBHA treatment at the porcine fetus fibroblast cells (PFFs) used as donor cells prior to SCNT (CBHA-C) and CBHA treatment at the porcine SCNT embryos during the in vitro early culture after oocyte activation (CBHA-Z). The PFFs were treated with a 15 μM of CBHA (8 h) for the early culture and the porcine cloned embryos were treated with a 100 μM concentration of CBHA during the in vitro early culture (10 h). Cleavage rates and development to the blastocyst stage were assessed. No significant difference was observed the cleavage rate among the groups (82.6%, 76.4% and 82.2%, respectively). However, the development competence to the blastocyst stage was significantly increased in CBHA-Z embryos (22.7%) as compared to SCNT and CBHA-C embryos (8.6% and 4.1%)(p<0.05). Total cell numbers and viable cell numbers at the blastocyst stage of porcine SCNT embryos were increased in CBHA-Z embryos as compared to those in CBHA-C embryos (p<0.05). Signal level of histone acetylation (H3K9ac) at the zygote stage of SCNT was increased in CBHA-Z embryos as compared to SCNT and CBHA-C embryos. The results of the present study suggested that treatment with CBHA during the in vitro early culture (10 h) had significantly increased the developmental competence and histone acetylation level at the zygote stage.

Purpose: The purpose of this study is to analyze the level of satisfaction and clinical competence on simulation-based practice in woman’s hospital and to figure out the factors that level of satisfaction affect to clinical competence. Method The subjects in the experimental group were 93 students who did simulation-based practice and subjects in the control group were 70 students who practiced in woman’s hospital. Data was analyzed using ex post factor experimentation during second semester in 2013. Results: There was statistically no significant difference between the two groups, but positive correlation between the main variables. The most significant affecting factors to clinical competence in experimental group were satisfaction of contents and duration(R2=.24). The most significant affecting factors to clinical competence in control group were satisfaction of evaluation and practice stressor (R2=.32). Conclusion Since there was no difference between the two groups, once the difficult part in clinical practice of maternity nursing is practiced repeatedly, student’s competence can be improved. Hence the continual study was required.

Purpose: This study was to develop a clinical competence scale to assess competence of nursing students in postpartum bleeding care in the simulation-based clinical situations. Methods: The assessment items developed with 12 items of 3 point scale. An expert panel of 3 maternity professor reviewed the scale for content validity by using the CVI(Content Validity Index). Following the establishment of content validity, 12 items of the checklist were developed. The simulation-based postpartum hemorrhage nursing education that consisted of four sessions for 6 hours lecture and practice was provided to 32 small groups. Result: The total mean score of clinical competence in postpartum hemorrhage care was 17.34. Items with the highest mean score was 1.88 with ‘introduce myself to the patient'. Items with lowest mean score was 0.19 with 'assess the general conditions'. Reliability of between two evaluation using Cronbach's alpha was .86. Conclusion: This results show postpartum hemorrhage access tool developed this study had reliability and validity. Further studies are needed to determine property of tool in postpartum hemorrhage access tool.

본 연구에서 한우를 공란우로 사용하여 OPU 방법으로 가장 더운 계절의 hot season과 선선한 cool season의 두 계절의 차이에 따른 생성된 난포의 수, 난자 회수율, 난자 등급율, 수정율 및 배반포 발달 능력을 분석하여, 두 계절이 공란우의 번식 능력에 미치는 영향에 관하여 조사하였다. 1. 계절의 영향이 OPU 공란우의 난포 생성 수에 미치는 결과는 난포 생성 개수는 1154개(18.32±2.26), 971개(15.41±3.34)로 hot season 그룹이 유의적으로 높은 것을 알 수 있었다(p＜0.05). 2. 계절에 따른 난자 수 및 난자 회수율은 hot season 그룹의 475개(7.54±3.14), 41.16%로 cool season 그룹 448개(7.11±3.42), 46.14%와 비교하여 유의적인 차이가 없었다(p＜0.05). 3. OPU를 통하여 회수된 두 계절별 난자 등급은 Grade A는 Hot season 그룹 110개(1.75±1.86), Cool season 그룹 63개(1.00±1.46)로 hot season 그룹이 cool season 그룹과 비교하여 유의적으로 높았다(p＜0.05). 하지만 다른 등급인 Grade B는 87개(1.38±1.60) vs. 97개(1.54±1.39), Grade C는 166개(2.63±2.43) vs. 170개(2.70±2.04), Grade D는 112개(1.78±2.65) vs. 118개(1.87±1.86)로 hot season과 cool season 간의 유의적인 차이를 보이지 않았다(p＜0.05). 4. 계절에 따른 체외 수정 후의 수정률은 hot season과 cool season 각각 242(66.67%)와 209(63.3%), 배반포 발달율 214(58.95%) vs. 188(56.97%)로 수정률과 배반포 발달율은 유의적인 차이가 없었다(p＜0.05). 본 연구의 결과로 계절에 따른 영향에 의해 공란우의 난포생성수와 A등급의 난자 출현율에서 유의적인 차이를 보였다. 하지만 나머지 등급의 난자 출현율, 수정률 및 배반포 발달율은 차이가 없는 것으로 보아, 계절의 차이로 인한 한우 공란우의 번식 능력에 미치는 영향은 미비하다고 판단된다.

The purpose of the present study is to learn about English conversation instructors, in particular, to find out (1) who they are; (2) how they cooperate with English teachers at schools; and (3) what needs they have to serve better as English teaching staff at schools. An online survey was administered to all English conversation instructors at elementary and secondary schools in Korea. Around 4,630 English conversation instructors- 2,920 at elementary schools and 1,710 at secondary schools- participated in the study. The collected data were analyzed: (1) to describe the characteristics of English conversation instructors; (2) to examine how they are sharing teaching duties with English teachers; and (3) to assess the needs for their competency development. The needs of English conversation instructors were analyzed by calculating the gap between the current competence and the expected competence. The difference of English conversation instructors competence development needs at the elementary level and at the secondary level were then further analyzed through Analysis of Variance. The results of this study can be used as basic data to establish the training system for English conversation instructors’ competence development.

본 연구는 일주일에 1차시인 도덕과 수업의 인성적인 실천을 강조해야 하는 단원을 추출하여 국어과 관련단원과 융합함으로써 일주일에 1차시로 끝나는 수업의 한계성을 극복하여 실천적 지속성을 유지하고, 학생들에게 인성지도 효과를 극대화시키기 위해서 국어도덕의 융합을 시도하였다. 연구의 목적은 국어도덕융합수업 기반조성으로 「‘아하!’ 표현활동」프로그램 구안·적용을 통해 매체언어교육활동 및 학교·가정·사회와 연계지도로 창의적이고 바른 의사소통능력을 신장시키는데 있다. 창의적이고 바른 언어능력을 신장시키기 위한 수업 기반 조성을 위해 ‘아하! 표현활동’을 위한 학습여건조성과 융합을 위한 국어와 도덕과 내용을 분석하였다. ‘아하! 표현활동’ 프로그램 구안·적용은 수업 모형 및 활동지 구안, ‘아하! 표현활동’ 프로그램을 적용한 창의·인성 수업 전개 및 평가를 통해 환류가 이루어질 수 있도록 하였다. 그리고 매체교육활동 참여 및 학교·가정·사회 연계지도로 창의적이고 바른 언어능력을 극대화·지속화시켰다. 그 결과 국어 교과의 흥미를 신장시키고 논리적·창의적인 언어능력 향상과 바른 의사소통능력의 정착으로 창의성과 인성을 기르는데 긍정적인 효과를 보였다. 또한 자기 감정 조절능력, 친구들을 배려하는 마음과 협동하는 자세를 길러 학교의 언어폭력과 따돌림 등 학교폭력을 예방할 수 있는데 도움이 되었다.

Matrix Metalloproteinases (both MMP2 and -9) play a pivotal role of the embryos hatching and implantation. Therefore, the objective of this study was carried out to investigate the influence of MMP2 and MMP9 on embryo development potential and subsequent effect at molecular level. There was no significant difference of cleavage rate among the groups. The development competence of blastocyst was significantly higher (P<0.05) in MMP9 treatment (39.81±16.61) than that to the combined treatment of MMP2 and –9 (23.68±0.27), but there was no significant difference among the control vs. MMP2 vs. MMP9 (35.05±2.74 vs. 32.71±6.18 vs. 39.81±16.61, respectively). On the other hand, the hatching rate of blastocysts was significantly lower (P<0.05) in combined group of MMP2 and –9 (12.55±0.09) (Table1). The expression level of MMP2 and MMP9 was significantly lower (P<0.05) in the entire treatment groups than that in the control group. But the expression of MMP9 was significantly higher (P<0.05) when compared in the entire treatment groups. The relative expression embryonic developmental gene, IFNt expression level significantly lower (P < 0.05) in the MMP9 embryos. The placenta establishment genes, PLAC8 and SSLP1, expression were significantly higher (P < 0.05) in the MMP2 embryos compared to other groups. Transcription regulation gene, HNRNPA2B1, was higher (P < 0.05) in the combined group of MMP2+MMP9 than that in the other groups. In conclusion, our results suggest that MMPs to culture medium improves the blastocyst development rate and further impact on target gene expression analysis.

Matrix Metalloproteinases (MMP)-2 and -9 are participated in embryo development, implantation, remodeling of epithelial cell and ovulation. The objective of this study is to evaluate an impact of MMP2 and MMP9 on embryonic developmental competence as well as gene expression profiles of in vitro-produced bovine embryos. After in vitro fertilization, embryos of all groups were transferred into IVC-2 medium treated with MMP2 and MMP9 to check the optimum concentration on the basis of embryo development competence and cell numbers. The optimum concentrations for MMP2 and 9 were 1,200 ng/ml and 300 ng/ml. The blastocyst development competence was not different among 1,200 ng/ml of MMP2 vs. 300 ng/ml of MMP9 vs. combined MMP2 + 9 vs. control groups (41.46 ± 10.66 vs. 37.73 ± 8.92 vs. 45.11 ± 11.41% vs. 41.59 ± 11.88, respectively). Furthermore, the developmental competences to hatching and hatched blastocysts were not also different among the same groups (79.84 ± 12.63 vs. 83.3 ± 17.46 vs. 78.55 ± 14.48% vs. 72.02 ± 14.09). In addition, total cell number was significantly (p<0.05) greater in blastocyst treated with MMP9 300 ng/ml among all treatment groups. On the other hand, there was no significant difference of ICM vs. TE ratio in all groups. The expression of five out of six genes (i.e., MMP2, MMP9, IFNt, SSLP1 and HNRNPA2B1) was different among the groups. The expression of IFNt and HNRNPA2B1 genes was significantly greater in MMP9 (p<0.05), but there was no difference of MMP9 expression between MMP2 and MMP9 group (p>0.05). The normalized expression of MMP2 and SSLP1 was greater in MMP2 than other groups (p<0.05). In conclusion, MMPs treatment during IVC-2 medium was remarkably effected on blastocyst developmental competence and gene expression profiles that are related to embryo quality and implantation.

Purpose: The purpose of this study was to identify the effect of simulation-based education for nursing students. Methods: One group pre-post test of quasi-experimental design was used. Forty-four nursing students participated in the study. The instruments used for this study were critical thinking disposition scales and problem solving process scales, clinical competency scales. Data were analyzed using the SPSS 18.0 program with descriptive statistics, paried-test. Results: There were significant increases in critical thinking(t=5.958, p<.001), problem solving process(t=3.331, p=.002) and nursing clinical(t=2.226 p=.031). Conclusion: In conclusion, the simulation-based education program was effective in contributing towards the development of critical thinking, problem solving process and clinical competence. Further study is needed to develop of clinical based learning modules and determine the effect of simulation method, learning times, team size on learrning.

One of major education process flaws in the Lembaga Pendidikan Tenaga Kependidikan (LPTK) or Teacher Training Institute in Indonesia is portrayed in the implementation of the Program Pengalaman Lapangan (PPL) or Apprentice Program that has not optimally developed candidate’s proficiency to be competent teachers. Therefore, this research is intended to construct a teaching and learning model of practical teaching that can improve pedagogical competence as the ultimate goal to be achieved by future teacher candidates. The main subjects of this study were undergraduate students of the Elementary School Teacher Education program conducting their PPL in Indonesia University of Education and Lampung University. Based on the analysis of Wilcoxon Signed Rank Test, on the level of significance of 95% (α = 0,05), the model produced from the research and development process and called theModel Pembelajaran Praktik Mengajar Reflektif (MP2MR) was verified to help improve students competence based on the following benefits,(a) teaching and learning and evaluation designs focused on standardized achievements (b) individual and contextual implementation of problem-solving based process of teaching and learning, and (c) priority to intrinsic evaluation.

The aim of this study was to investigate the effects of group-based consultations on pre-service primary school teachers' English teaching competence. Twenty nine pre-service teachers in groups of four or five received two rounds of consultations on their micro-teaching demonstrations from two native English instructors. The consultation procedure was three steps: preparation, micro-teaching observation and feedback. The self-evaluation checklists and micro-teaching evaluations were analyzed quantitatively to find how much improvement between the first and second micro-teaching had been made. The results indicated that consultations helped the pre-service teachers to improve their English teaching competence in general. The comments written by the consultants and the pre-service teachers about their micro-teaching observations were examined qualitatively. The results showed that consultations enabled the pre-service teachers to realize the strengths and weaknesses in their teaching behavior. Also, the observation of peer teaching and group discussion helped them to gain useful teaching skills and insights on what a good English lesson should be like.

이 연구는 대학에서의 교수역량강화를 위한 전략으로 부각되고 있는 “수업컨설팅”의 효과를 측정하기 위한 객관적 평가지표를 개발하기 위한 연구이다. 이를 위하여 기존 문헌 연구를 통해 교수역량에 관련한 국내 연구들을 바탕으로 교수역량 요인들을 추출해 델파이 설문지를 만들어 전국대학 교수학습개발센터에서 수업컨설팅을 업무를 맡고 있는 실무자 20명의 응답으로 2회에 걸친 델파이 조사를 실시하였다. 1, 2차 델파이 조사를 통해 선정된 25개 문항을 놓고 3차 조사는 전문가들의 심층토의를 거쳐 최종 교수역량 평가지표 24개 문항을 선정하였고 각 문항이 속할 대영역의 명칭과 문항 분류를 결정하였다. 수업설계와 준비에 해당하는 부분은 대부분이 문항에서 제외되었고, 실제 수업활동에 속하는 문항이 다수가 포함되었다. 이를 통해 개발된 평가지표가 실천적 교육역량에 속하는 것임을 고려한다면, 수업컨설팅 현장에서 효과적으로 활용될 수 있을 것으로 보인다.

In canine, oocytes are ovulated at the GV (germinal vesicle) stage and they have to fulfill maturation phase before reaching metaphase II stage. The efficiency of in vitro maturation is still very low. Therefore, the aim of this study was to investigate the effect of in vitro maturation on nuclear changes of immature canine oocytes recovered from different reproductive stages ovaries and different culture conditions. The oocytes were cultured in TCM-199 with supplement at 5% and for 72 h. The nuclear maturation of canine oocytes was evaluated with Hoechst 33342 stain under fluorescence microscope (Fig. 1). The results of this study detected differences in in vitro maturation rate between oocytes recovered from follicle status and non-follicle status ovaries. However, these differences were not significant as indicated in Table 1 and Fig. 2. In regard to the effect of culture condition with supplements, we did not found significant differences compared with control group (Table 2, Table 3). One of the reasons for this data could be the conditions that ovaries were exposed during slaughtering process or the long distant transportation of the ovaries. Although these data have not shown clearly significant differences results compared with control, furthermore the different reproductive status ovaries was beneficial for maturation of oocytes in vitro and can be a basic part of knowledge to improve in vitro maturation of canine oocytes.

Virtual project organization may be recognized as one of the promising business models in which many knowledge sources externalize through cross boundaries of knowledge-based organizations. This paper proposes a knowledge competence evaluation of virtual project organization based on the following perspectives: 1) Individual knowledge perspective, 2) Activity-oriented knowledge perspective, and 3) Knowledge-driven social network perspective. In the framework, individual knowledge competence having experienced or learned from knowledge-based activities and virtual networks in the project, should be evaluated according to the assumption that knowledge and collaboration competence depends on the activities and networks acquired proportionally by the past participation to projects. An illustrative SI example is given in order to validate the proposed evaluation and computing procedure.

북한 이탈주민의 가파른 증가에 따라 우리 사회는 정치, 경제, 사회적으로 다양한 관심을 갖게 되었다. 이들이 갖고 있는 문제를 풀기 위해서는 원인에 따른 각기 다른 대처방법이 있겠지만 현재 남한에서 살아가야 하는 현재의 당면한 문제에 기반하여야 할 것이다. 그동안에 이루어진 접근방법은 주로 경제, 생활정착에만 초점을 두었으며, 북한이탈주민에 대한 관점이 일방적으로 한국사회에 동화해야만 하는 수동적인 대상으로만 보았지만 이제는 다문화적 관점에서 북한이탈주민이 갖고 있는 독특한 경험구조와 상황에 맞게 문화적 다양성에 민감하고, 이에 맞는 전문지식과 기술을 갖춘 사회복지 서비스를 제공할 수 있는 문화적 역량을 갖춘 실천활동이 필요한 때이다. 이에 본 연구에서는 북한에 대한 이해, 탈북과정에 대한 이해, 남한사회에서 겪은 적응의 어려움에 대한 고려, 가족해체 현상에 대한 고려의 4가지 요소를 기본으로 문화적 역량의 이론적 틀에 따라 인식, 지식, 기술의 각각의 영역에서 필요한 사회복지실천적 방법을 제시해 보았다. 본 연구는 북한이탈주민이 한국사회에서 생활해 나가는데 필요한 사회복지적 접근에 있어서 문화적 역량에 기반한 개입의 필요성과 이론적 근거를 제시하고, 그 실천방안에 대한 논의를 시작하였다는 점에서 향후 연구의 기본 토대가 될 것이다.