본 연구는 작업치료대학생을 위한 임상실습 교육 프로그램과 임상수행능력 척도를 개발하고 효과성을 알아보고자 실시하였다. 임상실습 교육 프로그램은 2019년 1월부터 10월까지 직무 전문가 43명을 대상으로 구조화된 면담과 비구조화된 면담을 실시하여 개발하였다. 임상수행능력 척도는 2019년 2월부터 10월까지 문헌 연구와 직무 분야의 전문가 5명을 대상으로 초점집단면담을 실시하였고, 최종 척도 문항을 선정하기 위해 203명의 작업치료학과 3, 4학년을 대상으로 예비검사를 진행하여 개발하였다. 이후 개발한 임상실습 교육 프로그램 효과성을 파악하기 위해 2019년 12월부터 2020년 3월까지 작업치료 실습생을 대상으로 효과성 연구를 실시하였다. 개발한 임상실습 교육 프로그램을 이수한 실험군 15명과 전통적 임상실습 교육 프로그램을 이수한 대조군 15명으로 대상자를 나누어 총 8주 동안 실시하여 그들의 중재 전․후 임상수행 능력을 비교하였다. 임상실습 교육 프로그램 및 임상수행능력 척도 개발에 대한 연구와 개발한 임상실습 교육 프로그램이 작업치료대학생의 임상수행능력에 미치는 효과는 다음과 같다. 첫째, 임상실습 교육 프로그램은 델파이 기법을 적용하여 개발하였다. 델파이 기법을 통한 전문가 조사는 총 3회에 걸쳐 진행되었으며, 내용분석과 기술통계를 실시하여 반응 분포를 살펴보았다. 최종 11개의 교육 프로그램 주제들과 구성 내용들을 도출하였다. 둘째, 임상수행능력 척도 개발은 탐색적 요인분석 결과 4개의 하부요인(전문의식, 작업치료 평가, 작업치료 중재, 의사소통)과 총 27개 문항이 도출되었다. 요인별 신뢰도를 검증한 결과 .87∼.94로 나타났고, 전체 신뢰도는 .96으로 나타나 신뢰도가 검증되었다. 확인적 요인분석 결과, 적합도 지수(χ²=.76, df=.31, CFI=.81, TLI=.80, RMSEA=.79)가 적절하고 수용 가능한 결과가 나타나 타당도가 검증되었다. 셋째, 개발한 임상실습 교육 프로그램이 작업치료대학생의 임상수행능력에 미치는 효과는 실험군과 대조군 모두 중재 후 임상수행능력이 향상되었으며, 실험군이 대조군에 비해 임상수행능력이 유의하게 증가하였다. 이상의 결과를 종합하여 볼 때, 임상실습 교육 프로그램은 작업치료 대학생의 임상수행능력의 향상에 효과적임을 알 수 있었다. 따라서 임상실습 교육 프로그램이 다양한 실습 기관에서 작업치료 대학생을 위한 임상실습 교육 자료로 유용하게 활용되기를 기대한다.
This study is aimed to develop and validate the clinical practice education program and clinical competence scale of occupational therapy student. First, The development of the clinical practice education program used the delphi method, which had a total of five steps. Based on the occupational therapist's job analysis, the first stage assessed the importance of 21 experts, and the second stage examined the importance of 19 new specialists to derive constitutive factors. In the third stage, in-depth interviews were conducted with three experts based on the derived factors, and in the fourth stage, the final clinical practice education program was derived. In the final stage, the details of the clinical training program were drawn up based on the themes and were reviewed by two experts.Second, The development of clinical competence scale analyzed the definition of clinical performance and previous studies. In addition, components and preliminary questions were produced through Focus Group Interview(FGI). Next, 36 preliminary questions were developed by conducting content validity test on 4 experts. In order to select the final scale item, preliminary examinations were conducted on 203 occupational therapy departments in 3rd and 4th grade to verify item analysis and job validity. As a result of questionnaire analysis, no items were deleted, and after exploratory factor analysis, eight factors of professional consciousness, 11 items of occupational therapy evaluation factors, 4 items of occupational therapy intervention factors, and 4 items of communication factors were extracted into a total of 27 factors. As a result of verifying the reliability of each factor through the internal consistency coefficient Cronbach's α, it was found to be .87∼.94 and the overall reliability was .96. The correlation between the total score and the factors of the clinical competence scale was statistically significant. Through the confirmatory factor analysis, the model fit test of the factor structure for 27 items of 4 factors (χ² = .76, df = .31, CFI = .81, TLI = .80, RMSEA = .79) is considered acceptable. Third, The effectiveness analysis for the clinical practice education program was conducted from December 2019 to March 2020. 30 subjects who selected on the basis of the screening criteria were divided into the experimental group (n=15) who underwent the developing clinical practice education program and the control group (n=15) who underwent the original clinical practice education program. In order to measure of the clinical competence scale were used before and after th treatment intervention. The evaluation of this study was the developing clinical competence scale after 8 weeks of clinical practice. As a result of, the functions of the clinical competence scale were statistically significantly improved by the developing clinical practice education program(p< .05).Through this study, the clinical practice education program reduce the difference between school education and clinical education of occupational therapy student. Occupational therapy helps college student understand occupational therapy practices and improve the quality of clinical education. The clinical competence scale is a valid and reliable scale that can be useful for objectively assessing or evaluating the clinical performance of student before and after clinical practice. It is also suggested to be used as a criterion for evaluating the effectiveness of clinical practice education programs.