원예치료사 양성과정의 운영 현황과 발전방향

Abstract

Korean Horticultural Therapy and Wellbeing Association has been developed remarkably in the past 10 years, but is faced with a new social change and challenge as the necessity and achievement increase gradually. In accordance with these issues, this study was done with an aim to propose a mutual supplement and developmental growth of the educational curriculum being currently run in horticultural therapist training course which is based on the horticultural industry in Korea. For achieving the aim, this study conducted a sample survey with 187 therapists who passed the second class qualifying examination. They were sampled from three universities. 1. The Current State of Running Horticultural Therapist Training Course o The activities of horticultural therapy are applied in a wide range such as social welfare facility, vocational rehabilitation institute, psychiatric rehabilitation hospital, medical and psychiatric center, weekly protection center, sanatorium, school in general, school for handicapped children, agricultural technology center, and jail, etc. o Korean Horticultural Therapy and Wellbeing Association institutionalizes 110 hours and over as a regulation of educational curriculum, covering the four areas such as horticulture, horticultural therapy, medicine, and social welfare, all of which are necessary subjects for horticultural therapist to be qualified. Such an institutionalization is for cultivating horticultural therapists to be equal in terms of their qualification on a national level. However, the analysis of 16 life-long education centers reveals the following. 1) Total number of teaching hours are ranged from 81 hours at minimum to 112 hours at maximum. 2) The teaching subjects being covered by the 16 life-long education centers are different from the 24 teaching subjects prescribed by Korean Horticultural Therapy and Wellbeing Association. The examples are that 8 institutes cover 20 subjects and over, while another 8 institutes cover less than 20 subjects. Overall, the number of teaching subjects are ranged from 18 at minimum to 23 at maximum. 3) The hours of practice are ranged from 24 at minimum to 48 at maximum. In details for the hours of practice, one institute runs 48 hours, another one institute 45 hours, nine institutes 32 hours, four institutes 28 hours, and another one institute 24 hours. For field trip as a practical study, three institutes run 24 hours, 6 institutes 16 hours, and 7 institutes 8 hours. o The female are all most three times more than male among the 187 samples, showing that females are 78%, and males are 22%. By educational attainment, 96% are the graduates from college and university, while 4% are the graduates from high school. By age, 35% are the twenties, 29% thirties, 31% fourties, 12% fifties, and 2% sixties. *A total of 2,638 have been graduated from horticultural therapy training course for eight years from 2000 to 2007. Cheju national university is ranked first. In terms of number of graduates per course, producing 252 graduates (9.5%) during four years. * The analysis of running the subjects being run by life-long education centers in 16 universities illustrates that Cheju National University is ranked first in terms of number of teaching subject and teaching hour. * These would mean that the students have a strong sympathy with and participation in the education due to low individual financial burden caused by the fact that Cheju Special Self-Governing Province has supported fiance for horticultural therapist education. * It is hypothesized that the horticultural therapist education being run in local universities will be activated if local governments and/or public organizations support finance for securing the improvement in the quality of education and stabilized number of students. 2. The Current States of Educational Condition by the Contents of Horticultural Therapist Education, Demand on Education, and Satisfaction with Education o Educational Condition: The order of educational contents by subject illustrates that the work analysis of horticultural therapy and the practical work of programme is taught most, and followed by the basic principle of horticultural therapy and the mechanism of therapy in terms of its effectiveness, the cultivation management and propagation of horticultural plants, the clinical training of horticultural therapy (cultivation management and propagation of flowering plant), indoor plant and landscape, the kind and characteristics of flowering plant, the evaluation of horticultural therapy programme and the introduction of its items, horticultural therapy and psychiatry, horticultural therapy and rehabilitation medicine, clinical practice of horticultural therapy (cultivation management and propagation of vegetables), and horticultural therapy and nursing science. o Educational Demand: The clinic practice of horticultural therapy on cultivation management and propagation of fruit tree is demanded most, and followed by the clinic practice of horticultural therapy (cultivation management and propagation of flowering plant), research method of horticultural therapy, the analysis and programme of the work on horticulture, the evaluation of horticultural therapy and the introduction of its items, the clinic practice of horticultural therapy (indoor landscape), the clinics of horticultural therapy (cultivation management and propagation), the basic principle of horticultural therapy and the mechanism of therapy in terms of its effectiveness, indoor plant and its landscape, the whole area of horticultural therapy, and pressed flower and the decoration technology of flowering plant. o Satisfaction with Education: The samples were satisfied most with the cultivation management and propagation of flowering plant, and followed by horticultural therapy and rehabilitation medicine, the kind and characteristics of flowering plant (form classification), the basic principle of horticultural therapy and the mechanism of therapy in terms of its effectiveness, indoor plant and its landscape, the clinic practice of horticultural therapy, the whole areas of flowering plant, the biological physiology of flowering plant, horticultural therapy and psychiatry, the analysis of horticultural therapy work and the practice of analytic programming, and horticultural therapy and nursing science. * 43% among the total samples responded 'No' on the suitableness of current educational hours, and more than 60% wanted the educational hours should be more or less than 200 hours. * These findings would propose that the current curriculum prescribed by Korean Horticultural Therapy and Wellbeing Association should be extended as follows. The current teaching hours - three hours of teaching per week and four hours of practice for 16 weeks - should be extended to four hours for teaching per week and four hours of practice for 20 weeks. The total educational hours will be extended from 112 to 160. * It would be desirable to strengthen a suitable educational contents according to the students, focusing on their horticultural activities such as the clinic practice of horticultural therapy activity, planting and management, applied fine arts, and flower decoration, etc. 3. The Current States of Horticultural Therapist Educational Contents, Demand, and Satisfaction o Three scales - work empowerment scale, self-directional scale, and interpersonal scale - were applied to the samples, using three scale items. It was resulted in no significant difference among the samples. o The analysis of the qualifying examination of horticultural therapist during the past four years reveals that flowering plant covers 26.5%, and horticultural therapy 22.8%, medical area 29.5%, welfare and others 21.2%. o The medical area focusing mainly on psychiatry, rehabilitation medicine, and working treatment is an area of licensed medical doctor. In this sense, the medical area in horticultural therapy would be enough to be introductory level. o It would be desirable that the educational hour for running horticultural therapist should be at least more than 150 hours. A dominant opinion for improving the effectiveness of education and lecture is that local government, as Cheju Special Self-Governing Province is doing, should support the whole finance. * The educational condition, demand on education, and satisfaction with education were different in order by educational institute. This would be caused by the fact that each institute has different system in lecturer and educational circumstance. Nonetheless, the demand on the clinic practice of horticultural therapy showed a higher score in all of the three sample universities. In particular, the graduates from Cheju National University showed a very high satisfaction with all subjects related to clinic practice. * All of the three sample universities showed a very high demand on the area related to horticultural therapy. This would suggest that the educational contents and teaching hours should be supplemented and revised. * Even though medical area occupied the highest proportion in the qualifying examination during the past four years, the examination items are mostly those related to the treatment and remedy by professional medical doctor. This would mean that the examination items of medical area are beyond the areas of which horticultural therapist should acquaint and/or the areas of which are not applied to the clinic practice of horticultural therapy. * With such implications, the samples perceives that about 30% allocated to medical area should be assigned equally to the area of horticulture and social welfare, consultation, developmental psychology and horticultural therapy. This will be resulted in a focus on the cultivation of horticultural therapist as a significance of welfare dimension. In addition, the samples perceived to strengthen the education of psychology and consultation technique which will contribute to the mutual trust between horticultural therapist and patient.

우리나라의 원예치료사 협회는 지난 10년간 괄목할만한 발전을 이루어 왔다, 원예치료의 필요성과 성과가 수반되는 요구가 점진적으로 증가함에 따라 새로운 사회적 변화와 도전에 직면하게 되었다. 본 연구는 우리나라 원예 산업을 기반으로 한 원예치료사 양성과정의 교육과정 운영에 있어 상호 보완적이며 성장 발전할 수 있는 방안을 제시하고자 187명의 원예치료사 2급 자격시험에 합격한 3개 대학 수료자를 대상으로 설문지 조사를 실시하였다. 1. 원예치료사 양성 교육과정 운영 현황조사 ○ 원예치료 활동범위를 보면 사회복지시설 및 지업재활, 정신과재활의학병원, 보건소 및 정신보건센터, 복지관 및 주간보호센터, 요양원, 일반학교, 특수학교, 농업기술센터, 교정기관 등 폭넓게 원예치료를 적용하여 프로그램을 진행하고 있다. ○ 원예치료복지협회에서는 전국적으로 동일한 수준의 우수한 원예치료사의 양성을 목적으로 교육운영규정에 준하여 원예치료사로서 필요한 원예 분야, 원예치료분야, 의약분야, 사회복지분야를 집중적으로 110시간 이상 교육하도록 했으나, 16개 평생교육원을 분석해보면 다음과 같다. 1) 총교육시간은 각 평생교육원별 112시간 - 최저 81시간 2) 24개의 교육과목 중 20개 이상 과목 이수 8개 평생교육원, 20개 과목 미만 8개 평생교육원으로 나타났으며, 협회에서 지정한 과목수와 차이가 있음을 알 수 있다. 최고 23과목, 최저 18과목 교육되었다. 3) 실습시간은 최고 48시간 실시 1개소, 45시간 1개소.32시간 9개소, 28시간4개소, 최저24시간 1개소로 나타났으며, 견학실습은 24시간 3개소, 16시간6개소, 8시간 7개소이다. ○ 원예치료사 양성과정 수료자 성별 구성비는(설문 187명) 남 41명(22%), 여 146명(78%)로 원예치료사 양성과정 이수자는 남성보다 여성이 거의 배로서 여성이 많음을 나타냈다. 학력으로 보면 전문대 이상 졸업이 96%(82명), 고졸 4%(8명)로 원예치료사 자격취득 규정의 학력이 전문 학사 이상으로 되어있어 고졸이하는 극히 적었다. 2000년~2007년까지 8년간 원예치료사 교육과정 수료생은 전국 총2,638명이며 그중 제주대가 4년간 252명(9.5%)의 수료생을 배출 하여 타지방 대학과 비교해 볼 때 기당 수료생 수가 가장 많았다. 또한 16개 대학별 평생교육 교과목 운영 실태 조사결과 제주대가 실시교과목수, 교육시간이 전국에서 가장 많은 것으로 나타났으며. 이는 제주도의 교육비 재정 지원 사업으로 원예치료사 교육에 대한 경제적 지원을 통하여 교육생들의 개인부담이 적어 교육 호응도와 참여도가 높았기 때문으로 판단된다. 교육의 질 향상과 안정적인 교육생 확보를 위해서는 지방자치단체나 공공부분의 재정적 지원이 뒷받침 된다면 현재 지방대학의 원예치료사 교육이 활성화 될 것으로 생각된다. 2. 원예치료사 교육내용별 교육실태, 교육요구도, 만족도를 조사·분석한 결과 ○ 과목별 교육내용순위를 보면 교육실태에서는 (1)원예치료작업분석 및 프로그램 작성의 실제, (2)원예치료의기본원리와 작용기전 및 효과, (3)원예식물의 재배관리 및 번식, (4)원예치료 임상실습(화훼류 재배관리, 번식), (5) 실내식물 및 조경, (6)원예식물의 종류와 특성, (7)원예치료프로그램 평가 및 평가지 소개, (8)원예치료와 정신의학, (9)원예치료와 재활의학, (10)원예치료 임상실습(채소류 재배관리, 번식)… (28)원예치료와 간호학 순으로 나타났다. ○ 교육내용 요구도 순위별로 보면 (1)원예치료임상실습(화훼류 재배관리, 번식), (2)원예치료 연구방법론, (3)원에작업분석 및 프로그램 작성의 실제, (4)원예프로그램 평가 및 평가지 소개, (5)원예치료임상실습(실내조경), (6)원예치료임상(채소류 재배관리, 번식), (7)원예치료의 기본원리와 작용기전, 효과 (8)실내식물 및 실내조경, (9)원예치료분야전체… (28)원예치료임상실습(과수류 재배관리, 번식) 순으로 나타났다. ○ 교육내용 만족도 순위별로 보면 (1)원예식물의 재배관리 및 번식, (2)원예치료와 재활의학, (3)원예식물의 종류와 특성(형태분류), (4)원예치료의 기본원리와 작용기전, 효과, (5)실내식물 및 실내조경, (6)원예치료 임상실습, (7)원예 분야 전체, (8)원예식물생리학, (9)원예치료와 정신의학, (10)원예치료 작업분석 및 프로그램 작성의 실제… (28)원예치료와 간호학 순위로 나타났다. * 현재 교육시간 적절성 여부에 43%가 '아니오'를 택했으며, 60%이상이 200시간 내외로 늘렸으면 좋겠다는 의견으로 조사되었다. * 현재 1주당 3시간 강의, 4시간 실습인 16주 총112시간 협회규정 교육을 1주당 강의 4시간, 실습 4시간으로 늘리고, 20주를 한다면 학기 내에 160시간 교육이 가능할 것으로 판단된다. * 교육내용에 대한 응답으로¡ 원예치료 활동 임상실습이 가장 많았으며, 식물심기 및 관리, 공예, 꽃 장식, 기타(요리, 생활소품 만들기)와 같은 원예활동 중심으로 대상자에 따라 적절한 프로그램을 적용할 수 있도록 실습교육을 강화하는 것이 바람직하다고 판단된다. 3. 원예치료사 교육내용 실태, 요구도, 만족도 현황 조사 ○ 원예치료사 자격시험출제경향은 4년간 평균 분야별 분석결과를 보면 원예 분야 26.5%, 원예치료분야 22.8%, 의료분야 29.5%, 복지 및 기타분야 21.2%로 원예치료자격시험 분야별 출제경향은 의료분야가 29.5%로 높은 비중을 차지하고 있다. ○ 또한 원예치료사 양성과정 운영상 최소한으로 요구되는 교육시간은 150시간 이상 되어야 하며, 강의의 충실도를 위하여서는 제주도와 같이 지자체에서 교육비 전액을 부담해야 한다는 의견이 대부분이었다. * 각 교육기관 별로 실태, 요구도, 만족도 순위가 차이를 보였으며, 이는 각 대학의 강사진에 대한 차이, 교육여건 등과 관련 있다고 판단된다. 그럼에도 불구하고 원예치료 임상실습에 대한 요구도는 3개 대학 모두 높은 점수를 나 타냈으며, 특히, 제주대의 경우, 모든 임상실습에 대한 만족도가 매우 높은 것 으로 조사되었다. * 3개 대학 모두 원예치료분야 교육에 대한 요구도가 매우 높은 것으로 조사되어 이 분야의 교육내용, 교육시간의 보완 개정이 절실한 것으로 확인되었다. * 원예치료사 자격시험 4개 분야 중 의료분야가 29.5%로 가장 높은 비율을 차지하고 있으나 실제 문제를 살펴보면 원예치료사의 직무수행에 필요한 교육의 기본을 검정하는 문항이라기보다는 전문의사들이 처방하며 전문치료에 필요한 문항이 대다수 조사되었다. 또한, 원예치료사가 필히 숙지하여야할 문항이 아니고 임상실습 중에도 적용되는 예가 거의 없는 것으로 조사 되었다. * 따라서 의료분야에 할애되었던 약 30%를 원예 분야와 사회복지, 상담, 발달심리 및 원예치료 분야에 고루 배정하고, 의료분야 문항은 원예치료에 필요한 의학기초지식과 임상위주의 문항개발이 필요하며, 복지적 차원에서의 원예치료사 양성에 주력하여야 하며 특히 환자와의 상호신뢰를 구축할 수 있는 심리와 상담기술 교육을 강화해야 한다고 판단된다.