프로젝트 기반 학습 중독 예방 교육의 효과

The purpose of this study is to verify the effect of project-based learning addiction prevention education on college students' cooperative self-efficacy, communication competence and problem-solving ability. The subjects of this study were 81 students participating in addiction prevention education in the second grade of a university located in M city. The data collection period is from before the implementation of addiction prevention education on September 4, 2025 to December 18 after the implementation of the education. For data analysis, the SPSS/WIN 25.0 program was used, and the general characteristics of the subjects were analyzed by frequency and percentage. After applying project-based learning addiction prevention education, the differences between college students' cooperative self-efficacy, communication competence and problem-solving ability were analyzed as mean, standard deviation, and response sample. As a result of the study, after conducting project-based learning addiction prevention education, college students' cooperative self-efficacy improved(t=6.18, p< .01), communication competence(t=3.49, p< .01) and problem-solving ability(t=4.91, p< .01) improved, resulting in statistically significant results. In addition, the sub-areas of problem-solving ability, such as problem clarification(t=3.43, p< .01), cause analysis(t=2.65, p= .01), alternative development(t=4.54, p< .01), plan execution(t=5.19, p< .01), and performance evaluation(t=4.74, p< .01), were significantly improved. This study verified that project-based learning addiction prevention education is effective in improving cooperative self-efficacy, communication competence and problem-solving ability, but since generalization is limited due to the concentration of nursing students as university students, repeated research and expansion studies including various subjects and learning environments are needed in the future.