• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.7
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• pp.3349-3357
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• 2013

The purpose of this study was to verify the effectiveness of an integrated nursing curriculum based on simulation with problem-based learning (PBL) by comparing the clinical competence and the self-confidence of newly graduated nurses. A non-equivalent control group post-test design was employed to compare the clinical competence and the self-confidence in the clinical performance examination using standardized patients between 39 newly graduated nurses with the traditional nursing curriculum and 35 with the integrated nursing curriculum. Data analysis involved Fisher's exact test, t-test, Pearson's correlation coefficient, and ANCOVA with the SPSS 19.0 program. The total clinical competence mean score graded by the standardized patients was not different between the two groups. However, the total clinical competence mean score graded by faculty was significantly higher in the integrated curriculum group than the traditional curriculum group. The mean self-confidence score was significantly higher in the integrated curriculum group than the traditional curriculum group. Active teaching-learning strategies including simulation or PBL in the nursing curriculum could benefit for nursing students by inducing favorable clinical competence and self-confidence. Longitudinal follow-up studies based on observation are needed to explore the patient outcomes in addition to the learner outcomes in clinical settings.

• 대한공업교육학회지
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• v.34 no.1
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• pp.196-209
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• 2009

The purpose of this study was to analyze engineering basic competencies about the time completed a course and educational needs of engineering college graduates. Survey method using questionnaire was the major research method of this study. A survey of 807 engineering college graduates was carried out. Questionnaire were made of the level of engineering basic competencies of engineering college graduates, its priorities of actual vocation and level of engineering basic competencies of major. Major results of the study, some recommendations for future researches were made as follows: The level of engineering basic competencies of engineering college graduates was 3.3 average(5 full marks). Engineering basic competencies that educational needs were high respectively, were an ability to communicate effectively, an ability to design a system, component, or process to meet desired needs, an ability to function on multi-disciplinary teams, an ability to understand global culture and cooperate internationally, an ability to design and conduct experiment as well as to analyze and interpret data, and an ability to engage in life-long learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.1
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• pp.441-452
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• 2016

The purpose of this study was to examine the characteristics of domestic research into breast-feeding intervention education geared toward mothers and the content of the intervention based on the existing literature in an effort to provide information on how to offer the best intervention. Domestic studies reported between January 1993 and December 2014 were analyzed using four different databases. Fifteen studies were selected from 76 studies included in the databases after performing the searches. How long breast-feeding intervention remains effective should be studied to secure scientific rationales, which is one of the proper nursing interventions to boost breast feeding. As a result of analyzing the papers according to Whittmore and Knaf's integrative review method, the individual educational intervention was offered in two papers, and the individual education and group education were both provided in four. In nine papers, individual education, group education, phone counseling and education by home visits were all offered. Follow-up studies should be conducted by adopting a systematic research design to find more scientific evidence for appropriate nursing interventions to boost breast-feeding. These results will be useful for the development of educational programs for breast-feeding if more accurate information on breast-feeding education for mothers can be obtained.

• Journal of the Korean Society of Radiology
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• v.15 no.2
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• pp.219-227
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• 2021

This study examines the status of non-face-to-face online continuing education for radiological technologist working at medical institutions in a region, their satisfaction, and completion status, and provides basic data on the design and operation of continuing education predicted after the post-coronavirus. It was implemented to do. From January 5, 2021 to January 31, 2021, 255 radiological technologist license holders who completed online continuing education in 2020 were targeted. Satisfaction with online continuing education was higher as the age, male radiological technologist, and job title increased after obtaining a license. As for the status of completion of continuing education, the higher the age, the higher the percentage of regular members belonging to the branch, the more moderate the cost of continuing education of medical institutions was guaranteed, and the more the completion of the continuing education license and the recognition of legal restrictions. Based on the results of this study, in order to increase the satisfaction and completion of continuing education, it is necessary to develop various educational programs and contents according to age in preparation for the rapidly changing medical environment, and it is necessary to identify and provide members' needs.

• The Mathematical Education
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• v.61 no.4
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• pp.521-537
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• 2022

The unprecedented COVID-19 pandemic has disrupted, interrupted, and changed the way we normally prepare our teacher candidates in teacher preparation programs. In this paper, we, two mathematics teacher educators (MTEs), reflect our own experiences in appropriating, transforming, reconstructing, and modifying our pedagogies of teacher education in making a transition from face-to-face to online environment during the COVID-19 pandemic. Using a collaborative self-study, we discussed issues, challenges, changes, opportunities, and innovations of teaching an elementary mathematics methods course in the online environment. Using a constant comparison method, we explored the following three themes: (1) using virtual manipulatives; (2) creating collaborative, interactive, and shared learning experiences for preservice teachers; and (3) making preservice teachers engaged in student thinking. These findings indicated that online teaching requires transformative knowledge for teacher educators. Transferring face-to-face to online is not a simple matter of putting the existing content to online; it should focus on pedagogical improvement in teaching mathematics rather than technology's sake or how it can be repurposed in a new online environment in a way that students' learning is optimized. The findings of this study provide implications for unpacking MTEs' technological pedagogical content knowledge (TPACK), creating collaborative learning experiences for preservice teachers, and designing a collaborative self-study between MTEs engaged in the community of professional learning.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.16 no.1
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• pp.99-111
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• 2021

The purpose of this study is to examine the experiences and attitudes of elementary pre-service teachers, the level of entrepreneurship core competencies, and to analyze differences in entrepreneurship core competencies by grade, gender, and attitude. To this end, 208 elementary pre-service teachers who responded to the online questionnaire surveyed their experience, attitudes, perceptions, entrepreneurship attempts, and entrepreneurship core competency levels. As a result, pre-service teachers had a low level of understanding and direct participation in entrepreneurship education, the need for entrepreneurship education for elementary school students and teachers was high. The average of the value-creation competency group consisting of innovation, social value orientation, and change agility was relatively lower than the challenge, group creativity, and self-directed competency group. The difference of the entrepreneurship core competency level between the grades was not significant, and female students' competency levels were statistically significantly higher than male students. In addition, the average of the four core competencies of entrepreneurship in the group that recognizes the importance of entrepreneurship as essential competencies was statistically higher than that of their counterparts. Based on the results of this study, the implications for the design and development of a program for enhancing entrepreneurship competency for elementary school pre-service teachers were presented.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.95-113
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• 2022

The purpose of this study is to analyze the 'Action Competence on Climate Change(ACoCC)' shown in 12 types of middle school 「Technology & Home Economics」 textbooks written according to the 2015 revised curriculum, and to suggest ways to improve the activity tasks. According to the results of the analysis, first, the 'knowledge on climate change' was the most frequently mentioned, and 'climate change communication' was the least frequently mentioned in the textbook among ACoCC. Second, all 12 textbooks dealt with 'knowledge about climate change' most frequently, yet the frequency of mentioning other competencies differed by publisher. In relation to the core concepts, the ACoCCs were most often discussed in the 'Management,' yet never discussed in the 'Life Design' at all. In relation to the academic sub-fields of home economics, the 'clothing life' showed the highest frequency of mentioning ACoCCs, while 'family life' the lowest frequency. Based on the results of the above analysis, it was suggested that the capacity to respond to climate change should be dealt with in the overall fields of home economics education. This study has implications as a basic study related to climate change in home economics education, and it is expected that various research and educational programs in home economics education that focus on climate change mitigation are implemented in the future.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.85-114
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• 2014

The main purpose of this study was to develop teaching and learning plans and a smart textbook for food and nutrition education in Home Economics focusing on 'healthy diet and meal plans' unit in "Technology home Economics" textbooks for 7th graders to evaluate the effectiveness of the instruction conducted with the smart textbook. The content of the study to achieve the purpose is as follows: First, design a smart education-based teaching and learning curriculum for food and nutrition education in Home Economics, focusing on 'healthy diet and meal plans' unit. Second, develop a smart textbook for food and nutrition education based on the teaching and learning curriculum, using a smart content authoring tool. Third, evaluate the effectiveness of the instruction after applying the curriculum in real classroom situations. The results of this study were as follows: First, teaching and learning plans and materials were developed for two units, 'issues regarding teenagers' diet' and 'implementation of a healthy and balanced diet', under 'teenagers' life'. The first unit, 'issues regarding teenagers' diet', dealt with topics such as teenagers' dietary behaviors, nutrition, and health. Learning objectives for this unit were to help students identify and evaluate their own dietary behaviors. The second unit, 'implementation of a healthy and balanced diet', encouraged students to diagnose problems with their diet and plan nutrient rich meals. The objectives for this unit were to help students implement a healthy and balanced diet by providing them with nutrition and dietary guidelines for Koreans, sample meal plans, and guidelines for developing healthy eating habits for teenagers. In order to develop a teaching and learning plans to achieve these objectives, teaching and learning materials including inquiry tasks, materials for group activities, multimedia, applications and various pop-up learning materials were developed. Second, a smart textbook using DocZoom, which was a smart content authoring tool was developed. The textbook dealt with issues regarding teenagers' diet and implementation of a healthy and balanced diet. Multimedia material used in the textbook come from the Ministry of Food and Drug Safety's food and nutrition education web sites and other sources. To develop student-oriented material, relevant video clips were added to the smart textbook to motivate students and enhance their interest in the course. Third, the outcome of this study indicated that the instruction using teaching and learning plans and learning materials with the smart textbook was effective for enhancing students' interest in Home Economics classes (t-value=-3.99, p<.001), creating enthusiasm for learning(t-value = -2.61, p<.05), encouraging self-directed and independent learning(t-value = -4.77, p<.001), and improving students' interest in food and nutrition courses(t-value = -3.83, p<.001). The students' evaluation of the instruction were as follows: the instruction using teaching and learning plans and learning materials with smart textbooks, instead of paper textbooks, helped them save time looking for learning materials; students evaluated that it was easier for them to see and understand video clips and charts. In addition, most students answered that instruction with smart textbooks were more fun and convenient, and they agreed that the courses enhanced their learning experience.

• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.542-552
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• 2022

The importance of the child-care teacher's job has recently been greatly emphasized due to changes in the transitional social environment, but the performance conditions are poor, requiring management of various job factors. For the purpose of providing information for practical application and institutional support related to child-care teachers, this study selected Flourish, Care that Respects the Rights of Child, and Job Crafting to verify the functional impact relationship and effectiveness. Since there are no domestic studies on child-care teachers using these variables, hierarchical regression analysis was performed on 223 child-care teachers to obtain initial information. As a result of the analysis, only the average difference between groups was found in terms of Flourish according to age and Negative Job Demand Reduction according to working hours. And it was found that the Enhancement of Social Job Resources had a moderating effect. Therefore, it is necessary to prepare a new job management strategy based on the information provided by this study and to develop a highly effective reinforcement program for each factor.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.177-189
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• 2016

This study examined the effectiveness of maternity nursing simulations using a high-fidelity simulator for undergraduate nursing students. One-group pretest-posttest design was used. The simulation-based education program consisted of three sessions, including the clinical scenarios about prenatal, childbearing and postpartum care. The program provided for 3 weeks in November 2014. Data was collected before and after the simulation education using self-reported questionnaires, which included simulation effectiveness, problem solving ability, communication skills and self-confidence in maternity nursing. The data of 83 participants were analyzed using the IBM SPSS 20.0 program. After simulation education, the overall score of the simulation effectiveness was 17.4 out of 26.0. Communication skill (t=4.58, p=<.001) and self-confidence in maternity nursing (t=9.70, p=<.001) increased significantly in the posttest. On the other hand, there was no significant change in the problem solving ability. The simulation effectiveness correlated significantly with the problem solving ability (r=.494, p<.001), communication skill (r=.361, p<.001), and self-confidence in maternity nursing (r=.497, p<.001) after simulation-based education. These findings suggest that the high-fidelity simulation in maternity nursing education could be used not only to enhance the nursing competency, but also to deal with the limitations of the clinical practicum in the current situation.