• Journal of Digital Convergence
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• v.15 no.7
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• pp.319-328
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• 2017

This study was done to identify the relationship among smartphone addiction, emotional intelligence, critical thinking disposition and communication skill for nursing students. Subjects were 301 associate nursing students in Korea. The data were collected using self -report questionnaire from november 1 to november 30, 2016. Data were analyzed by frequencies, t-test, ANOVA, Pearson's correlation using SPSS Win 18.0. The score for Smartphone addiction was 2.84. Tolerance was the highest and Virtual world orientation was the lowest in the subdimension. 88.7% of the general user group, 9.6% of the potential risk user group and 1.7% of the high risk user group were in the order of the smartphone addiction. Smartphone addiction were significantly negative correlation with emotional intelligence and critical thinking disposition in nursing students. And the higher smartphone addiction was showed the lower emotional intelligence, critical thinking disposition. Smartphone addiction were no significantly correlation with communication skill in nursing students. Emotional intelligence were significantly positive correlation with critical thinking disposition and communication skill in nursing students. Therefore, To increase emotional intelligence and critical thinking disposition of nursing students, it is necessary to develop and test the program for decrease smartphone addiction of nursing students.

• The Journal of the Convergence on Culture Technology
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• v.5 no.2
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• pp.329-336
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• 2019

The study was to identify the factors affecting accomplishment of outcome-based education of nursing students. Study subjects were recruited 364 nursing students of junior and senior. We collected data using self-reported questionnaire of communication competence, critical thinking disposition, self-leadership, research competence and accomplishment of outcome-based education. accomplishment of outcome-based education showed statistical differences according to grade, understanding of outcome-based education, satisfaction of outcome-based education, and experience of clinical practicum. Accomplishment of outcome-based education was positively correlated with communication competence, critical thinking disposition, self-leadership and research competence. The influences of accomplishment of outcome-based education were satisfaction of outcome-based education (${\beta}=0.33$, p<0.001), self-leadership (${\beta}=0.21$, p<0.001), research competence (${\beta}=0.18$, p<0.001), critical thinking disposition (${\beta}=0.17$, p<0.003), communication competence (${\beta}=0.14$, p=0.006), and experience of clinical practicum (${\beta}=0.10$, p=0.023). These variables explained 38.1% of total valiance on the accomplishment of outcome-based education. It would need to develop and apply formal and non-formal educational courses for enhancing self-leadership, research competence, critical thinking disposition, and communication competence.

• Journal of Digital Convergence
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• v.13 no.6
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• pp.197-203
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• 2015

This study was investigate difference between critical thinking ability and disposition for the development of convergence. Data were collected from Nov. 5th to 16th 2012, using critical thinking instruments. There was no statistically significant difference in critical thinking ability according to scholastic standards and problem-based learning classes but difference according to level of education(senior students were higher than the other grades), clinical practice education and completion of critical thinking subject. There was no statistically significant difference in critical thinking disposition according to anything. Upon examining the correlation between critical thinking ability and disposition, it was significant, although small. Therefore we should separate for evaluation into two parts; critical thinking ability and disposition.

• Journal of the Korea Convergence Society
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• v.11 no.11
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• pp.95-101
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• 2020

This study was conducted to identify the convergence relation of critical thinking disposition, problem-solving ability and college life adaptation and to find out the factors that influence college life adaptation. The survey was collected on 172 2nd and 3rd grade students majoring in dental laboratory technology from three-year colleges in Chungbuk and Jeonbuk. The analysis results showed that the critical thinking disposition was 3.50, problem-solving ability of the study subjects was 3.55 and college life adaptation was 3.27. The most influential factor in college life adaptation was critical thinking disposition followed by major satisfaction and college satisfaction in that order. In order to improve the level of college life adaptation of dental laboratory technology students, it is necessary to reform the educational environment and develop a variety of educational program to increase critical thinking, major satisfaction and college satisfaction.

• Journal of Convergence for Information Technology
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• v.11 no.6
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• pp.64-72
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• 2021

The purpose of this study was to investigate the responsibility & critical thinking disposition and identify influencing factors of clinical competence of nursing students who have completed clinical practice. Data collection was performed from Dec. 11th, 2019 to Dec. 13th. A total of 119 4th grade nursing students were selected. Data were analyzed with descriptive statistics, t-test, ANOVA, Scheffé test, Pearson's correlation and stepwise multiple regression analysis using SPSS 25.0. As a result of this study, the correlated factors of clinical competence included responsibility(r=.53, p<.001), critical thinking disposition(r=.71, p<.001). The factors influencing clinical competence were critical thinking disposition(𝛽=.56, p<.001), responsibility(𝛽=.32, p<.001), and clinical practice satisfaction(𝛽=.13, p=.012). These factors accounted for 52% of the clinical competence(p<.001). Therefore, it is necessary to develop and apply educational programs so that concrete and practical education for reinforcing critical thinking disposition and responsibility can be performed together with clinical practice.

• Proceedings of the Korean Nuclear Society Conference
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• 1995.05a
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• pp.525-530
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• 1995

최적 열수력 전산 코드인 CATHARE2 Vl.3u 코드를 이용하여 영광 3/4호기 midloop 운전중 잔열제거(RHR) 기능 상실사고를 해석하였다. 본 연구의 주된 목적은 사고시 계통에서 발생하는 열수력 현상의 이해 향상 및 증기발생기 열제거 능력 평가에 있다. 사고 복구 절차 관점에서 노심 비등, 노출 시점 및 계통압력 등이 중요한 인자이다. 본 계산 수행시 사용한 가정은 다음과 같다. 가) 초기 계통 수위는 고온관 중간에 위치하며 그 윗 부분은 질소 가스로 차 있다. 나) 3/4 인치 크기의 방출 밸브가 원자로 용기 상부 및 가압기 상부에 각각 설치되어 있으며, RHR 흡입구에 수위지시계가 설치되어 있다. 다) 증기발생기의 이차측은 U-튜브가 잠기도록 물로 차있다. 라) 두 증기발생기의 대기 방출 밸브(ADV)는 항상 열려 있어 사고시 이차측 압력을 대기압으로 유지하기에 충분하다. 사고는 원자로 정지 2일 후 발생하였다고 가정한다. 이와 같은 조건하에서 사고시 주된 계통 열제거 수단은 증기발생기 U-튜브내의 응축 작용이며 이는 전체 열제거량의 94%로 나타났다. 노심 비등 시점온 사고후∼300초 이후이며, 계통압력은 10,800초 이후에 최고 압력인 0.25MPa에 도달한 후 그 값을 계속 유지하고 있다. RHR 배관에 연결된 수위지 시계를 통해 10,200초 이후부터 냉각수가 방출되었다. 2개의 방출밸브 및 수위지시계를 통하여 방출된 유량에 근거하여 원자로 용기 냉각재 수위가 고온관 바닦까지 낮아지는 시점을 계산하면 사고 약 6.4 시간 이후가 된다.

• 건강소식
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• v.37 no.12
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• pp.40-41
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• 2013

우리의 삶을 풍요롭게 하는 음악. 실제로 남녀노소를 막론하고 악기로 음악을 연주하면 정신적인 안정을 얻을 수 있는 것은 물론, 사고능력이 개선되고 심폐능력이 강화되는 효과까지 있다고 한다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.07a
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• pp.203-206
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• 2013

본 논문에서는 컴퓨팅 집약적인 현대와 미래 사회를 대비하기 위한 컴퓨터 교육의 목표를 계산적 사고 및 이를 바탕으로 한 협력적 문제 해결 능력의 향상으로 보고 이를 실현하기 위한 컴퓨터 교육의 전망과 과제를 제시하였다. 계산적 사고 향상을 위한 컴퓨터 교육은 컴퓨터과학을 전공하는 학습자 뿐 아니라 모든 학습자를 대상으로 이루어져야 하며 이를 위해 초 중등학교 컴퓨터 교육과정의 체계적인 개선 및 계산적 사고를 바탕으로 한 간학문적 융합 학습 활동의 설계 및 평가 전략의 개발이 요구된다. 또한 여학생, 특수교육대상 학생과 같은 정보 소외 계층 학습자들의 컴퓨터과학에 대한 관심과 참여를 조장하고 협력적 문제 해결 활동을 지원하기 위한 학습 환경을 제시하여야 한다. 따라서 이러한 과제를 해결하기 위한 새로운 접근으로 예술과 컴퓨터과학의 융합 교육 활동인 E-Textiles 프로젝트의 특성과 연구 동향, 국내 적용 방안을 제시하였다.

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.307-307
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• 2005

• Journal of the Korean Applied Science and Technology
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• v.36 no.3
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• pp.930-941
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• 2019

The purpose of this study was to investigate the effect of health assessment practical education through scenario on communicative competence, critical thinking diposition and academic achievement among nursing students' in university. A nonequivalent control group pretest-posttest design was used to measure. A survey was held to the students who are taking a health assessment practical class for 2grade in J university in Chungbuk and P university in G-do. Participants in a health assessment practical through scenario class and traditional health assessment class were 35 experiment group students and 34 control group students who attended 16 weeks. Effects were evaluated through pre and post tests that included measurements. As a result, the experimental group is more capable of communicative competence (t=2,797, p=.007), critical thinking disposition(t=2,406, p=.019), ability to collecting information(t=2,977, p=.004), problem awareness competence(t=3.584, p=.001) has increased statistically significantly than the control group. Therefore, Therefore, this study could be used that health assessment practical education through scenarios to improve nursing students' communicative competence, critical thinking disposition, collecting information competence, and problem awareness competence.