• Journal of the Korea Institute of Information and Communication Engineering
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• v.24 no.5
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• pp.655-661
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• 2020

This study examined community-centered informatization education support measures for empowerment of women with disabilities based on gender perspective.First, the 'Digital Information Gap Survey' conducted by the Ministry of Science and ICT used the 2018 'Digital Information Gap Survey' to find out the current status of the digital information gap between male and female handicapped people. The law on information education support for women with disabilities is presented.Lastly, based on the current status of informatization education support available to women with disabilities, centered on local communities, such as establishing a comprehensive women's disability support center, visiting education considering disability types, developing and supporting customized informatization education considering learning ability, and discovering community resources related to informatization. In this paper, we propose a plan to support informatization education for women with disabilities based on capacity building.

• 한국사회복지학회:학술대회논문집
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• 2000.10a
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• pp.227-243
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• 2000

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.27 no.4
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• pp.175-204
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• 2016

This study drew four essential literacies for adult's daily life through analyzing the concepts of the 'skill' in PIAAC, and also investigated current literacy programs for adult users in Korean public libraries. Finally on those results, this study suggested a literacy program model with an illustrated action plan for adult users of pubic libraries. A suggested model is planed an intergrated program that make users can acquire four essential literacies through participating in a single program. This model is characterized by self-directed learning by the users and can be applied freely to various subjects and user groups. The model consists of six components and seven steps. Six components are target, theme, strategy, tool, material, assessment. Seven steps are targeting, selecting theme, strategy planning, documentation, action, assessing. This model is named $6{\times}7$ model on the basis of components and steps.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.3
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• pp.215-226
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• 2021

The purpose of this study is to examine the relevance of resilience, which is one of the internal psychological competencies, in the relationship between the adult attachment of university students and their career barriers. A total of 300 university students from across the country were surveyed online through a specialized research firm over the period from November 10, 2019 till November 20, 2019. The data were analyzed using AMOS 23.0 and SPSS 23.0 suites, and the study findings were as follows. The adult attachment of university students firstly had a negative impact on resilience and secondly a positive impact on the career barriers. Third, the resilience of the university students had a negative impact on the career barriers. Fourth, in the influence of the adult attachment of university students on career barriers, resilience had a mediating effect to mitigate career barriers. With this study, it is expected that an environment where the information and training on desirable attachment at home and school can be provided, while educational supports can be examined for the development of the programs that can enhance their self-competency, including career education.

• Korean Journal of Social Welfare Studies
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• v.41 no.2
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• pp.127-158
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• 2010

The purpose of the study was to identify the level of mental health literacy of the Korean public and to suggest implications of prevention and early intervention for depression and schizophrenia. A household survey was conducted on a stratified sample of community residents from 80 survey clusters in Seoul and the surrounding province who were 18-74 years of age (N=1,653). The data analysis revealed that the percentages of respondents who correctly identified symptoms of depression or schizophrenia were similar, 35.2% and 33.5% respectively. On the other hand, there were differences between the two illnesses in terms of respondents' perceptions of beliefs on causes and usefulness of various methods to address respective symptoms, and sources of mental health information. The authors compared the findings with the results found in other countries, and suggested policy and practice implications for community mental health prevention in Korea.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.369-376
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• 2021

The purpose of this study is to develop a coaching model which can enhance teaching ability of lifelong educator. To achieve this purpose, this study verifies and analyzes several documentary records related with diverse teaching capabilities, operation reality and coaching method run by lifelong educator. Furthermore, an in-depth interview about teaching capability was undertaken for field experts who have worked at the institutions of lifelong education for more than 10 years. As a result, the study could develop a coaching model to identify teaching capability of lifelong educator by conducting matrix analysis. First, according to the documentary studies, the paradigm for lifelong education has been shifted to centralize learner's demand with the advent of 4th industrial revolution and it suggests coaching capability which could enhance educator's capability should come first. A lifelong educator should have capabilities including identification of vision and goal, creation of mission declaration, development of coaching skill and procedure, management of crisis and coaching capability as an expert in the lifelong education field. Second, a model which can centralize learners could be developed for lifelong teaching capability by adopting a teaching capability suggested by field experts, According to the experts, it is essential to develop a program model to acquire professional knowledge, communication capability, understanding of adult learner, personal relations capability. If there is a model which can develop such capabilities, it is able to strengthen lifelong teaching capability to focus on learner's demand, mainly adult learners, a major consumer of the field. Third, a coaching model to enhance teaching capability for an educator is to acquire and implement sufficient step-by-step teaching capability which has been suggested from a procedure comprised of entrance, progress, critique and return. This, present study suggests, after the critique, a lifelong educator oneself can newly develop and extend a teaching capability basis on pursuing teaching capability as a lifelong educator through the return process.

• Korean Journal of Comparative Education
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• v.28 no.6
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• pp.29-52
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• 2018

Social changes have added to new challenges to adult literacy policies in Korea. These changes not only require most adults to improve their literacy skills, but also require them to learn new competencies. In this context, this study aims to examine whether the Korean literacy policy has properly responded to the new literacy needs. For this purpose, this study not only aims to examine the adult literacy policies of UK and Australia, but also plans to suggest implications for the Korean government. The findings of the study are as follow. Both UK and Australian governments have developed literacy education funding programs, performance management system, and professional development program for literacy educators, all of which are needed for the provision of high quality adult literacy programs. The Korean government has also implemented the similar system since it formulated the adult literacy policy in 2006. However, there are significant differences between the Korean case and those of Australia and UK. Where both UK and Australia governments target every adult who has needs for literacy education, the Korean government only targets the poorly-educated elderly. Accordingly, the Korean government has failed to accommodate various literacy needs of adults. As a way of addressing the limitations of the Korean policy, the government should innovate the adult literacy policy in a way that it helps every adult develop knowledge and skills at anytime and anywhere.

• Korean Journal of Adult Nursing
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• v.25 no.5
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• pp.574-584
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• 2013

Purpose: The purpose of this study was to evaluate the effects of a simulation based clinical reasoning practice program on clinical competence in nursing students. The program was based on the theoretical frameworks of simulation models and experiential learning theory. Methods: The program consisted of eight scenarios which includes three main symptoms (abdominal pain, changes in mental status, dyspnea), for improvement of clinical competencies in nursing students. A nonequivalent control group pretest-posttest design was used for evaluation of the effects of the program. Fifty-two junior nursing students in Y University participated in the experimental group (n=25) or control group (n=27). Critical thinking was measured using a self-administered questionnaire. Clinical judgment and clinical performance were measured by a rater using the Rubric. Descriptive analysis, t-test, Mann-Whitney U, Wilcoxon signed rank test was used for data analyses. Results: Clinical judgment and clinical performance increased in the experimental group, but there were no significant differences in critical thinking. Conclusion: Results indicate that the program developed in this study is a useful strategy to enhance clinical judgment and clinical performance in nursing students. However, the program did not significantly enhance critical thinking disposition, and further study is needed to measure integrated clinical competence including critical thinking skills.

• Korean Journal of Adult Nursing
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• v.20 no.3
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• pp.470-480
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• 2008

Purpose: The purpose of this study was to validate the scale of Informatics Competencies for Nurses developed by Staggers, Gassert & Curran(2001) among Korean nurses. Methods: The subjects of this study were 58 RN-BSN students and 314 nurses in Busan, Ulsan and Kyoungnam province. Data were collected by questionnaires from June to August, 2006 and from October, 2006 to August, 2007 and were analyzed by Principal Component Analysis for construct validity and Cronbach's ${\alpha}$ coefficient for reliability. Results: A factor analysis was conducted and 30 items that had a factor loading more than .40 were extracted. The explained variance from 5 factors was 55.33% of the total variance. The factors were named 'basic computer usage', 'medical informatics-related software usage', 'computer related information management', 'perception of informatics', and 'information search using internet'. The first factor consisted 10 items which explained 29.89% of the total variance and the second factor contained 7 items. The Cronbach's ${\alpha}$ coefficient was .91 among the 30 items. Conclusion: This scale, Informatics Competencies for Nurses, was proved as a proper instrument to apply to Korean nurses.

• Korean Journal of Adult Nursing
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• v.23 no.3
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• pp.255-266
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• 2011

Purpose: The purpose of this study was to explore nurses' access and use of information resources and to identify the barriers and competency to evidence based practice (EBP). This study used descriptive method to identify baseline data for the purpose of developing strategies for establishing EBP in clinical nursing practice. Methods: Participants in this study were 278 nurses from five hospitals in Daegu and Kyungsangbukdo. The data were collected by self administered questionnaires and SPSS/WIN 15.0 program was used to analyze the data with descriptive statistics, t-test, Pearson's correlation coefficients, and ANOVA. Results: Nurses reported $^*most$ frequently using paper and human resources. The mean score of barriers was $3.02{\pm}0.41$, and competency was $2.70{\pm}0.50$. The reported competency was correlated with nurse factors (r=-.31, p<.001) organization factors (r=-.20, p<.001) and research factors (r=-.12, p<.040) as the barriers to evidence based practice. Conclusion: To promote competency in EBP and to decrease the barriers, it would be necessary to develop the organizational culture that encourages nurses to be involved in research activities. In addition, the development of systemic methods to introduce and establish an education program for facilitating EBP in the clinical settings is needed.