• Journal of vocational education research
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• v.37 no.1
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• pp.1-29
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• 2018

The purpose of this study is to examine how the nursing teacher in vocational high school operates the class and examine various perceptions about the operation education. Moreover, This is to comparing the difference between nursing experience and education major about the operation the class. Based on the above findings, First, the nursing teacher should be recognized as a professional subject teacher and should have a qualification system that is appropriate as a professional subject teacher. Second, a formal education program should be established so that those who worked in the nursing field can become teachers of nursing education. It is recommended that nursing education within the graduate school of education be newly established and operated only for nursing graduates who are majored in the same country as developed countries. Third, if the establishment of qualifications and qualifications system can not be realized in a short time, it is necessary to systematically prepare the training for specialization nursing teachers only.

• Journal of vocational education research
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• v.29 no.3
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• pp.61-83
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• 2010

The purpose of this study was to analyze high schools' general and special subject required to successfully complete same stream curriculum which is identical to their major from agricultural high school, and to offer basic data on strategies of organizing agricultural high schools' curriculum for improving universities' major basic competencies. Using purposeful sampling technique, the professors of 116 universities professors in 8 agricultural university were analyzed through the survey research. The result was as follows. first, it appeared that for successful completion of major subjects of the same stream university, the basic science subject such as biology and chemistry has high relation with major basic ability, however math and physics are related highly in agricultural machine and agricultural civil engineering department, economics and math are in agricultural produce distribution department. Second, the basic ability such as linguistic competence and foreign language ability are essential to complete major subject. Third, if we look into relation of agriculture and life science industry stream specialized subject with major basic competencies, we can find considerable similarity between major field of university and subject name of specialized high school. Fourth, the main opinion is that basic concept and principle, laws of nature are should be main contents which is able to be practical, however experiment and practice is in food processing department, and academic theory is in biotechnology department.

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.339-358
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• 2015

This study was to examine perceptions of information technology(IT) competencies among gifted and non-gifted students(i.e., information science high school students and technical high school students). Of the 370 high school students surveyed from 3 high schools(i.e., gifted academy, information science high school, and technical high school) in three metropolitan cities, Korea, 351 students completed and returned the questionnaires yielding a total response rate of 94.86%. High school students recognized the IT professional competence as being most important when recruiting IT employees. And they considered that practice-oriented education was the most importantly needed to improve their IT skills. In addition, the most important sub-factors of IT core competencies among gifted academy students and information science high school students were basic software skills. Also Technical high school students responded that the main network and security capabilities were the most importantly needed to do so. Finally, the most appropriate training courses for enhancing IT competencies were recognized differently among gifted and non-gifted students. Gifted academy students responded that the 'algorithm' was the mostly needed for enhancing IT competencies, whereas information science high school students responded that 'data structures' and 'computer architecture' were mostly needed to do. For technical high school students, they responded that a 'programming language' course was the most needed to do so. Results are discussed in relations to IT corporate and school settings.

• Journal of Korea Entertainment Industry Association
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• v.14 no.4
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• pp.321-331
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• 2020

This study was conducted to investigate communication competence, clinical competence and experience of handover which influence self-efficacy of handover among nursing students. The study design was a descriptive survey. A total of 255 students were recruited from nursing departments in G-city. Structured questionnaire was self-administrated from June to September, 2019. The collected data were analyzed using t-test, ANOVA, Pearson's coefficient and stepwise multiple regression. As results of the study, communication competence 57.3, clinical competence 69.8 and self-efficacy of handover was 33.8. Self-efficacy of handover had significant differences in gender(F=4.60, p<.001), age(F=16.72, p<.001), grade(t=-6.39, p<.001), satisfaction of clinical practice(F=3.68, p=.027), education experience about handover(t=26.44, p<.001), experience of handover(t=4.84, p<.001), fear of handover(F=16.97, p<.001), and handover importance of patient's safety(F=6.42, p=.002). Self-efficacy of handover had significant positive correlations with communication competence(r=.249, p<.001) and clinical competence(r=.426, p<.001). In multiple regression analysis, fear of handover(β=-.294, p<.001), clinical competence(β=.252, p<.001), grade(β=.191, p=.001), experience of handover(β=.185, p<.001), gender(β=.150, p=.003), and education experience about handover(β=.126, p=.017) were significant factors of self-efficacy of handover explaining 40.0%(F=29.26, p<.001) of the variables. In conclusion, to enhance self-efficacy of handover for nursing students, it is necessary to develop educational program for increasing experiences of handover, education experience about handover, and clinical competence.

• Journal of Hospice and Palliative Care
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• v.9 no.2
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• pp.67-76
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• 2006

Purpose: The purpose of this study was to develop education program for physicians who work at hospice palliative care settings in Korea, to practice abridged education program extracted from the full contents of the proposed education, and to improve the quality of hospice palliative care service. Methods: To develop the education program, questionnaire for hospice education need assessment (total 79 items) was distributed to 125 organizations practicing hospice service via mail and the data was collected from 1 Sep. to 10 Oct. 2004. Another questionnaire for hospice education importance assessment was asked to the palliative specialists from Sep. 23 to 17 Oct. 2004. Based on the analysis of the questionnaires, and reviewing various references and actual hospice palliative education programs of other countries, the education programs were developed. Results: Ore-day-Hospice education 2004 was conducted based on the suggested education program, and it was practiced four times on a national basis (2 times in Seoul, and once in Busan and Gwangju, respectively). 47 physicians attended the education program. The education program lasted about 7 hours, comprising 5 hours of common lectures for all attendants regardless of their professions and 2 hours of specific seminar for physicians only. Attendants positively responded to the contents of the education program. But they pointed out that the program should be offered on weekday and it should be more in-depth and more discussion based lesson. Conclusion: The suggested education program was not fully conducted yet. After practicing the abridged education program, more in-depth and discussion oriented rather than lecture-based education were suggested. It may be argued that the proposed education, which requires much longer period education, should also reflect the evaluation of the 1-day education program to successfully implement the proposed education program.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.143-157
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• 2021

This study analyzed and verified the effects of a dietary education program for Korean young adults in single-person households. The dietary education program was conducted for five weeks (from November 10 to December 8, 2020) for Korean young adults in single-person households living in Seongbuk-gu, via four face-to-face education sessions and one online education session, including both theoretical lectures and practice. The effect of the dietary education program was analyzed through the Nutrition Quotient (NQ) questionnaire for adults provided by the Korean Nutrition Society, a dietary evaluation checklist questionnaire developed by the researchers, and photovoices. The average of 'Nutrition' score increased from 51.81 to 53.20, but there was no statistically significant difference. However, there was a significant change in the 'Moderation' category (p<0.05). As for the researcher-developed dietary evaluation, the average of the 'Importance' area rose from 3.77 to 3.99, but there was no statistically significant difference. The average of the 'Practice' area rose from 3.03 to 3.57, significant results were found (p<0.05). When the pre-/post-tests were compared by the sub-categories, four elements of 'Importance', i.e., balanced meals and avoided foods, and all five elements of 'Practice' were significantly improved (p<0.05). A total of 200 photovoices were analyzed according to Social Cognitive Theory. As a result of the analysis, the deterrents that help people eat healthy homemade food were 48% environmental factors, 30% behavioral factors, and 22% individual cognitive factors. The deterrents found to hinder participants from eating healthy homemade food were 72% environmental factors and 14% individual cognitive and behavioral factors. The results suggest that the dietary education program for Korean young adults in single-person households can be an effective tool that promotes self-motivation, behavioral changes, and improvements of the surrounding environment.

• Journal of dental hygiene science
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• v.16 no.6
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• pp.488-494
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• 2016

The purpose of the present study was to examine dental hygienists' perception of the current national practical examination. This research was performed using 199 self-reported surveys answered by professors of dental hygiene studies and clinical dental hygienist. Frequency analysis, chi-square tests, and analysis of variance were performed by using IBM SPSS Statistics ver. 20.0. The results revealed that many of the respondents consider the current national practical examination to be neutral. They did not think that the current national practical examination questions are useful for assessing occupation-centric integrated clinical practice ability and counseling techniques for patient intervention. The professors of dental hygiene studies believed that among the research tasks required as mentioned in the national practical examination questions, dental polishing and tooth brushing education are of paramount importance, whereas clinical dental hygienists believed that ultrasonic scaling is the most important (p<0.05). Most of the professors of dental hygiene studies reported that they conducted skills education for dental polishing and tooth brushing education, while most of the clinical dental hygienists reported that tasks actually performed in the clinic included impression taking, model fabrication, ultrasonic scaling, and explaining treatment precautions (p<0.05). Therefore, these tasks can be effectively carried out with the improvement of the national dental hygienist practical examination.

• Journal of Korean Home Economics Education Association
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• v.18 no.4 s.42
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• pp.127-141
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• 2006

The purpose of this study was to investigate the actual conditions of the use of them and the moves to strengthen home economics resources for school lifelong education for parents and local residents. This study conducted a systematic random sampling. Questionnaires were distributed to home economics teachers from 285 middle schools, 123 high schools, and 130 of them were sampled as the subjects of this study. The results of this study were as follows. First, home economics teachers were active participating school lifelong educational program. But according to the result of research on the actual condition, the proportion of taking part in it was low. More than half of home economics teachers who took part in program's lecturer were in charge of computer courses. So they didn't show their ability as expert. Also they were in charge of several works than roll of lecturers. It was mentioned too great a burden. There is little in-service training for meeting specialization for school lifelong education. They wanted to take part of lecturers of program and preferred hours of being over class. More than half of them had intended to obtain a lifelong educator's license. The part of elective courses for obtaining a lifelong educator's license is similar to home economics educational contents. So, they have an advantage of obtaining it. Second, one-fifth of school that gave school life education carried out program of related home economics. Mostly they had mothers of students-oriented programs on artistic and leisure. But this is that home economics teachers mentioned less important teaching at society in the future. They importantly mentioned program on children's education in now and the future. Parents of students and local residents also extremely wanted it. For differentiated school life education, quality of programs is important greatly. Third, the actual condition of practical room relating home economics is only practice to cook mostly. So they are reluctant to be open it because of being responsible for the results from using there. It is necessary to ameliorate there's facilities and to increase there's area. Fourth, home economics teachers want to improve their specialization through in-service training, to develop and diffuse programs of superior quality, and to get extra pay for overtime from the government.

• Journal of Engineering Education Research
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• v.11 no.4
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• pp.11-18
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• 2008

Companies have been making considerable efforts to develop innovative products for better competitiveness in the market, however, the education curriculum for innovative product development (IPD) in domestic universities needs has not been well developed. The present study was intended to identify the needs of students and practitioners regarding teaching subjects, pedagogical methods, and industry-academia collaboration that can be reflected in the development of IPD education curriculum. Through a literature survey 46 IPD teaching subjects of 7 categories (planning, feasibility analysis, concept development, product design, manufacturing process design, production, and ethics & law) were selected. Opinions on the preferences and importances of the teaching subjects, pedagogical methods, and industry-academia collaboration were collected from 53 college students who took courses of product development and 36 practitioners working in product development. While the students preferred the balanced teaching of all the subject categories, the practitioners suggested planning and concept development be taught with high importance; 6 subjects (product development strategy, customer needs identification, market research, concept generation method, design ideation method, and ergonomic design) received high ratings of preference and importance. The students preferred the mix of various pedagogical methods (lecture, discussion, presentation, practice, and case study) and provided needs on each pedagogical method. Lastly, the students wanted an opportunity of learning through industry-academia collaboration and the practitioners provided ideas for mutual benefits between industry and academia. The needs of students and practitioners identified in the study can be effectively applied to develop a better IPD education curriculum.

• Journal of dental hygiene science
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• v.8 no.4
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• pp.313-322
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• 2008

The purpose of this study was to examine the awareness of dental hygienists in different regions about credit bank system and their needs for that. The subjects in this study were 312 dental hygienists in dental hospitals and clinics in Seoul, Gyeonggi province, metropolitan cities, Gangweon province and Gyeongsang province. After a survey was conducted in 2008, the collected data were analyzed with SPSS 11.5 program. The findings of the study were as follows: 1. In regard to perception of the credit bank system, 68.3 percent of the dental hygienists were cognizant of that. The dental hygienists from most of the geographic areas were aware of it, but all the forty three dental hygienists from Gangweon province who accounted for 13.8 percent didn't know about that. As for media by which they acquired information on that, many of the dental hygienists learned about it from their acquaintances (46.2%), but that was not the case for the dental hygienists from Seoul and Gyeonggi province. 2. As for expectations for the credit bank system, those from Gyeongsang province had the greatest expectations for that in six out of nine items, which included academic or job performance improvement, acquisition of credits, degree or certificates and access to new technology. 3. Concerning educational spending on the credit bank system, 18.9 percent and 8.7 percent from Seoul/Gyeonggi province and Gangweon province spent less than 30 thousand won, and 19.9 percent from the metropolitan cities spent 30 thousand to less than 50 thousand won. 4. As for the importance of the categories of their major in the credit bank system, those from Gangweon province attached the most importance to oral health education ($3.56{\pm}1.259$), and the dental hygienists from the metropolitan cities put the most stress on preventive treatment ($3.64{\pm}1.191$).