• Journal of the Korean Society for Library and Information Science
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• v.56 no.3
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• pp.153-179
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• 2022

The purpose of this study, was to examine and understand the possibility of introducing a standard field training semester system and the possibility of operating an autonomous field training semester system that can be operated without payment and propose a response strategy based on their perception survey conducted with the field training institutions. As a result of the study, first, it is apparent that the practice institution shows a very low perception of operating hours and operating methods, including the allocation of job-related training hours. Second, the introduction status of standard field practice turned out to be very low, while the introduction status of standard field practice, operation and agreement, change of standard field practice, specific details of standard field practice contract, and satisfaction of standard field practice turned out to be very low. Based on which, this study considers the introduction of standard field practice based on the reference research including surveys, such as the amendments of the relevan laws, adoption of standard field practice semesters or autonomous field practice semesters, securing and sharing sufficient field practice manuals, among others.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.11
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• pp.6793-6803
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• 2014

A self-administered survey was conducted on dental hygiene students at colleges or universities in Chungcheong Province to increase the levels of practice for them and provide basic data that could improve their major satisfaction after practice. The data was collected from December 2012 to April 2013 and 766 questionnaires, except for 13 containing insincere responses, were finally analyzed using SPSS/Win18.0. The on- and off-campus practice groups formed 59.7% and 57.4%, respectively. The most frequent place for practice was university dental hospitals, followed in order by hospitals/clinics and health centers. University students were more satisfied with on-campus practice in terms of factors, such as practice contents, practice time, and practice performance than those at three-year colleges. The students in the higher grades were more satisfied with the practice time. The university students were also more satisfied with off-campus practice in terms of all the factors than those at three-year colleges. The students in higher grades were more satisfied with the practice time and practice performance. The on- or off-campus practice group was generally more satisfied with their major than the non-practice group, and each of the factors-practice performance, practice time, practice environment, and practice contents-significantly affected the major satisfaction. The results highlight the need to plan and provide satisfactory education based on an understanding and awareness of students so that they can take pride in their major through on- and off-campus practice. In addition, it is also necessary to develop educational guidelines for clinical practice and efficient programs so that clinical practice can create the optimal learning situation.

• Journal of the Korea Convergence Society
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• v.12 no.10
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• pp.333-342
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• 2021

The purpose of this study is to compare the differences in transfer motivation and learning self-efficacy before and after applying virtual simulation for nursing in psychiatric nursing practice, and to provide them as basic data for effective psychiatric practical education. This study was conducted from October to December 2020. The subjects were 41 people who were enrolled in the third year of a located in U city, and who had received psychiatric nursing practice education using virtual simulation for nursing. Data were analyzed by paired t-test and pearson's correlation coefficient. After practice compared to before psychiatric nursing practice with virtual simulation nursing applied, transfer motivation was significantly increased and learner self-efficacy increased, but it was not statistically significant. Therefore, It was confirmed that psychiatric nursing practice education using virtual simulation for nursing is partly an effective practice strategy.

• Journal of Digital Convergence
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• v.17 no.11
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• pp.305-313
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• 2019

This study was a quasi-experimental design with a non-equivalent pre-post test that verified the effect of formative feedback practice on practice satisfaction, learning motivation and academic self efficacy for nursing students. 37 were assigned to an intervention group and 41 to a control group. Formative feedback practice was applied to intervention group and peer review smartphone videos was applied to control group. Data were analyzed using the SPSS/WIN 22.0 program. There was no significant difference in learning motivation between the groups, but there were a significant difference in practice satisfaction(t=-2.79, p=.007) and academic self efficacy(t=2.30, p=.024) between the pre-post scores of the experimental group. This is meaningful in that it is more effective to provide formative feedback practice than to provide peer review smartphone videos. Therefore, it is necessary to consider formative feedback practice for the acquisition of core fundamental nursing skills of nursing students.

• Korea Science and Art Forum
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• v.37 no.2
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• pp.275-292
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• 2019

This study was initiated with the attention of demanding new and diverse approaches, we're talking familiar with imitations in the design process like a way to draw a image. So I studied a convergence of humanities and visual arts with the understanding and conceptual approach of the formless. The purpose of this study is to develop formless languages and to organize practical courses which are to enable deeper research and design expression on theoretical approaches and explanations of outcomes required before and after the process when we practice in connection with the formless. The method of this study is to draw detailed items from selected words through advanced researches, work and author researches and practice teaching. The results of the study I proposed the formless language that is related to the horizontality in spatial positioning system, and pulse in the separation of space and time, and entropy in structural orders of the system, and base materialism in the limitation of matter as the operating mechanism and parent item of formless. And those elements are related with shape, size, shading, color, texture, space, structure as visual elements of formative elements and those have various adjectival meanings as the subordinate concept. So I presented an education materials of basic design which is to enable understanding and expressing the formless language in the overall process of formless visual art(theoretical approach, practice course, presentation, etc.). Based on these study results, I hope that this educational materials will be used as educational contents that makes them express and understand different new beauties, and a role that reveals social identity, and a reference for research on a formless visual arts.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.10
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• pp.6204-6214
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• 2014

This study examined effects of preceptorship in a clinical maternity nursing course. The study design was a quasi-experimental, nonequivalent control group post-test design. The control groups (n=70, from July to October, 2012) participated in traditional practice method and the experimental groups (n=70, from December, 2012, to February, 2013) participated by a preceptor who attended a systematic preceptor education program. The data analyzed included the numbers, percentages, mean, standard deviation, and t-test using SPSS 19.0/WIN. In the experimental group, the clinical competency and practice satisfaction showed significantly higher scores, and the stress of clinical practice showed significantly lower scores than control group. Consequently, the preceptorship was effective in clinical maternity nursing education for student nurses and it is necessary to adapt this many areas in the clinical nursing education field for nursing students.

• Proceedings of the Korea Contents Association Conference
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• 2011.05a
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• pp.381-382
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• 2011

본 연구는 4주간의 종합선택실습이 간호대학생의 임상수행 능력 변화에 미치는 영향을 파악하기 위한 것으로 4주간의 종합선택실습을 이수한 4학년 간호 대학생 128을 대상으로 하였고 임상실무수행능력 평가도구를 이용하여 실무능력변화를 측정하였다. 연구 결과 종합선택실습 전의 임상실무능력이 70.4점에서 실습 후에는 124.8점으로 증가(p<.001)되었고 직접간호활동과 간접간호활동의 모든 하위 영역에서 실습 후의 임상실무수행능력이 유의하게 증가되었다. 또한 상위 성적 30% 학생의 종합선택실습 후의 임상실무수행능력이 중간 40%의 학생에 비해 더 유의하게 증가한 것으로 나타났다(p=.047).

• Journal of Digital Convergence
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• v.14 no.8
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• pp.469-478
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• 2016

This Study aims to examine the differences in stress arising from clinical fieldwork of some of the students of occupational therapy department in accordance with the DISC behavioral style and the differences in the coping strategy. It is to provide basic data for the presentation of means of coping with stress that can occur at the time of clinical fieldwork in accordance with the behavioral styles of the students. As the results of the study, it was found that there are differences in the detailed items of clinical fieldwork stress in accordance with the DISC behavioral styles and differences in the strategy for copying with stress in accordance with the DISC behavioral styles. Therefore, there is a need to develop manual for fieldwork instructions and consultations in order for the students of occupational therapy department to cope with the clinical fieldwork stress at the time of clinical fieldwork by considering the behavioral styles of the students through additional researches in the future on the basis of aforementioned results of the study.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.399-408
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• 2021

The purpose of this study was to determine the effects of simulation-based practice and clinical practice on nursing students' critical thinking disposition and nursing process confidence. This study is a quasi-experimental design using the non-equivalent control group pretest-posttest only design, targeting 103, 4th grade(51=control group, 52=experimental group) in the Department of Nursing at D University. The collected data were analyzed using the SPSS/WIN 23.0 program, and the main research results are as follows. Students who experienced simulation-based practice showed significant improvement in critical thinking tendencies(t=-3.28, p=.001) compared to those who experienced clinical practice. There was no significant difference in nursing process confidence (t=-1.78, p=.079), but it was significantly higher in actual application, collaborative contsistency, and nursing contsistency. As a result, There were no significant difference in some, but it was contfirmed that simulation-based practice improved the critical thinking disposition and nursing process confidence in of nursing students. In addition to clinical practice, it is considered necessary to study simulation-based practice using repetitive practice and standardized patients in a free simulation practice environment.

• Journal of the Korea Convergence Society
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• v.11 no.8
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• pp.391-400
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• 2020

This study was done to compare the effects of learner-led and faculty-led fundamental nursing practice on skill performance, self-directed learning, problem-solving competency, and satisfaction. The learner-led practice was consisted of pre-class open lab and peer supervision. The faculty-led practice was consisted of faculty supervision for a student individually without pre-class open lab. The study was a pre-posttest, non-synchronized, quasi-experimental design between two groups. Data from 134 nursing students in either faculty-led (n=54) or learner-led fundamental nursing practice group (n=80) was collected using a checklist and self-reported questionnaire. Nursing skill performance score and class satisfaction of the learner-led group were significantly higher than those of the faculty-led group. This study showed that learner-led fundamental nursing practice consisting of pre-class open lab and peer supervision was an efficient practice method to improve students' skill performance and satisfaction maintaining their self-directed learning ability and problem-solving competency.