• Communications of Mathematical Education
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• v.30 no.3
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• pp.393-418
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• 2016

Theory and fundamentals of mathematics consist mostly of proposition form. Activities by research of the proposition which leads to determine the true or false, justify the true propositions and refute with counterexample improve logical reasoning skills of students in emphases on mathematics education. Also, utilizing of counterexamples in school mathematics combines mathematical knowledge through the process of finding a counterexample, help the concept study and increase the critical thinking. These effects have been found through previous research. But many studies say that the learners have difficulty in generating counterexamples for false propositions and materials have not been developed a lot for the counterexample utilizing that can be applied in schools. So, this study analyzed the current textbook and examined the use of counterexamples and developed educational materials for counterexamples that can be applied at schools. That materials consisted of making true & false propositions and students was divided into three groups of academic achievement level. And then this study looked at the change of the students' thinking after counterexample classes. As a study result, in all three groups was showed a positive change in the cognitive domain and affective domain. Especially, in top-level group was mainly showed a positive change in the cognitive domain, in upper-middle group was mainly showed in the cognitive and the affective domain, in the sub-group was mainly found a positive change in the affective domain. Also in this study shows that the class that makes true or false propositions in education of utilizing counterexample, made students understand a given proposition, pay attention to easily overlooked condition, carefully observe symbol sign and change thinking of cognitive domain helping concept learning regardless of academic achievement levels of learners. Also, that class gave positive affect to affective domain that increase interest in the proposition and gain confidence about proposition.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.2
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• pp.155-167
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• 2015

Purpose: The aim of this study was to develop course outcomes for nursing students by applying Hauenstein's theory. Methods: The research was conducted in three steps as follows: identifying exit outcomes related to the Adult Nursing course, developing Adult Nursing course outcomes based on the theory of Hauenstein, and finalizing Adult Nursing course outcomes. Results: Exit outcomes achievable in Adult Nursing were generated after a needs analysis survey among students, nurses and professors was conducted and subsequently reviewed by professors specializing in the subject. For theoretical courses, the level of the course outcomes was derived from the cognitive domain, whereas, for practical courses, it was derived, in stages, from the cognitive, affective and psychomotor domains. Next, using taxonomical terms that can properly address the level of each domain, course outcomes for theoretical and practical courses were determined. After expert opinion was sought, the final course outcome for the Adult Nursing course was produced. Conclusion: The results are meaningful in that valid course outcomes were developed through the process described above and are expected to greatly contribute to reaching exit outcomes and strengthen the professional capacity of nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.4
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• pp.477-489
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• 2015

Purpose: The purpose of this study was to develop an instrument to assess emergency room nurses' knowledge and performance of triage nursing. Methods: The instrument was developed through the stages of conceptual construction, item development, and validity and reliability testing. For the validity and reliability testing, data collected from 48 emergency room nurses using questionnaires was analyzed through descriptive statistics, factor analysis, and reliability coefficients. Results: The knowledge part consisted of 30 items in nine areas, and its reliability was low (KR-20 =0.50). The correct-answer rate was 71.8%. The performance section derived from the factor analysis was composed of two factors with nine items in the triage domain and three factors with 12 items in the non triage domain. The explanatory powers of these factors for the domains were 66.1% and 70.4%, respectively. The overall reliability (Cronbach's ${\alpha}$) was .95, and the reliabilities for the two domains were .88 and .91, respectively. The nurses' mean performance level was 3.2(${\pm}0.45$). Conclusion: The specific contents of the triage nursing work were identified from the developed scale; further research is necessary to in order to develop a scale capable of higher reliability and validity.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.1
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• pp.71-80
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• 2012

Purpose: This study was conducted to assess stressful life events and quality of life in nursing students. Methods: We performed a cross-sectional research design. A structured questionnaire was designed to collect data on participants' socio-demographics, stressful life events (interpersonal relationship & task-related events) and quality of life (WHOQOL-Bref) in September 2011. Descriptive statistics, t-test, one-way ANOVA, Pearson correlation coefficient and hierarchical multiple regression were applied to data analysis. Results: A total of 135 nursing students were surveyed. The score of the task-related stressful life events was higher than that of the interpersonal stressful life events. Physical domain score ($13.53{\pm}2.33$) was highest but environmental domain score ($12.75{\pm}2.34$) was lowest in quality of life. Satisfaction with campus life affected stressful life events (F=11.82, p<.001) and quality of life (F=17.77, p<.001), and extracurricular activities affect quality of life (t=-2.51, p=.013). Quality of life was negatively associated with task-related stressful life events (r=.-51, p<.001). Multiple regression analyses showed that extracurricular activities, satisfaction with campus life and task-related stressful life events were statistically significant in predicting quality of life with the explanatory power of 40.6%. Conclusion: This study could be a reference to improve the quality of life of nursing students.

• Journal of Home Health Care Nursing
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• v.22 no.1
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• pp.5-13
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• 2015

Purpose: The purpose of this study was to identify the relationship between sense of coherence and quality of life in the freshman nursing students. Method: The subjects of this study were 377 freshmen of nursing colleges. Data were collected through structured questionnaires of sense of coherence and quality of life. Data analysis was done using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient and canonical correlation analysis. Result: There was static correlation between sense of coherence and quality of life in the freshman nursing students. And high correlation with quality of life were meaningfulness in sense of coherence and psychological domain in quality of life. Conclusion: These results were shown very important to improve meaningfulness in sense of coherence and psychological domain in quality of life to raise the quality of life in the freshman nursing students. Therefore, in order to improve the quality of life, it is necessary to develop a nursing intervention program that focus on stress, and psychological health.

• Journal of Home Health Care Nursing
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• v.20 no.1
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• pp.44-52
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• 2013

Purpose: To identify factors that affect the job stress of visiting nurses at health centers in Seoul, Korea, who perform home care services. Methods: Data were collected in the period from November 20 to December 10, 2008, from 206 visiting nurses working at 25 health centers in Seoul metropolitan city. Self-report questionnaires of the Organization-Based Self-Esteem (OBSE) and the Korean Occupational Stress Scale (KOSS) were used. Data were analyzed by the SPSS win 15.0. Results: Several findings were obtained from the study. First, the mean of job stress was 52.4 points, which was higher than that of Korean women. Second, it was shown that by the sub-domain of job stress, the mean value belonged to the top 50% in the four sub-domains of physical environment, job demand, interpersonal conflict, and organizational system. Additionally, it belonged to the top 25% in the sub-domain of job insecurity, wherein the job stress was the highest. Third, the self-esteem of the nurses had the most significant effect on their job stress. Conclusion: Stress related to job insecurity was the highest among the visiting nurses at health centers in Seoul who perform the custom home care service thus, institutional support is urgently needed to alleviate such stress and secure their employment.

• Journal of Home Health Care Nursing
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• v.24 no.2
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• pp.181-188
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• 2017

Purpose: The aim of this study was to compare between performance and requirements of visiting nursing care in long-term care insurance using the OMAHA system. Methods: The subjects were 72 nurses who had worked in a visiting nursing care center in long-term care insurance. Data were collected from December 5, 2016 to January 31, 2017 using self-recorded questionnaires. The collected data were analyzed using descriptive statistics and paired t-tests. Results: Four dimensions of the OMAHA system showed statistically significant differences between performance and requirements of visiting nursing care in long-term care insurance. The requirements of visiting nursing care were higher than was performance on all 40 items of the OMAHA system. The greatest difference was in environmental domain and then the psychosocial domain. Conclusion: Based on the results, we found that the environmental and psychosocial domains were the largest gap areas. Therefore, with the reality of elderly people living alone and the increase in elderly couples, active intervention connected with the community is needed in residential areas. Further, we suggest that the OMAHA system can be utilized as an integrated conceptual framework for developing and enhancing visiting nursing care in long-term care insurance.

• 대한공업교육학회지
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• v.32 no.1
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• pp.33-54
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• 2007

The purpose of this study was to verify the effects of cooperative learning on academic achievement of the maintenance of intake and exhaust stroke education in the technical high school. The following null hypotheses were stated and utilized for the purpose of the study. (1) Taxonomy of educational objectives(cognitive, affective and psychomotor domain) and (2) the level of entering behavior To verify the hypotheses of the study, 2 parts(17 students in each part) of the second grades from technical high school were selected. The data were collected and interpreted statistically by t-test using SPSS(ver. 10) at the .05 level of significance. The result of this study were as follows; First, learning together cooperative learning had little effect on the academic achievement in the cognitive domain but the affective and psychomotor domain were more effective than the traditional teaching method on the taxonomy of educational objectives. Second, learning together cooperative learning was effective on the academic achievements of lower and higher ability group of students, while wasn't effective on middle ability group in the level of entering behavior.

• Korea Journal of Hospital Management
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• v.9 no.2
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• pp.128-148
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• 2004

Both undergraduate and graduate programs in health services management(HSM) are recently established in colleges and universities in Korea, and the programs train their students for diverse sectors within the field of healthcare management, including hospitals, nursing facilities, consulting firms, health industries such as pharmaceutical, insurance companies, etc. This study investigates many of the managerial roles expected to graduates from academic curricula in HSM, and required competencies to be successful in their positions. The information of roles and competencies for HSM graduates were collected, and their importances were evaluated by healthcare management experts through a Delphi method. As the result, 11 items for present roles and 13 items for future roles were derived, and 15 and 16 items were derived for present and future competencies respectively. Utilizing the classification of work roles by Timmreck and that of managerial competencies by Robbins, the importance of roles and competencies of healthcare managers was analyzed and interpreted. The major domains of roles at present turned out to be 'organizer', 'planner', 'problem solver', and 'coordinator' in order according to importance. On the other hand, as graduates develop their careers, the domains of future roles would be changed to 'director' and 'planner'. For competencies, the most important domain at present was 'technical skill', but the future important domain was 'interpersonal and emotional intelligence'. The result of this study can be seen as an initial step toward improving the academic curricula of HSM in college and universities and promoting collaborative efforts between academic programs and on-site practices in healthcare industries.

• Research in Community and Public Health Nursing
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• v.12 no.1
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• pp.71-80
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• 2001

In an attempt to measure the needs of sexuality education according to sex. grade. type of school. this study was carried out. For this study, the questionnaires were given to 600 students of 4 high-schools in Seoul from March to April. 1999. Students never being received sexuality education were 32.5%. Even though in students being received sex education, the answer of being very instructive was only 2.2%. The needs of sexuality education in boy-student was high in sexual behavior and relationship domain as compared with the girl-student, especially high in masturbation and sexual dysfunction. In girl-student, the needs of sexuality education were high in abortion. sexual damage. In third-grade, the needs of sexuality education were high in personal skill domain as compared with the first and second-grade. And the second-grade's needs were high in sexual behavior domain. In academic school students, the needs of sexuality education were high in sexual behavior and sexual health domain as compared with vocational school. In conclusion, a variety of systematic sex education programs suitable for each characteristic of adolescence should be in need of being developed to the base on the sex educational needs of the students.