• Child Health Nursing Research
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• v.24 no.1
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• pp.27-36
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• 2018

Purpose: The purpose of this study was to develop a model for handoff education for nursing students based on simulation using video and to identify educational effects of a simulated situation in pediatric care units. Methods: Data were collected from May 1 to 30, 2016. Participants were 84 senior nursing students in Seoul (video group: 43, simulation group: 41). Both groups were given a lecture and pre-briefing on handoff education. The simulation group had nursing practice on resolving health issues for respiratory distress using a high-fidelity baby simulator. The video group watched a video recording of a scenario based simulation, and used a summarized handoff situation to practice patient handoff to another student. Results: There was no significant difference between the two groups for handoff self-confidence, problem solving ability, handoff competence (self-assessment of students), or learning satisfaction. Self-confidence increased significantly in both groups. Handoff competency evaluated by the instructor was higher in the video group compared to the simulation group (t=2.33, p=.022). Conclusion: Nursing student education for handoff practice utilizing a video in the pediatric unit was more cost effective. Therefore, it could be a useful educational method for students in learning patient handoff practices and helpful for related research.

• Journal of Practical Engineering Education
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• v.16 no.1_spc
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• pp.21-31
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• 2024

This study focused on the development of an AI essay tool for assessing writing-communication competence using ChatGPT. During the development process, the interaction between content expert and technical expert was emphasized to explore the fusion of IT and humanities and social sciences. Through close communication and interaction between the content and technical experts, they incorporated scoring criteria for writing-communication competence and developed an AI essay test tool that provides scores and feedback in the appropriateness of content, effectiveness of organization, and accuracy of grammar. This process revealed how content and technology combine and presented considerations for future fusion researchers, including technical experts in generative AI assessment tools.

• Smart Media Journal
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• v.12 no.5
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• pp.88-101
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• 2023

As the definition and role of design changes over time with the times and society, design education needs to update teaching methods to match it. The course design in this study began with an optimisation of the learning model based on previous research and analysis, followed by in-depth interviews, the application of the interview results to the final curriculum design, and finally a questionnaire to verify the positive effects of this teaching model. This teaching model has been applied to teach a pilot class in a university of applied sciences in China. The main characteristics of the course design are Project-Based Learning (PJBL) oriented, team cooperation centric, and an educational model developed based on peer assessment. In every stage of the UI design course, realistic project simulations are adopted, enhancing students' abilities through practical experience, teamwork, and peer assessment. The innovation lies in validating the effectiveness and advantages of this model at every stage of the UI design course, innovating existing teaching methods, optimizing learning models, and combining practice with evaluation. This research found that a project-oriented team course design based on PJBL has a high degree of effectiveness and relevance in each stage of the UI design course, significantly improving students' overall competence. It is expected that the results of this study can be applied in various ways to the course design of the courses that similar to design majors.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.24 no.68
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• pp.85-94
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• 2001

Most of customers want to know how to develop the computer system they want to get to use according to the their requirements. This study presents a Computer Integration management System for Quality (CISQ) model for system-integration organizations, which need to demonstrate their capability to consistently provide computer integrated system that meets customer satisfaction and applicable regulatory requirements. The Plan.Do.Check.Act(PDCA) cycle called by Doming wheel expresses the basic concept of continuous improvement action in order to emphasize on achieving business goal. It is useful for providing full competence of a system-integration organization to integrate management systems based on the international management system, and to take an advantage in its market. This study specifies International Certification Network Business Excellence Concept(IBEC) approach to ensure a harmonized integration of the variety of management systems and thereby produce synergy effect. The end part of this study specifies a Assessment Model including an assessment concept adding to the compliance audit according to the CISQ for the continuous improvement. A simple application on Failure Modes and Effects Analysis(FMEA) in testing phase in project life cycle has been done.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.1
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• pp.48-56
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• 2017

Purpose: This study was conducted to identify the relationships between the perceived and actual achievement on skill performance assessment and identify the relation to learning motivation factors. Methods: A total of 80 senior nursing students currently studying at a university participated in the study in 2015. Students completed a performance examination of 20 nursing skills at the end of their 7-week training period; their performance was rated using checklists. Students then completed a survey, which included questions about learning motivation and perceived achievement level. Data were analyzed by descriptive statistics, Pearson's correlation, and Kruskal-Wallis test. Results: There was a weak correlation between perceived and actual achievement. Intrinsic and extrinsic goal-orientation and self-efficacy in learning motivation factors was significantly correlated to perceived achievement. Perceived achievement and self-efficacy in middle quartile of actual achievement were higher than other upper- or lower-quartile group. Conclusion: The findings suggest that the motivation factors of learners should be taken into account to maximize academic achievement in nursing skills training. In addition, it should be considered a strategy to reduce the gap between perceived and actual achievement.

• Journal of muscle and joint health
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• v.14 no.2
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• pp.137-148
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• 2007

Purpose: This study was performed to evaluate of practicum by using standardized patient(SP) for nursing assessment. Method: This study had 2 steps. The 1st-step was pre-intervention stage including selection of a learning title, formation of case scenario, training of SP and developing the evaluation tools for students' clinical competence to assessment, 6 categories 29 items. The 2nd-step consisted of intervention and evaluation stages. 34 nursing students divided 2 groups participated in assessing the SP. Evaluation of each group was performed by 2 nursing professors. All students recorded their feelings after assessing the SP. The SP also evaluated about nursing students' attitude toward the SP. Results: ICC(Interclass correlation coefficient) between 2 groups was over 0.7 all categories. Students' assessing score(range 0-1) was muscular-joint function status(0.41), nutritional status(0.39), history taking(0.38), IADL(0.18), ADL(0.15), and emotional status (0.07). The mean scores of the nursing students' attitude by SP was 4.03(range 1-6). Also most students showed positive reactions to the education using SP because they had the chance to experience what they could not practice in clinical setting. Conclusion: The evaluation tool revealed high reliability. Nursing students' clinical competence was below average. But they took a good attitude to SP. We recommended further research using SP with various disease.

• Korean Medical Education Review
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• v.20 no.1
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• pp.20-31
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• 2018

Good assessment is crucial for feedback on curriculum and to motivate students to learn. This study was conducted to perform item analysis on the Medical Education Assessment Consortium clinical knowledge mock examination (MEAC CKME) (2011-2016) and to evaluate several effects to improve item quality using both classical test theory and item response theory. The estimated difficulty index (P) and discrimination index (D) were calculated according to each course, item type, A (single best answer)/R (extended matching) type, and grading of item quality. The cut-off values used to evaluate P were: >0.8 (easy); 0.6-0.8 (moderate); and <0.6 (difficult). The cut-off value for D was 0.3. The proportion of appropriate items was defined as those with P between 0.25-0.75 and D ${\geq}0.25$. Cronbach ${\alpha}$ was used to assess the reliability and was compared with those of the Korean Medical Licensing Examination (KMLE). The results showed the recent mean difficulty and decimation index was 0.62 and 0.20 for the first MEAC CKME and 0.71 and 0.19 for the second MEAC CKME, respectively. Higher grade items evaluated by a self-checklist system had better D values than lower grade items and higher grade items gradually increased. The preview and editing process by experts revealed maintained P, decreased recall items, increased appropriate items with better D values, and higher reliability. In conclusion, the MEAC CKME (2011-2016) is deemed appropriate as an assessment to evaluate students' competence and prepare year four medical students for the KMLE. In addition, the self-checklist system for writing good items was useful in improving item quality.

• Journal of Venture Innovation
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• v.4 no.1
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• pp.51-65
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• 2021

The HR policy in the public sector was closed and operated mainly on written tests, but in 2006, a new evaluation, promotion and education system based on competence was introduced in the promotion and selection system of civil servants. In particular, the seniority-oriented promotion system was evaluated based on competence by operating an Assessment Center related to promotion. Competency evaluation is known to be the most reliable and valid evaluation method among the evaluation methods used to date and is also known to have high predictive feasibility for performance. In 2001, 19 government standard competency models were designed. In 2006, the competency assessment was implemented with the implementation of the high-ranking civil service team system. In the public sector, the purpose of the competency evaluation is mainly to select third-grade civil servants, assign fourth-grade civil servants, and promotion fifth-grade civil servants. However, competency assessments in the public sector differ in terms of competency assessment objectives, assessment processes and competency assessment programmes compared to those in the private sector. For the purposes of competency assessment, the public sector is for the promotion of candidates, and the private sector focuses on career development and fostering. Therefore, it is not continuously developing capabilities than the private sector and is not used to enhance performance in performing its duties. In relation to evaluation items, the public sector generally operates a system that passes capacity assessment at 2.5 out of 5 for 6 competencies, lacks feedback on what competencies are lacking, and the private sector uses each individual's competency score. Regarding the selection and operation of evaluators, the public sector focuses on fairness in evaluation, and the private sector focuses on usability, which is inconsistent with the aspect of developing capabilities and utilizing human resources in the right place. Therefore, the public sector should also improve measures to identify outstanding people and motivate them through capacity evaluation and change the operation of the capacity evaluation system so that they can grow into better managers through accurate reports and individual feedback

• Journal of Radiation Protection and Research
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• v.38 no.1
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• pp.1-9
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• 2013

Education and training is an important means of promoting safety culture and enhancing the level of competence of radiation worker in radiation protection. The existing international nuclear education and training of short duration has been carried out on the high-level officials and focussed on the classroom based training. The developing countries has been asking for support to cultivate their own technical experts to Korea which is a donor country exporting nuclear power plants. This paper summarizes the results of developing and operating the international education and training course to froster technical experts in radiation protection that emphasized practical training sessions and technical visits using the excellent domestic radiation facilities and infrastructure of education and training. It mentions the procedures of assessment and feedback as well. In an effort to maximize teaching-learning effects and to maintain consistency of the learning objectives, methods and assessment, SAT methodology has been applied on the processes of developing and operating the course. In the comparative and final assessment which were conducted at the beginning or at the end of training course, participants' average score increased around 2 points. The questionnaire of participants showed a high level of satisfaction of 4.0 points or above for the most of the questions. These imply teaching-learning methods applied to it might be effective. The teaching-learning methodologies may provide the opportunity to develop the customized training course for bringing up international technical experts and to shift educational paradigm from theory-oriented to on-site practice-based education.

• Korean Medical Education Review
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• v.18 no.1
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• pp.38-43
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• 2016

The authors investigated the effect of feedback and remediation after formative assessment (FRFA) by comparing the FRFA score and that of summative assessment (SA) in a course on clinical skills. In March 2015, 33 subjects underwent evaluation of their ability to perform a complex clinical skill using a real-time ready-made mobile assessment form tool, and through e-mail they were supplied with their feedback and final score (the pass group earned 2 points; the intermediate group earned 1 point; the nonpass group earned 0 points) followed by their self-reflection. The nonpass group underwent a re-test and e-mail feedback again until they passed the test, given the ease of performance. In December 2015, the 33 subjects took a 10-item SA, and one of the 10 items addressed a similar clinical skill. The difference between the first score on the FRFA and the score on the SA was evaluated statistically (p=0.05) through data analysis, variance distribution, correlation analysis, and linear regression analysis using SPSS software ver. 16. The increase from the score on the SA to that on the FRFA was statistically significant ($4.5{\pm}9.29$) in the pass group and the intermediate group, and was $29.7{\pm}11.49$ in the nonpass group of the formative evaluation (p<0.001). Using an FRFA could decrease the range in the standard deviation of the score and increase the minimum score among the subjects.