• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.1
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• pp.49-58
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• 2021

Purpose: The purpose of this study was to determine relationships between academic achievement, clinical competence, and confidence in the clinical performance of nursing students, and to identify factors that influence them. Methods: This was a descriptive correlation study. Data were collected from 118 nursing students at a nursing college in Seoul. One-way variance analysis, Pearson's correlation coefficient, and multiple linear regression analysis were used to examine relationships between academic achievement, clinical competence, and confidence in clinical performance. Results: Clinical competence was related to academic achievement in students' previous semester and to students' academic scores in a fundamental of nursing course. Clinical competence showed a weak positive correlation with academic achievement in students' previous semester and academic scores in a fundamental of nursing course in both evaluations by the professor and students' self-evaluations. However, confidence in clinical performance had no significant correlation with academic achievement. The factor affecting the clinical competence was academic scores in a fundamental of nursing course, and factors affecting confidence in clinical performance were health status, personality, major suitability, and class satisfaction in a fundamental of nursing skills course. Conclusion: These findings indicate that students with high academic achievement have better clinical performance, but confidence in clinical performance is not related to academic achievement.

• Korean Medical Education Review
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• v.26 no.1
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• pp.41-47
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• 2024

The ultimate goal of career guidance is to help medical students develop a career plan that matches their personal characteristics, allows them to train in their desired subspecialty, and helps them to adapt well to medical practice after graduation. Gachon Medical School has designed a longitudinal career guidance program called GLORI (Gachon Longitudinal Orientation and Career Development), which is based on the outcome of each phase. The program consists of regular courses and portfolio-based career guidance from a mentor professor. In phase 2 (basic medical science), the "Career Seminar" course was developed. This course focuses on self-understanding through a psychological inventory, exploration of postgraduate career paths, and interviews with professors in specialties of interest. In phase 3 (the integration of basic and clinical science), the "Exploring Nonclinical Career Options" course was introduced. This course presents perspectives from doctors who have followed various pioneering career trajectories, including biomedical engineering, medical journalism, writing, public health, health care administration, the pharmaceutical and medical device industries, and other areas. All teaching methods were designed to encourage student participation. The assessment methods are assignment-based, including self-reflective reports and presentations. In addition, a portfolio-based career guidance program is implemented in phases 3 and 4 (clinical clerkship). It is expected that this case study will serve as a practical example for developing comprehensive career guidance programs for medical schools.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.2
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• pp.288-299
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• 2014

Purpose: The purpose of this study was to investigate the current status of the 3+1 curriculum implementation of nursing college in transition from a three-year to a four-year nursing education system. Method: This study employs a triangulation study including a questionnaire survey and a focus group interview. The data collected from 34 nursing colleges were analyzed using SPSS/WIN 21.0 program and the interview data(9 department chairs of nursing colleges) were analyzed using qualitative content analysis. Results: The important results are as follows; Many colleges applied academic performance as student selection standards. Factors in students' satisfaction are acquiring the bachelor's degree and a lot more relaxed college life. Factors in students' dissatisfaction are anxiety about national nursing exam and absence of college's own specialized programs. Main points of 3+1 course policy making are strengthening character education and core-fundamentals education in nursing. After qualitative contents analysis, three management-related subjects and 7 sub-subjects emerged. Three subjects were the effects of the 3+1 course running, the difficulties in management and how to run the 3+1 course effectively. Conclusion: From the results of this study, we concluded with some practical implications for the 3+1 course running for reformed nursing schools.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.423-443
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• 2017

In this paper, In this paper, we study the recognition of undergraduate students and professors about the relation between mathematics learning contents of high school liberal arts course and major fields of college of business administration. We chose 155 undergraduate students and 6 professors at college of business administration in M university and investigate their recognition about the relation between mathematics learning contents of high school liberal arts course and major fields of college of business administration. We found following facts. First, mathematics education in high school should be based on understanding of mathematical conceptions and principles rather than problem-solving skills to intensifying the relation between mathematics of high school liberal arts course and major fields of college of business administration. Second, we have impressed upon them, whom are going to college of business administration, the need for more mathematics to study a major field.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.8 no.3
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• pp.324-333
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• 2001

Purpose: A quasi-experimental study was conducted to identify the effects on Self-efficacy, Fatigue, Coping Skills and Self-care Activities by Korean patients following a Systemic Lupus Erythematosus Self-Management (SLESM) Course. Methods : A two group pre-test and post-test design was used. The participants in the study were forty-one people with Systemic Lupus Erythematosis of which 21 subjects were assigned to the experimental group and 20 to the control group The experimental group received six weekly 2-hour group sessions, while the control group did not receive any intervention Outcome measures included self-efficacy, fatigue, coping skills and self-care activities. Baseline demographic and clinical variables did not differ between the two groups. Results : Patients who Participated in the self-management course showed significant decrease in fatigue (p= .038), improvement in self-efficacy (P= .001) and coping skills (p= ,048), increase in self-care activities (p= .003), and in the number of types of self-care activities(P= .048). Conclusion: Self-efficacy, coping skills and self-care activities improved and fatigue was reduced following the SLESM course. This study showed that a SLESM course is a good nursing intervention that can be offered in community settings.

• Journal of the Korean earth science society
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• v.24 no.2
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• pp.108-116
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• 2003

Problem Based Learning (PBL) is one of methods which has been developed to promote student-centered learning and to pursue self-directed learning for life-long learning. The purpose of this study is exploring the possibility of Problem Based Learning (PBL) in college Earth science course. The participants of this study were fourteen students attending an Earth science class at Sookmyung Women's University in Seoul. PBL was implemented in the form of group project with utilizing Web-based course tool. We provided questionnaires and conducted interviews to figure out students' perception about PBL. The findings were as follows: Through a given experiences, (1) students participated more actively than LBL (Lecture Based Learning), (2) more students were engaged with self-directed learning, and (3) students made higher cognitive efforts. LBL seemed to be more efficient way to acquire factual knowledge. In the meanwhile, PBL did not seem to affect the improvement of communication skills. Students could not make use of Web-based course tool effectively in communicating with other team members. In this study, we found that college student participants preferred problems related to everyday life, environmental issues and interesting but unusual incidents. On the other hand, they felt difficult in open-ended problems, especially when they were asked to provide their own evaluation. On the basis of PBL experiment in this paper, we present one method of successful implementation of PBL and suggest topics which should be studied in the future.

• Journal of Fashion Business
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• v.21 no.5
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• pp.122-135
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• 2017

The purpose of this study is to investigate the effect of career decision self-efficacy and course maturity on followership types of undergraduate students majoring in beauty and provide basic data for development of guidelines that can facilitate career decisions. Subjects are 310 students majoring at beauty colleges and universities. Results of this study were as follows. First, career decision self-efficacy was influenced by two underlying factors such as, followership of thinking Style and fatterns of behavior. Second, the effect of followership types on career maturity was significant. Both the higher followership of thinking Style and fatterns of behavior, the career maturity was more affercted. Based on this study, students majoring in cosmetology were divided into type of followership and analyzed according to organic relevance of career decision self-efficacy and course maturity. Based on this, professors or mentors may understand characteristics of college students in cosmetology in explaining characteristics of their profession related to their major. It will be beneficial to provide an opportunity for beauty students to make a reasonable course maturity and career decision self-efficacy with followership types.

• Progress in Medical Physics
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• v.26 no.3
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• pp.137-142
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• 2015

We retrospectively analyzed the outcomes in patients who underwent reirradiation for brain metastasis. Twenty-three patients with brain metastases who were initially treated with palliative brain radiotherapy and were retreated with a second course of brain RT between June 2008 and December 2012. WBRT, 3DCRT and SRS were used for brain metastasis. The median dose of the first course of WBRT was 30 Gy (range, 23.4~30 Gy). The dose of the first course 3DCRT for lesion was 30 Gy in 3 Gy per fraction. The median dose of the first course of SRS was 16 Gy in 1 fraction (range, 12~24 Gy). The median dose of the second course of WBRT was 27.5 (range, 12~30 Gy). The median dose of the second course of 3DCRT for lesion was 30 Gy (range, 25~30 Gy). The dose of the second course of SRS was 16 Gy in 1 fraction. The second course of WBRT was administered on radiographic disease progression with symptom in all patients. With median follow-up of 25 months, overall symptom resolution rates were 47.8%. Rate of palliative efficacy was 82.6% including stable disease. The median survival time after initiation of reirradiation was 3.2 months. Median value of KPS prior to reirradiation was 30. Median value of KPS after reirradiation was 60. Reirradiation of brain metastasis maybe feasible and effective in select patients with a good performance status $KPS{\geq}60$ (: ECOG 0~2) prior to reirradiation.

• Child Health Nursing Research
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• v.28 no.2
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• pp.124-131
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• 2022

Purpose: A tobacco-free campus (TFC) is the most advanced tobacco-control policy for college campuses, but it has rarely been explored in Korea. This study aimed to explore Korean college students' attitudes toward TFC and related factors. Methods: This cross-sectional descriptive study enrolled college students who were taking an elective course on smoking cessation and a healthy lifestyle at a university located in Incheon, Korea. Data were collected from March 1 to December 31, 2019 using a structured questionnaire, and study participants were recruited using convenience sampling. Results: Data on 309 college students were analyzed. Of those participants, 6.1% supported the TFC policy. Multiple logistic regression analysis showed that female gender (adjusted odds ratio [aOR]=5.80, 95% confidence interval [CI]=1.47-22.95), taking the course to quit smoking oneself (aOR=11.03, 95% CI=1.04-117.05), anxiety in the past month (aOR=4.27, 95% CI=1.06-17.31), and being a current smoker (aOR=0.06, 95% CI=0.01-0.70) were statistically significant independent predictors of TFC support. Conclusion: Women, students taking the course to quit smoking themselves, nonsmokers, and students who felt anxious in the past month were more likely to support TFC. Further research with more representative samples is required to examine the characteristics of people who favor TFC.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.2
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• pp.135-145
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• 2017

Purpose: The purpose of this study was to develop a program outcomes assessment system based on Course Embedded Assessment for nursing education. Methods: This study was conducted in accordance with the procedures of the developmental research method. Results: The major results are as follows. 1) The program outcomes were measured according to the Analytic Hierarchy Process. 2) The Course Embedded Assessment matrix was made according to program outcomes' weight, the curriculum-organizing principle, and achievement levels. 3) The Course Embedded Assessment rubric was developed in logical process, and consisted of a performance criterion, and rating scale. The content validity index of the Course Embedded Assessment rubric was 0.85. 4) An evaluation guideline and 12 documents were developed to facilitate the performance of the assessment system. 5) The average content validity index of the Course Embedded Assessment-based program outcomes assessment system was as high as 0.89. Conclusion: A Course Embedded Assessment-based program outcomes assessment system is more suitable for accreditation of nursing education than previous studies. Because this system evaluates the process of achievement as well as program outcomes, the results can also serve as immediate feedback to improve the educational process. Above all, this system facilitates that students check their achievements and strive to acquire core competencies in nursing.