• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.11
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• pp.5098-5103
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• 2012

This study examines the effect of information systems through communication and process competency to increase customer relationship competency. This study focuses on the effect of information systems which help internal customers for their work to satisfy the external customers. Based on the data collected by KRIVET and the Ministry of employment and labor, information systems, communication, process competency, and customer relationship competency are examined. The result showed that information system has an influence on communication and process competency, significantly. Process competency affect customer relationship competency positively while communication does not. However, communication has a positive influence on process competency.

• Journal of Korean society of Dental Hygiene
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• v.18 no.1
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• pp.139-151
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• 2018

Objectives: This study was to compare the self-evaluated outcomes of communication competency in dental hygiene process of care in the students of a dental hygiene department with the teaching evaluation, and to confirm the difference of communication competency by the evaluator. Methods: This study attempted to confirm the value and usefulness of self-evaluation and teaching evaluation on the communication competency. The subjects of this study were 43 junior students who took a course of dental medical communication at the dental hygiene department of a university located in 'A' city, and the self-evaluation and teaching evaluation were conducted using the evaluation paper which was modified from the communication evaluation tool in the previous studies. The collected data were subjected to the correspondence sample t-test to compare the difference between the communication competency self-evaluation before and after the education, and after communication education, while an independent sample T-test was conducted to compare the differences between the evaluators. Results: The student's self-evaluations before and after the education showed the statistically significant difference, moreover, the post-education competency scores were improved mostly in all the items more than the pre-education competency scores. The score of self-evaluation was higher than that of the teaching evaluation in all items except one question in the case of history-information collection stage. Conclusions: It is confirmed that there is an effect to allow the students to improve their communication competency in the dental health communication education in the dental hygiene department. To evaluate the student's communication competency, the mutual complement of self-evaluation and teaching evaluation should be confirmed in parallel each other.

• Journal of Korean Critical Care Nursing
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• v.11 no.2
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• pp.51-62
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• 2018

Purpose : This study aimed to provide primary data for developing a program to enhance communication competence by identifying the patient-centered communication competency level of Intensive Care Unit (ICU) nurses and the related factors. Method : Data were collected from August 28th to October 8th, 2015, from 199 ICU nurses working in 30 tertiary hospitals. The study questionnaire included items assessing the patient-centered communication competency of ICU nurses, nursing organizational culture, types of communication, the Teamwork Measurement Tool, the Perceived Nursing Work Environment tool, and the Wong & Law Emotional Intelligence Scale. The collected data were analyzed using descriptive statistics, a correlation test, and a multiple regression. Results : The ICU nurses' mean score on patient-centered communication competency was 3.97 points. The factors influencing the patient-centered communication competency level of ICU nurses were professionalism (p =.002), innovation-oriented organizational culture (p =.015), and emotional intelligence (p<.001). These variables explained 42.2% of the total variance in the patient-centered communication competency of ICU nurses. Conclusion : These findings suggest the need for developing a patient-centered communication competency improvement program that focuses on improving ICU nurses' professionalism and emotional intelligence, and facilitates the creation of an innovation-oriented organizational culture.

• Korean Journal of Occupational Health Nursing
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• v.29 no.2
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• pp.123-132
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• 2020

Purpose: This study examined the influence of nurses' communication competency, critical thinking disposition, and perception of patient safety culture on patient safety competency in armed forces hospitals. Methods: A crosssectional design was employed with a convenience sample of 204 nurse officers from four armed forces hospitals in South Korea. Data were collected through a self-administered questionnaire from August 10~23, 2019, and analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients, and multiple regression. All analyses were conducted using SPSS for Windows 21.0. Results: Patient safety competency scores were 4.35±0.40 for patient safety attitudes, 3.63±0.64 for patient safety knowledge, and 3.94±0.51 for patient safety skill. Communication competency, critical thinking disposition, and perception of patient safety culture were positively correlated with patient safety competency. Communication competency (β=.30, p=.002) and perception of patient safety culture (β=.24, p=.001) were identified as particularly important factors influencing patient safety competency. Conclusion: This study's results suggest that education programs to enhance communication competency and patient safety culture could increase patient safety competency among nurses in armed forces hospitals.

• Journal of Korean Clinical Nursing Research
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• v.21 no.3
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• pp.347-354
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• 2015

Purpose: The purpose of this study was to investigate the effect of clinical nurses' communication competency and emotional intelligence on organizational performance. Methods: Two hundred and fifty nurses who currently work at two superior general hospitals in Seoul, Korea, participated in the study. Data were collected between March and April, 2015. Global Interpersonal Communication Competence Scale (GICC-15) developed by Hur (2003) was used to measure communication competency. Wong & Law's emotional intelligence scale (WLEIS) developed by Wong & Law (2002) was used to measure emotional intelligence. Organizational performance scale developed by Brewer & Selden (2000) was used to measure organizational performance. Results: The results were summarized as follows: 1) The means of communication competency, emotional intelligence and organizational performance were 3.61, 4.84, and 3.59 respectively. 2) There were positive correlations between communication competency, emotional intelligence and organizational performance. 3) The variance of organizational performance accounted for was 26.0% (adj $R^2=.26$). Conclusion: These findings suggest that developing human resources in nursing is important for better organizational performance.

• Journal of Home Health Care Nursing
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• v.25 no.3
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• pp.232-239
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• 2018

Purpose: The aim of this study was to investigate the influences of professional autonomy and communication competency on the job satisfaction of psychiatric nurses. Methods: Participants were 141 psychiatric nurses working in psychiatric departments in 5 provincial hospitals. The questionnaire was composed of a total of 88 questions: general characteristics of participants (12 items), professional autonomy (30 questions), communication competency (15 questions), job satisfaction (30 questions). Data were collected and analyzed using t-tests, ANOVA, Pearson's correlation coefficients, and Multiple regression analysis with SPSS/WIN 24.0. Results: Job Satisfaction had significant positive correlations with both professional autonomy (r=.18, p<.001) and communication competency (r=.32, p<.001). These variables explained 24.3% of the variance in psychiatric nurses' job satisfaction. Conclusion: Thease findings indicate that professional autonomy and communication competency are important variables influencing job satisfaction for psychiatric nurses. Development and provision of intervention programs to increase professional autonomy and communication competency will help to increase psychiatric nurses' job satisfaction.

• Journal of the Korean Applied Science and Technology
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• v.38 no.6
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• pp.1596-1605
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• 2021

This study was conducted to identify the factors affecting the communication competency in nursing students. Method: The subjects of this study were 171 nursing students from two universities located in G and P cities. The collected data were analyzed by t-test, ANOVA, Pearson's Correlation Coefficient, and Multiple Regression Analysis. Results: As a result of multiple regression analysis, the significant predictors of communication competency of nursing students were interpersonal relationships(β=.404, p<.001) and positive thinking(β=.274, p=.014). Communication competency was explained 47.9% of variance in interpersonal relationship and positive thinking. Conclusion: The results of this study showed that interpersonal relationship and positive thinking in nursing students were the influential factor on communication competency. Therefore, the results of this study suggest that it is necessary to find ways to improve interpersonal relationship and positive thinking in order to improve communication competency of nursing students, and it is considered to be useful as basic data for developing intervention programs to improve communication competency.

• Research in Community and Public Health Nursing
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• v.31 no.3
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• pp.337-347
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• 2020

Purpose: The purpose of this study was to construct the education applying Havruta's method for nursing students and to examine its effect on the communication competency, critical thinking competency, and self-leadership. Methods: A non-equivalent control group pretest-posttest design was used. The participants were 138 nursing students at two universities. The experimental group (n=70) received the education applying Havruta's method for six weeks. The study was carried out from September 23 to November 8, 2019. Data were analyzed using IBM SPSS/WIN 22.0 for the 𝑥² test, Fisher's exact test, and independent t-test. Results: The experimental group had a significant increase in communication competency (t=2.44, p=.016). However, there was no significant difference in critical thinking competency (t=1.85, p=.067), and self-leadership (t=1.78, p=.077) between the two groups. Conclusion: The education applying Havruta's method is an effective nursing education for communication competency. The result of this study could be a guide for nursing professors at the nursing education field when developing education programs that apply Habruta's method. Based on these results, future studies should be conducted to apply Habruta's teaching method to various nursing majors.

• Journal of Korean Public Health Nursing
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• v.25 no.2
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• pp.233-243
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• 2011

Purpose: The study was done to describe competency level in communication and professional competence of Public Health Nurses and to test effect of competency level in communication on professional competence of Public Health Nurses (PHNs). Methods: A correlational research design was used and 153 PHNs working at nine Public Health Centers (PHCs) in four Metropolitan cities agreed to participate. Participants completed a structured questionnaire measuring the study variables with socio-demographic characteristics. Data were analyzed using descriptive statistics and multiple regression analysis with the PAWS Statistics 18. Results: The mean of competency level for communication and professional competence were above average for the test instruments utilized (90.3 and 68.4 respectively). The level of communication competency differed by age and location of PHCs, and professional competence differed by location of the PHCs. The level of communication competency was the most important affecting professional competence and explained 32.9% of the professional competence. Conclusion: Nurses with better communication competency had more professional competence. In the future, repeated study is needed, and communication program is needed to develop and train PHNs to improve their professional competence.

• The Journal of the Korea Contents Association
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• v.17 no.5
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• pp.529-539
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• 2017

The purpose of this study is to categorize and analyze the communication competency of engineering undergraduates and to develop educational content in order to improve that. In this study, communication competency of engineering undergraduates was categorized into three areas: critical thinking, scientific communication, and media literacy. As a means to improve communication competency, the experience with and perception of writing were investigated. The communication competency of undergraduates needs to be improved overall. There is a high need for writing programs that enhance critical thinking oriented around practice. It suggests flipped learning based on smart education, E-community, problem-solving programs based on action learning, cooperative learning programs, reflection journals & portfolio, and collaborative writing programs as educational content. The results of this study can be used as basic data to design competency-based communication curriculum and practical applications for engineering undergraduates.