• Research in Community and Public Health Nursing
• /
• v.7 no.2
• /
• pp.361-383
• /
• 1996

This study analyze and find problems in the 4-year and 3-year college nursing curriculum through comparison and analysis of each college curriculum according to the Nursing Education Standards Criteria from the Korean Nurse Association, 1994. Analyzed areas and results are as follows : 1. Nursing education philosophy To analyze Nursing Education philosophy, we reviewed the categaries of Person, Health, Nursing, Environment. In of 4-year colleges, 50% of them were presenting definitions of Person that were the same as the Nursing Education Standards. But in the definitions of Environment and Health, they presented limited contents. In the 3-year college, we could not find any statement of Nursing Education Philosophy similar to Nursing Education Standards. 2. Nursing education purpose In 4-year colleges, they stated aboict only 3 aspects and others werelacking in correspondance with Nursing Education Standards. In 3-year colleges, some aspects were sincere, but when they were compared to the standards they were very limited. 3. Nursing education curriculum As we analyzed 4-year and 3-year college nursing curriculum, We found that 3-year colleges use curriculum from 4-year colleges in a modified and condensed form. Thus, it is considered that 3-year colleges have considerable burdens because they have to teach all the credits within 3-years that is normally taught in the 4-year college. Therefore, we can suppose that 3-year colleges have more problems in the quality. And, the majority of 4-year and 3-year college curriculums don't include recent concepts such as health promotion, prevention, and rehabilitation.

• Journal of Korean Academy of Nursing
• /
• v.18 no.2
• /
• pp.162-188
• /
• 1988

The purpose of this study is to guide the direction of the Korean nursing education to analysize ⑴ the philosophy and objectives ⑵ curriculum, and ⑶ educational environment. This analysis is based on the data from 50 nursing schools (14 4-year colleges and 35 3-year colleges) The survey was conducted from Dec. 1986 through Jan. 1987 by mail. 1) Educational philosophy and objectives 10 4-year colleges and 8 3-year college program have curricular philosoph. Most popular curricular philosophies are human beings, health, nursing, nursology, nursing education, nurses role in the present and in the future. 10 nursing schools mentioned that human being is the subject to interact with : environment physically, mentally and socially. 2 schools mentioned that health is the state of functioning well physically, mentally and socially. 13 schools mentioned that the nursing is the dynamic act to maintain and to promote the highest possible level of health. 4 schools mentioned that the nursology is an applied science. 4 schools mentioned that nursing education is the process to induce the behavioural changes based on the individual ability. There is different opinion about the nurses' role between 4-year college and 3-year college. In the responses from 4-year colleges they focus on the leadership in effective changes, self-regulating and self-determining responsibilities, applying the new technology, continuing education, and participation in research to further nursing knowledge. In the responses from 3-year colleges, they focus on the education in college, primary health care nursing, direct care provider and public health education. Among 50 respondents 40 schools have educational goals which can be divided into two categories. One is to establish the moral and the other is to develop the professionalism. 2) Curriculm The analsis of curriculum is only based on the data from the 4-year colleges because the most of 3-year colleges follow the curriculum guideline set by the Ministry of Education. a) Comparison of the credits in cultural subject and in nursing major. The average required credit for graduation is 154.6 and the median credit is the range of 140-149. The average credit of cultural subjects is 43.4. In detail, the average number of credit of required course and elective courses are 24.1 and 19.3 respectively. The average credit for major subject is 111.2. In detail, the average credit for required courses and electives course are 100.9 and 10.4 respectively. In 5 colleges, students are offered even on elective course b) Comparison of the credit by class. The average earned credits are as follows : 41.1 in freshman, 400 in sophormore 38.3 in junior and 32.4 in senior. Cultural subjects are studied in early phases. c) Comparison of the compulsory and elective cultural subject by institute. The range of credit is 7-43 in compulsory cultural subjects and there are lot of differences among institutions. While all respondents require liberal arts as compulsary subjects, few respondents lists social science, natural science and behavioral science as required subjects. Social science-related subjects are frequently chosen as cultural subjects d) Distribution of creditsin cultural subjects by institute. The liberal art subjects are taught in 20 institute. English and physical education courses are taught in all instituions. The social science subjects are taught in 15 colleges and the basic Psycology and the Basic sociology are the most popular subjects. The natural science subjects are taught in 7 colleges and Biology and Chemistry are the most popular subjects among them. e) Distribution of credits in major basic courses by institute. Most of the institutes select Anatomy, Microbiology, Physiology, biochemistry and Pathology as basic major courses. f) Comparison of the required and elective courses for nursing major by institutions. Subjects and credit ranges in major are varing by institute. More than half of the respondents select the following subjects as required major subjects. (1) Adults Health Nursing and Practice (19.5 credits) (2) Mother and Child Care and Practice (8.9 credits) (3) Community Health Care and Practice (8.5 credits) (4) Psychiatric Nursing Care and Practice (8.1 credits) (5) Nursing Management and Practice (3.9 credits) (6) Fundamental of Nursing, Nursing Research and Health Assessment and Practice. Three institutions select Introduction to nursing, Rehabilitation Nursing, School Nursing, Public Health Nursing, Nursing English, Communication, Human Development as electives in nursing major. 3) Educational environment a) Nursing institution There are forty-three 3-year colleges and seventeen 4-year colleges and 81.4% of which are private b) Number of students and faculty 19.2% of the students are in 4-year colleges and 80.8% of the students are in 3-year colleges. In 4-year colleges, the number of nursing faculty members is in the other of assistant professor, instructor and professor. In 3-year colleges, the orderiis lecturer, associate professor, full time instructor and assistant professor. In 4-year colleges, 18.8 students are allocated per nursing faculty and in 3-year colleges, 33.1 students are allocated per nursing faculty. c) Clinical practices 66.7% of the 4-year colleges practice over 1201 hours in clinic and 28.5% of 3-year colleges practice over 1201 hours in clinic. In 4-year colleges, 11.5 students are allocated per nursing faculty and in 3-year colleges,17 students are allocated per nursing faculty The survey shows no difference in the procedure between 4-year colleges and 3-year colleges but 3-year colleges choose the more variety practicing site such as special hospital and community health clinic. d) Audiovisual facilities The survey shows a lot of difference in audiovisual facilities among institution and 3-year colleges are less equipped than 4-year colleges.

• International Journal of Advanced Culture Technology
• /
• v.10 no.4
• /
• pp.137-147
• /
• 2022

In this study, for students who gave up their studies midway through college, we investigate the reasons for dropping out of college, analyze the factors that caused students to drop out, and suggest improvement measures to effectively increase the recruitment rate of enrolled students. This study explores measures to increase student enrollment in community colleges. For this purpose, it conducted a survey of students who dropped out of G College between 2018 and 2020 from June 28 to July 9, 2021. Its analysis is based on the results of 53 students who participated in the survey. First, our results suggest that programs to develop interpersonal relationships between students, faculty, and staff are necessary. Such programs will cultivate a culture of solidarity and collective identity among students, which in turn will reinforce positive experiences in college. Moreover, by developing systems to form relationships between faculty and students, colleges can have a feedback mechanism, such as an open-study program, through which they learn what the students want and need. Through this effort, colleges can help their students adjust to campuses and enhance student satisfaction in college. Second, it is necessary to develop various extracurricular programs not only for freshmen but existing students and to run hobby and leisure activity programs. To have continuous, standing extracurricular programs instead of one-time events, colleges should set up specific goals, delivery methods and strategies. Third, colleges should renovate old and outdated buildings and facilities on campus to enhance the quality of campus life. Moreover, more comprehensive improvement of facilities and a campus environment by having various convenient and leisure facilities that meet the needs and demands of students. Fourth, it is suggested to develop programs or systems that help students to more fully engage in campus lives and activities, which in turn increases confidence and self-efficacy among students. Through such programs, students can better adjust to their majors and, therefore, will be less likely to drop out of college.

• Human Ecology Research
• /
• v.53 no.2
• /
• pp.131-141
• /
• 2015

The purpose of this study is to examine a potential association between community factors and the establishment of Local Healthy Family Support Centers (LHFSCs). Community factors were population size, community size, local finance independency, number of workplaces per 1,000 people, number of colleges, political party affiliation of mayor, and political party affiliation of congressman. Data of this study were collected from the census indicators of 222 communities from 2004 to 2014 and analyzed by frequency, mean, geographical information system mapping, and the binary logit analysis. The results of this study are as follows. First, LHFSCs are less likely to be established in communities in the provinces of Gangwon, Chungbuk, and Gyeongbuk. Second, the population size was positively related to the establishment of LHFSCs. Third, finance independency was positively associated with the establishment of LHFSCs. Forth, a mayor was more likely to establish LHFSCs if they were affiliated with the ruling conservative political party. However, the establishment of LHFSCs was not affected by other factors such as community scale, number of workplaces per 1,000 people, the number of colleges, and party affiliation of congressman. Thus, the conclusion suggests family policy implications to improve the geographical imbalance of LHFSCs based on the analysis results.

• Journal of the Korean Society for information Management
• /
• v.24 no.4
• /
• pp.345-374
• /
• 2007

Community colleges are key constituents of higher education in Korea, along with four-year universities. The number of community colleges in Korea also holds significance. However, the main focus of the Master Plan for Library Development decisively lies in university libraries, with little consideration to the poor condition of community college libraries. This study aims to identify problems of community college libraries by conducting a document research on their current standing and, based on that, to present six policy proposals for government support. They are a) to develop library collections based on the school specialty, b) to build theme-oriented libraries, c) to facilitate cooperation between community college libraries, d) to reinforce capacities for library service, e) to improve legal status of community college libraries and develop an evaluation index, f) and to estimate demand and evaluate service quality.

• Journal of the Korea Fashion and Costume Design Association
• /
• v.21 no.1
• /
• pp.131-148
• /
• 2019

In this study, the purpose of the research is to present a cooperative convergence education Capstone design operational model that can promote community relations by spreading excellent practices through governmental, academic, and civil cooperation, ultimately contributing to the development of systematic plans among cooperative groups for successful promotion, and the production high effects in the fashion sector. The case study presented a new model that combines convergence in interdisciplinary studies, focusing on the case study of the "Fashion Capstone Design" textbook. The characteristics of the proposed model suggested three types of convergence- the convergence of government, academia and private cooperation, and the convergence of academic and civil organizations, depending on their role. The proposed educational model has the advantage of complementing and dealing with the difficulties presented by interdisciplinary education. It also has the effect of activating community linkages with colleges in the community. In addition, the effectiveness of community colleges and community links can be optimized. Through the example of this study, we look forward to being used as a references for a variety of cooperative convergence education capstone design projects.

• Journal of Engineering Education Research
• /
• v.20 no.3
• /
• pp.58-76
• /
• 2017

This study was carried out with the aim of suggesting the directions and criteria for the evaluation of engineering college by the media. In order to accomplish the purpose of the research, we compare and analyze items and criteria of the evaluation of the engineering colleges by domestic and foreign major media companies and investigate and analyze opinions of the engineering community on the evaluation on engineering colleges and universities by media, and then suggest direction of improvements of the evaluation including evaluation items. As the methods of study, literature survey, field investigations, and interviews of experts were utilized. The results of this study are as follows. At first, the direction of evaluations should be focused on educational values of institutions, and then evaluation should consider the characteristics of each universities and engineering colleges. Expansion of participation of engineering communities in evaluation process is also necessary and to secure of reliable and public data is highly important. In addition, the weighting factor of educational performance area were proposed to raise and also the factors should be adjusted to reflect the characteristics of engineering colleges.

• The Journal of the Korea Contents Association
• /
• v.10 no.11
• /
• pp.180-188
• /
• 2010

Hanryu phenomenon, referring to the fad for "all things South Korean" from the late 1990s, gave us an opportunities to realize the value of contents and the potential in business. As the government established promotion center to boost the contents industry, the number of departments on contents in colleges increased rapidly despite short history. This time provided a great background for the development of contents industry and training students. Specifically, the training courses in colleges for the students who major in contents has been the solid foundation of the excellent results in contents industries such as game, drama, film, animation and character. As the development and production of contents have been proceeded mostly in Seoul metropolitan area. If local promotion centers and colleges cooperate with each other for training students in this field, a successful business model will be established in local community with the help of local government and businesses. The objective of this study is to make an investigation into the promotion centers and the colleges that have departments on contents in Gyeongsangnamdo and Jeollanamdo, far from Seoul metropolitan area. This study may help to make suggestions for the next study through the investigation of promotion centers and colleges related to "Contents" in Gyeongsangnamdo and Jeollanamdo including cities under the direct control of the government.

• Journal of Physiology & Pathology in Korean Medicine
• /
• v.26 no.4
• /
• pp.572-576
• /
• 2012

In this research, we examined the courses of the colleges of Korean medicine in Korea to find out how well the education on medical ethics is being conducted so that we could make good use of our findings as basic material to make arrangements to develop ethics education in Korean medicine. In the same research, we conducted a survey to find detailed information on the current state of ethics education and its actual application at 12 colleges of Korean medicine in Korea. As a result, 8 colleges out of 12 included medical ethics in their courses. They were among the subjects in the first year or second year of a preparatory program. Most of them were classified as requirements while some of them were classified as electives in humanities or liberal arts. As ethical issues in the medical community become more diversified and important, it is imperative that health care providers maintain firm ethics. As the need for medical ethics and ethics education is getting larger, ethics education at colleges of oriental medicine is becoming a more important focus. Therefore, it is necessary to expand ethics education at the colleges of Korean medicine in Korea and set a precedent for studying ethics in Korean medicine based on that.

• Journal of Korean Academy of Nursing
• /
• v.28 no.4
• /
• pp.1027-1035
• /
• 1998

The purpose of this study is to develop the first domestic professional hospice educational program. We investigated the present condition of Korean hospice education and analyzed the prerequisite need for a dedicated hospice course in the professional education process. Research was conducted between June and November 1996 for nursing professors teaching at each nursing education institute to find out how much hospice is being discussed and by whom, in which course it is being discussed, and also to find out the contents that needed to be included in the professional education process. From a total of 49 colleges(29 three year colleges, 20 four year colleges) out of 99, 162 nursing professors replied, the collection rate was 49.5%. The conclusions are as follows ; 1. The present condition of the hospice nursing education. 1) Whether hospice is included in the education program. \circled1 89.65% of 3 year colleges and 90% of 4 year colleges included hospice education in their education program. \circled2 In graduate studies three schools included hospice in their program and three schools expressed their plans to include hospice education 2) Hospice related education were commonly discussed in adult nursing(26.3%), fundamental nursing(22.8%), and psychiatric nursing(20.2%). In 3 year colleges its commonly discussed in the first and second year and in 4 year colleges it is taught in the second and third year. 3) Hospice related theory/practical education hours were averages of 6.5/7.0 hrs in 3 year colleges and 14.2/11.3 hrs in 4 year colleges. 4) The majority of professors in charge of hospice education were in the following order adult nursing, psychiatric nursing, and fundamental nursing. 5) The courses that are thought to be adequate to manage hospice related education were adult nursing(29.3%), community health nursing(21.7%) and the desired method of education was the method currently being used (36.5%). 2. The demand for hospice nursing education. 1) Over 70% demanded professional hospice education program, the highest demand was for the value and meaning of life followed by the role and qualification of the hospice team and the mental maintenance of a dying patient. 25 categories showed over 90% demand. 2) The highest demand was for the value and meaning of life (98.2%) and the lowest demand were for danjeon breathing(71.0%)and acupuncture(71.0%). 3) Other contents that need to be discussed in the professional hospice education program were hospice nursing, the attitude and reaction of death, bereavement care, and the prospects of hospice.