• Journal of Korean Academy of Nursing
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• v.53 no.1
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• pp.87-100
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• 2023

Purpose: This study aimed to develop a nursing simulation learning module for coronavirus disease 2019 (COVID-19) patient-care and examine its effects on clinical reasoning competence, clinical competence, performance confidence, and anxiety in COVID-19 patient care for nursing students. Methods: A non-equivalent control group pre- and post-test design was employed. The study participants included 47 nursing students (23 in the experimental group and 24 in the control group) from G City. A simulation learning module for COVID-19 patient-care was developed based on the Jeffries simulation model. The module consisted of a briefing, simulation practice, and debriefing. The effects of the simulation module were measured using clinical reasoning competence, clinical competence, performance confidence, and anxiety in COVID-19 patient-care. Data were analyzed using χ²-test, Fisher's exact test, t-test, Wilcoxon signed-rank test, and Mann-Whitney U test. Results: The levels of clinical reasoning competence, clinical competence, and performance confidence of the experimental group were significantly higher than that of the control group, and the level of anxiety was significantly low after simulation learning. Conclusion: The nursing simulation learning module for COVID-19 patient-care is more effective than the traditional method in terms of improving students' clinical reasoning competence, clinical competence, and performance confidence, and reducing their anxiety. The module is expected to be useful for educational and clinical environments as an effective teaching and learning strategy to empower nursing competency and contribute to nursing education and clinical changes.

• Journal of the Korea Convergence Society
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• v.9 no.12
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• pp.475-483
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• 2018

The purpose of this study based on descriptive research is to examine the convergent relationship of interpersonal competence, self-determination motivation and self-regulated learning ability in nursing students. Data collected from 251 nursing students at a university located in C province from June, 2018 to July, 2018 are analyzed using SPSS/WIN 21.0. As a result, there are positive correlation between interpersonal competence(r=.361, p<.001) and self-determination motivation(r=.466, p<.001) and self-regulated-learning-ability. Interpersonal competence and self-determination motivation have not meaningful relationship(r=.091, p=.148). It is turned out that interpersonal competence and self-determination motivation are influenced on the self-regulated learning ability respectively. Based on these results, research should be continued on the developing new educational methods through convergence of factors by analyzing relevant factors to enhance interpersonal competence and self-determination motivation that affect self-regulated learning ability.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.88-96
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• 2011

This paper aims to develop the learning contents of PBL based program and analyze the result of evaluation questionnaire to examine the students' thoughts concerning the effectiveness of PBL course and their satisfaction. 'Discussion' is one of the representative communicative types, especially requesting both communication competence and teamwork among team members. This study was conducted with 218 junior and senior students taking lectures of ${\ll}$Presentation and Debate Skills${\gg}$ in the college of engineering at Pusan National University. According to the evaluation result, students experienced various effects of PBL such as (1) self-directed learning, (2) cooperative learning, (3) problem solving skills, etc. Students pointed out also as merits of PBL course, (1) knowledge acquisition and information sharing among students, (2) improvement of communicative competence, (3) amelioration of teamwork, (4) progress of the problem solving skills. However, there have been several difficulties and problems during PBL process, implications for ameliorating PBL based were discussed and suggested in detail.

• East Asian mathematical journal
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• v.33 no.2
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• pp.217-233
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• 2017

This study expects that Team Based Project Learning can act positive role to improve pre-service elementary teachers' teaching competence from previous studies. So designing and executing Team Based Project Learning program, I can provide some suggestions to the teaching method for teacher training education. In this study, Team Based Project Learning focuses on the use of history of mathematics in school mathematics. Also from organizing the team to evaluation, I conduct team activity systematically both inside and outside the classroom. The result of this study shows that pre-service elementary teachers' teaching competence has improved and I could identify the positive response about the value of using the history of mathematics and effect of Team Based Project Learning in mathematics learning.

• Journal of Engineering Education Research
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• v.26 no.2
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• pp.45-53
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• 2023

This study conducted and evaluated the PBL-based team activity classes in contact and untact learning. Appropriate subject (Engineering communication) was also selected and evaluation methods were improved. In the qualitative evaluation results, in contact learning, similar score ranges were formed for each task, and the variability of scores for each task was not large. In untact learning, the difference in scores for each task was rather large, and the variability of scores for each task was large, indicating a large difference between teams that performed well and teams that did not. In the quantitative evaluation, contact learning showed a little low grades, but untact learning showed relatively high grades, but there were limitations in showing the conclusion that the untact learning effect was very good. As a result of the survey, there were more positive responses to the degree of understanding of the class conducted online, the degree of help to improve competence, and the team activity. However, if untact learning continues, it was analyzed that it is necessary to prepare appropriate measures to enhance learning effects and efficiently conduct team activities.

• Cross-Cultural Studies
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• v.38
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• pp.461-500
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• 2015

This study aims to investigate the effective method to improve the competence of the Vocabulary by the image and listening towards the ELF. In the first part, we observed the problems and point improvement on learning vocabulary based on learner survey. In the second part, we analyzed two remarkable studies: - consistent and adapt method, communicational context - method based on the lexical, morphological semantical, notional and thematic field Then we proposed effective methods that are applicable to the vocabulary's learning in the class : - learning vocabulary by combining the words - learning vocabulary based on the meaning field - learning vocabulary as concrete characters - learning vocabulary by the descriptive character - learning vocabulary with the type "who am I?" - learning vocabulary by listening For teachers, one of the difficulties to the conduct of vocabulary course is that learners take passive position. Specifically, it is the teachers who play an important role because it runs in the direction of the course. However, learners do not show the active attitude for vocabulary lessons despite the course to take to improve their vocabulary skills. Therefore, teachers must prepare course materials that can both improve the competence of the vocabulary of learners and cause their interest or desire on the current vocabulary. This is why teachers should exploit various materials depending on the skill level of the learner vocabulary.

• Journal of Engineering Education Research
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• v.23 no.6
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• pp.17-26
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• 2020

In this paper, the effect of daily creativity of engineering students on problem-solving ability is addressed through the dual mediating effect of teamwork competency and self-directed learning ability. To this end, a regression-based statistical mediation analysis has been performed on the dual mediation model in which daily creativity and problem solving ability were treated as independent and dependent variables respectively, and teamwork competence and self-directed learning ability were included as mediation variables. The analysis result confirmed that the daily creativity has direct effect on the problem-solving ability, as well as indirect effects through teamwork competence and self-directed learning ability. In particular, the serial mediating effect of teamwork competency and self-directed learning ability was also confirmed to be statistically significant in the relationship between daily creativity and problem-solving ability. This verifies that problem-solving ability can be improved not only directly by improving daily creativity but also indirectly by improving teamwork competence and self-directed learning ability. In addition, teamwork competency showed greater indirect effect on problem-solving ability than self-directed learning ability, so increasing teamwork competency has a more significant effect on improving problem-solving ability than increasing self-directed learning ability. Therefore, in order to develop better problem-solving ability, it is necessary to identify and improve the learners' teamwork competency first and to strive to create an environment where learners can solve problems based on mutual trust with their teammates.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.12
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• pp.6163-6172
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• 2013

This study examined the job competence of the staff at the center for teaching and learning(CTL) in university and to find out the level of job competence, which has been asked to the staff of the CTL. For that, the factor of the job competence, which is required of the staff of the CTL, was inquired through a literature review. Based on the job competence, this study examined the required job competence of the staff in Daejeon city and Chungnam province. The result suggests that the job competence required of staff are the basic job competence, planning-analysis job competence, management job competence for the project, and evaluation job competence. The first factor in basic job competence is the attitude to change and innovation. In the planning-analysis job competence, the first factor is an analysis and consultation of instruction. In managing the job competence for the project, the first factor is the management of human resources, and the first factor in evaluating the job competence is an evaluation of the effectiveness of the media. Therefore, to revitalize the CTL, there is a need to organize an expert pool, plan and support program that is suitable for professional development.

• International Commerce and Information Review
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• v.12 no.3
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• pp.311-332
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• 2010

This study investigate the effects of environmental and organizational characteristics on e-business competence and the influence of e-business competence on export performance in the small and medium sized firms. The development of the research model is based on the literature of e-business and the empirical studies of information technology competence. The data from the survey was analyzed using Partial Least Squares(PLS). The results from the empirical model suggest that e-business competence is affected by environmental uncertainty and market diversity as well as top management support and learning orientation. And, export performance is enhanced by e-business competence.

• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.541-549
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• 2019

The purpose of this study was to test the effects of flip learning-based simulation practice education on the learning flow, learning confidence, communication skills, and clinical competence ability of nursing student. This study used a one group, pre-post test design. We collected the data from 65 4th grade nursing students. Flip learning-based simulation practice education was conducted from March 5th to April 17th, 2019. The collected data were analyzed using SPSS WIN 21.0 program. The result of study were follows. After the flip learning-based simulation practice education, there were significant increased in learning flow(t=-7.548, p<.001), learning confidence(t=-9.163, p<.001), communication skills(t=-6.506, p<.001) and clinical competence(t=-6.733, p<.001). After the flip learning-based simulation practice, clinical performance was found to be positively correlated with learning flow(r=.627, p<.001), learning confidence(r=.513, p<.001) and communication skills(r=.328, p<.008). learning flow and learning confidence(r=.528, p<.001), communication skills and learning flow(r=.332, p<.007) also showed a positive correlation. Therefore, flip learning-based simulation practice education for nursing student could be effective nursing education method.