• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.3
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• pp.252-267
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• 2017

Purpose: This study aimed to investigate clinical nurses' perception on nursing managerial competencies. Methods: This was a descriptive study. The data were collected from 198 nurse managers who had worked in six general hospitals using a self-reporting questionnaire. Data were analyzed by descriptive statistics, t-test, ANOVA, and Importance-Performance Analysis. Results: Only 32% of the participants had experienced nursing managerial competency training. The mean score for perceived performance of nursing managerial competency was lower than that for perceived importance. There were significant differences in perceived importance, performance, and importance-performance gaps among head, charge, and staff nurses. Importance-performance analysis showed that three of the 30 nursing managerial competencies require further development: staffing, human resources development and education, and nursing standard development competency. There were significant differences in importance-performance gaps according to age, career years in current hospital, work shift, position, nursing delivery system, and nursing managerial competency-education experience. Conclusion: A training program for developing and improving nursing managerial competencies which is focused on the gaps in importance and performance level is needed for clinical nurses. In addition, it should be considered to improve nursing work conditions such as nursing delivery system and formal appointment in order to increase the performance of nursing managerial competencies.

• Journal of Information Technology and Architecture
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• v.9 no.1
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• pp.79-93
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• 2012

This study is designed to define the competencies of EA experts. We investigated domestic and oversea curriculums and finally suggested basic and common competencies of EA experts. Especially, various EA stakeholder can commonly refer and use our competencies. Therefore those can be the foundation of continuous EA competencies development model. We define 4 EA core competencies such as common, development, analysis, management and provide definition of competencies. And we also classify the competencies importance of 3 career paths (Architect, Enterprise Architect, Chief Architect). The results of this research can help EA experts and IT personnel to understand EA and to enhance their competencies by providing standard competencies of teaching course and curriculum.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.3
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• pp.279-289
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• 2018

Purpose: The study is to confirm the influence of self-efficacy, critical thinking disposition, self-leadership, and communication competency on the core competencies of the preceptor. Methods: Data were collected from August 27 to September 7, 2017 using structured questionnaires for 127 preceptors at a general hospital located in Korea. SPSS/Win 23.0 was used to analyze the frequency, percentage, mean, standard deviation, independent t-test, one-way ANOVA, Pearson's correlation coefficients, and stepwise multiple regression. Results: The mean score of the core competencies of the preceptors was $3.94{\pm}0.35$ (range 1-5); self-efficacy was $3.88{\pm}0.49$; critical thinking disposition was $3.54{\pm}0.36$; self-leadership was $3.66{\pm}0.39$; communication competency was $3.71{\pm}0.35$. There were no statistically significant differences between the core competencies of the preceptor and general characteristics. The core competencies of the preceptors were significantly correlated with self-efficacy (r=.61, p<.001), critical thinking disposition (r=.69, p<.001), self-leadership (r=.59, p<.001), and communication competency (r=.58, p<.001). The core competencies of the preceptors were affected by critical thinking disposition (${\beta}=.54$, p<.001), followed by communication competency (${\beta}=.24$, p<.001). The explanatory power by the factors was 51% (F=63.66, p<.001). Conclusion: The results suggest that critical thinking disposition and communication competency are important predictors of the core competencies of the preceptors.

• Journal of Korean Clinical Nursing Research
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• v.30 no.1
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• pp.54-64
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• 2024

Purpose: This descriptive survey study aimed to examine the effects of grit, social support, job crafting, and evidence-based practice competency on job satisfaction among nurses. Methods: The participants of this study were 211 clinical nurses with experience of more than six months. Data were collected using through an online survey from February 1 to February 17, 2023. The questionnaires was consisted of general characteristics, grit, social support, job crafting, evidence-based practice competency, and job satisfaction. Data were analyzed using descriptive statistics(frequency, percentage, mean, and standard deviation), t-test, ANOVA, Pearson correlation coefficient, and multiple regression analysis with the SPSS/WIN 28.0 program. Results: The average scores of the main variables were 3.08±0.44 out of four for grits, 3.67±0.52 out of five for social support, 4.20±0.64 out of five for job crafting, 4.84±0.71 out of seven for evidence-based practice competency, and 3.72±0.55 out of five for job satisfaction. In the regression model, the factors affecting the nurses' job satisfaction were grit (β=0.66, p<.001) and social support (β=0.11, p=.046), which explained 78.7% of the variance in job satisfaction. Job crafting and evidence-based practice competency were correlated with job satisfaction; however, there was no statistically significant effects of these variables on job satisfaction. Conclusion: Based on the findings of this study, grit and social support showed the most significant effects on the job satisfaction of nurses. Therefore, active support is needed to develop a strategy to improve nurses' grit and to create a supportive work environment, which would be helpful to increase their job satisfaction.

• The Korean Journal of Archival Studies
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• no.31
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• pp.43-93
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• 2012

The quality of human resources is critical element which promote efficiency in the community management. Each country all of the world is developing national competency standards to exploit them on human resources management. In response to this trend, the field of records management need to develop competency standards and to build human resources. Although each agency is placing qualified record manager and operating archives organization. growth and development is needed on this field. Under these circumstances, examining requirement for records management competency and using them is a task of great significance on the side of strengthening specialist and normalizing archives operation. This study suggests procedures and methodology competency standards enable to be exploited in entire fields of records management including private sectors as well as public sectors. Furthermore, as for procedures of suggesting measures for developments, cases of procedures of stand designs are shown, effectively verifying for feasibility, validity, and usability of development of competency standards in the field of records management. In this process, models for competency standard and elements based on competency units in the field of records management are suggested. This study will be ultimately expected to contribute to an adoption of manpower development system and a systematic method via procedures of approving expertise of records management being recently highlighted as an issue from revision process of records management act.

• The Journal of Korean Association of Computer Education
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• v.23 no.1
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• pp.1-28
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• 2020

The purpose of this study is to establish the standard curriculum for informatics by reflecting the changing information technology and social needs and based on the competencies that school at each level must have. To accomplish the purpose, the informatics curriculums of 8 countries were analyzed, and the learning elements of the curriculum were extracted with the body of knowledge of the higher-level informatics standard curriculum being the frame. To establish the standard curriculum, 51 experts reviewed it and their opinions were collected 10 times. As a result of this study, the competencies that need to be fostered through the informatics curriculum were defined, and the competency-centered curriculum, including the learning elements required to acquire the competencies, and the competencies that can be manifested through the learning element, was proposed. The implication is that the informatics standard curriculum, proposed in this study, laid down the foundation for establishing the informatics curriculum scheduled to be revised in 2022.

• Korean Journal of Construction Engineering and Management
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• v.20 no.4
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• pp.34-45
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• 2019

To drive construction project successful, a construction manager with good competency is needed. In order to select appropriate construction manager, there should be a standard and a method for appropriately evaluating the competency of construction manager. There have been many researches on the competency of construction managers, but there are two points to be supplemented. One is that construction manager's competency measurement was not concrete and objective, and the other is that construction project performance directly reflects individual manager's performance. The purpose of this study is to derive a construction manager competency evaluation index by using the Notational Analysis technique that is used when deriving an indicator that measures the athlete's competency in sports. This analysis was drawn with Delphi method. Finally, the 'measurable behaviors'were derived that can evaluate the competency of construction managers. Through this, it is possible to express each manager's expertise, leadership, and personal characteristics in numerical expression. This will help decision makers when selecting construction managers. It is anticipated that decision makers will be able to make the decision to select the necessary construction managers easier because it can evaluate the construction managers through a scientific approach based on the record by supplementing the existing method which only relied on intuition.

• Journal of Home Health Care Nursing
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• v.23 no.2
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• pp.186-194
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• 2016

Purpose: The purpose of this study was to evaluate the effects of standardized patient simulation on nursing students' communication skills, problem-solving skills, critical thinking dispositions, and clinical competency. Methods: A one-group pretest-posttest design was used. Data were collected from a convenient sample of 47 junior nursing students at W University. Scenarios to train SP and checklists to evaluate the students''competence were developed by our research team. The collected data were analyzed with descriptive analysis t-test, Pearson's Correlation Coefficient and Cronbach's ${\alpha}$ using SPSS WIN 21.0 Program. Results: The simulation practicum using a standardized patient was conducted based on four steps, namely, selections of scenario modules, standard patient training, implementation, and evaluation. The differences between the pre and post-test scores of problem-solving skills(t=-2.94, p=.005) and clinical competency(t=-2.84, p=.007) were statistically significant. But communication skill(t=-.32, p=.747) and critical thinking(t=-.68, p=.498) was not different in group. Conclusion: Standardized patient simulation in nursing education may be useful the improvement of problem-solving skills and clinical competency.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.10
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• pp.145-153
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• 2016

The purpose of the study is to draw competencies of faculty members at graduate school faculty to implements the NCS-based curriculum. A set of competency was deductively derived from a total of three professors and consultants with more than ten-year experiences and has been involved in developing the college curriculum. The political endeavors of the Korean government toward the competency-based education have been implemented as a movement to the NCS-based curriculum. The requirements for the reorganization of curriculum and education system as well as cooperation among faculty, industry, region and development part of NCS were suggested for the activation of NCS based education and the operation of NCS. However, one of the most critical factors in introducing and implementing the NCS-based curriculum is the role of faculty members. Therefore, it is an urgent issue to equip the faculties with required competencies. Result showed that the competencies required professors at graduate school for the NCS-based curriculum implementation were classified into four areas: marco-level curriculum development; micro-level course design; knowledge across areas; and attitude across areas.

• Korean Medical Education Review
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• v.25 no.2
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• pp.159-173
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• 2023

The purpose of this study was to develop and validate a competency tool for new nurses and to pilot-test it with new nurses. A Delphi survey was conducted to develop a competency tool, and a self-evaluation was conducted among new nurses who pilot-tested the finally derived competencies. The Delphi survey panel consisted of 18 people, including adjunct professors at the College of Nursing, nursing managers, and nurses with master's degrees. The Delphi survey asked about the validity of the competencies constructed in two rounds. After analyzing the Delphi results with mean, standard deviation, content validity ratio, degrees of convergence, and degrees of consensus, 12 core competencies and 36 enabling competencies were finally derived. The competencies consisted of clinical judgment and management (nine items), task competence (four items), patient orientation (five items), moral value orientation (three items), cooperation (two items), supply management (two items), professional development (three items), confidence (one item), self-control (two items), flexibility (two items), influence (one item), and nurturing others (two items). The finally derived competencies were pilot-tested with 229 new nurses who had worked for 2-12 months. The self-evaluation scores of new nurses were distributed differently according to their working period. In this study, the competencies required for new nurses were identified and the corresponding enabling competencies were identified. In the future, it is expected that a competency-based education program will be prepared based on these findings, and furthermore, it will be possible to provide high-quality medical and nursing services that meet patients' needs by improving the competency of new nurses and lowering the turnover rate.