• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.3
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• pp.241-251
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• 2017

Purpose: The purpose of this study is to examine how the acceptance of diversity of nursing college students affects creativity and to verify empirically the role of individual cooperative learning competency and unlearning competency in such influence relations. Methods: This study surveyed 209 nursing college students and analyzed the structured questionnaire data using SPSS WIN 21.0 and AMOS 18.0. Results: The results of this study were as follows. First, the creativity of the subjects showed significant correlations with all other variables. Second, diversity openness directly affected creativity. We also confirmed that diversity openness and cooperative learning competency have a positive effect on creativity through mediating unlearning competency. Conclusion: In order to enhance the creativity of nursing college students, diversity openness should be actively reflected in the curriculum. In addition, concrete teaching-learning strategies should be developed in order to increase and enhance the unlearning competency and cooperative learning competency of nursing students.

• The Mathematical Education
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• v.57 no.2
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• pp.111-136
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• 2018

This study suggests a framework for analyzing items based on the characteristics, and shows the relationship among the characteristics, difficulty, percentage of correct answers, academic achievement and the actual mathematical problem solving competency. Three mathematics educators' classification of 30 items of Mathematics 'Ga' type, on 2017 College Scholastic Ability Test, and the responses given by 148 high school students on the survey examining mathematical problem solving competency were statistically analyzed. The results show that there are only few items satisfying the characteristics for mathematical problem solving competency, and students feel ill-defined and non-routine items difficult, but in actual percentage of correct answers, routineness alone has an effect. For the items satisfying the characteristics, low-achieving group has difficulty in understanding problem, and low and intermediate-achieving group have difficulty in mathematical modelling. The findings can suggest criteria for mathematics teachers to use when developing mathematics questions evaluating problem solving competency.

• Journal of Sasang Constitutional Medicine
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• v.31 no.4
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• pp.1-8
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• 2019

An outcome-based curriculum or competency-based curriculum is regarded to be one of the mainstream curricula to make students centered. It is believed to be able to support a flexible, time-independent curriculum. However, it is not easy for the curriculum developers to convert from the traditional curriculum to an competency-based curriculum. Traditional medicines including Sasang constitutional medicine(SCM) have been on the verge of transforming their curricula. Considering the contents of the clinical skills in terms of an outcome-based curriculum in SCM, at least five categories needs to be covered. First, curriculum developers need to consider the understanding of relevant diseases concerning SCM although SCM could be used as the method to treat all kinds of diseases. Second, curriculum developers facilitate the students to diagnose patients' SCM types. Third, curriculum developers conduct the establishment of competencies to understand the patterns of SCM symptomology. Fourth, curriculum developers develop the diverse treatment methods and procedures to make students participate. Fifth, curriculum developers make students teach and consult their patients in terms of SCM regimen. Development of the clinical skill contents in detail depends on the situation of each colleges. Competency-based medical curriculum in SCM could influence on the management of the curriculum quality.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.4
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• pp.606-616
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• 2014

Purpose: This study compares differences between male and female nursing students in terms of the level of stress experienced during clinical practice settings, stress coping mechanisms and clinical competency. Method: The study population was nursing students who had taken a clinical practice course at one of five general hospitals in city D. Data were collected from September 15 to October 15, 2013 through a structured self-administered questionnaire survey given to 319 subjects (156 male students, 163 female students) enrolled in a statistical analysis course. Results: Male nursing students experienced lower stress levels during clinical practice and higher clinical competency than female students. In terms of stress coping mechanisms, male students were significantly more active than female students in deploying coping strategies. Among all students, students with higher clinical practice stress and concomitant stress coping scores exhibited higher clinical competency. Conclusion: Noticeable differences between male and female nursing students in terms of stress levels arising in the course of clinical practice, stress coping strategies, and clinical competency were revealed. However, further identification of specific stressful situations for male and female nursing students and subsequent management of clinical training circumstances are required.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.16 no.1
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• pp.56-63
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• 2009

Purpose: The purpose of this study was to identify self-efficacy, disposition to critical thinking and level of nursing competency in new nurses and to exam the correlation among these variables. Method: The sample was composed of 286 new nurses who had worked at E hospital for 1 year. Descriptive and correlation analysis using the SPSS program were used to analyze the data. Results: The mean score for self-efficacy was 67.10, disposition to critical thinking, 3.01 and nursing competency, 3.02. There were significant differences in scores for 3 variables between nurses with College degrees and nurses with Baccalaureate degrees. There was a significant positive correlation between disposition to critical thinking and nursing competency scores. Conclusion: Further study of the various components that influence nursing competency is necessary. Also based on the disposition to critical thinking, there is a need to develop education programs to strengthen curiosity and other related variables. The results of this study confirmed the necessity of developing a clinical model of nursing competency ability.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.3
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• pp.373-381
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• 2015

Purpose: This study was conducted to examine the effects of a multicultural course on nursing students' multicultural acceptability and competency. Method: The research design for this study was a non-equivalent control group, non-synchronized pre- and post-test. The experimental group (n=28) took 13 weeks of the multicultural course, while the control group (n=28) received only regular classes over the same period. Pre- and post-tests were done to identify the effects of the program. The data were collected using self-administered questionnaires and analyzed using the PASW 18.0 program. Results: All indices of multicultural acceptability and competency in the experimental group were significantly higher than that of control group after the program, except for two: universality (a measure of multicultural acceptability) and multicultural awareness (a measure of multicultural competency). Conclusion: These results suggest that the multicultural course was effective in elevating the level of multicultural acceptability and competency among nursing students.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.261-263
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• 2022

The National Program for Excellence in SW is underway to innovate the software education system and cultivate software professionals with creative convergence thinking in response to the demand for software manpower. This program was started by selecting 8 universities in 2015, and in September 2022, 44 universities are participating. The Wonkwang University's National Program for Excellence in SW, which was selected for this project in 2018, adopted the SW competency certification system to strengthen SW competency and many students actively participated. In this paper, the SW competency certification system program was examined, and lecture evaluation in related subjects and the performance of the certification system were analyzed in detail. Through the analysis results, the performance of the SW competency certification system was identified.

• Korean Medical Education Review
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• v.23 no.1
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• pp.56-67
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• 2021

Educational program evaluation can improve the quality of the curriculum, instructional methods, and resources and provide useful data for making educational decisions and policies. Developing and implementing a program evaluation system is essential in competency-based medical education. The purpose of this study was to explore and establish an educational program evaluation system adapting an integrated program evaluation model to promote competency-based medical education. First, an Educational Evaluation Committee was organized, consisting of faculty, staff members, and students. The committee established an integrated program evaluation model, combining Stufflebeam's Context, Input, Process, and Product (CIPP) model of a process-oriented approach and Kirkpatrick's four-level model of an outcome-oriented approach. Kirkpatrick's model was applied to the product evaluation of the CIPP model. The committee then developed evaluation criteria, indicators, and data collection methods according to the components of the CIPP model and the four levels (reaction, learning, behavior, and results) of Kirkpatrick's model, and collected and analyzed data. Finally, the committee reported the results of evaluation to a Medical Education Quality Improvement Committee, and the results were used to improve the curriculum and student selection. To enhance the quality of education, identifying educational deficiencies and developing various elements of education in a balanced way through educational evaluation will be needed. Furthermore, it will be necessary to listen to opinions of various stakeholders, work with all members involved in education, and communicate with decision-makers in the process of educational evaluation.

• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.351-356
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• 2023

This study was conducted to identify the structural causal relationship between the quality of college education service, college life adaptation, and learning competency perceived by undergraduate probation students. To achieve this research purpose, data were collected and analyzed through the development of questionnaires for undergraduate students and online questionnaires. The research results are as follows. First, it was found that university administrative service had a negatively significant effect on college life adaptation and learning competency. Second, it was found that the curriculum had a positive and significant effect on learning competencies through college life adaptation. Third, it was found that adaptation to college life had a statically significant effect on learning competency. These research results suggest that it is necessary to support the improvement of college life adaptation ability through the operation of university administrative services and curriculum tailored to students with academic probation.

• Korean Medical Education Review
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• v.22 no.1
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• pp.9-15
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• 2020

Currently, accreditation within medical education is a priority on the agenda for many countries worldwide. The World Federation for Medical Education's (WFME) launch of its first trilogy of standards in 2003 was a seminal event in promoting accreditation within basic medical education (BME) globally. Parallel to that, WFME also actively spearheaded a project to recognize the accrediting agencies within individual countries. The introduction of competency-based medical education (CBME) with the two key concepts of "entrusted professional activity" and milestones has enabled researchers to identify the relationship between patient outcomes and medical education. Recent data driven by CBME has been used for the continuous quality improvement of trainees and training programmes as well. The goal of accreditation has shifted from the single purpose of quality assurance to balancing quality assurance and quality improvement. Even though there are a plethora of types of postgraduate medical education (PGME), it may be possible to accredit resident programmes on a global scale by adopting the concept of CBME. In addition, the alignment of the accreditation for BME and PGME, which center on competency, will be achievable. This argument may extend the possibility of measuring the outcomes of the accreditation itself against patient outcomes as well. Therefore, evidence of the advantages of costly and labor-consuming accreditation processes will be available in the near future and quality improvement will be the driving force of the accreditation process.