• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.4
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• pp.663-674
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• 2013

Purpose: This study was to scrutinize not merely the nomenclature of clinical competency suggested in nursing literature but also what core clinical competency nursing students should be focused on for improving competency-based curriculum. Methods: A comprehensive review on 69 domestic and 89 foreign related literature was conducted. After reviewing the full text of a total of 158 articles, only 23 articles with measurement tools were selected for scrutinizing while 135 articles with obscure definitions of clinical competency were excluded. Results: Clinical competencies including 120 concepts were identified. Those concepts were categorized as 30 clinical competencies according to their similarities. Seven core clinical competencies including 1)nursing knowledge, 2)nursing skill, 3)interpersonal skill/cooperation, 4)problem-solving, 5)professionalism, 6)nursing management/leadership and 7)research ability were derived from the 30 clinical competencies through the categorizing process. Conclusion: Teaching & learning strategies should focus on the integration of nursing theories and clinical practices based on competency-based curriculum considering the 7 core clinical competencies. Nonetheless, they include somewhat abstract concepts and some were not concrete enough to be applied to the nursing curriculum. Thus, further research is needed in order to develop consensus-driven clinical competencies and competency modeling which can suggest the interrelation between the core competencies.

• Journal of Internet of Things and Convergence
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• v.10 no.3
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• pp.49-55
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• 2024

This study was conducted with the purpose of developing a checklist of questions to measure middle school students' AI capabilities. To achieve the goal of the study, literature analysis and question development Delphi survey were used. For literature analysis, two domestic studies, five international studies, and the Ministry of Education's curriculum report were collected through a search. The collected data was analyzed to construct core competency measurement elements. The core competency measurement elements are understanding of artificial intelligence (5 elements), artificial intelligence thinking (5 elements), utilization of artificial intelligence (4 elements), artificial intelligence ethics (6 elements), and artificial intelligence social-emotion (6 elements). elements). Considering the knowledge, skills, and attitudes of the constructed measurement elements, 31 questions were developed. The developed questions were verified through the first Delphi survey, and 10 questions were revised according to the revision opinions. The validity of 31 questions was verified through the second Delphi survey. The checklist items developed in this study are measured by teacher evaluation based on performance and behavioral observations rather than a self-report questionnaire. This has the implication that the level of reliability of measurement results increases.

• Journal of Internet of Things and Convergence
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• v.10 no.3
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• pp.7-12
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• 2024

The development of artificial intelligence technology changes the social structure and educational environment, and the importance of artificial intelligence capabilities continues to increase. This study was conducted with the purpose of developing a checklist of questions to measure AI capabilities of elementary school students. To achieve the purpose of the study, a Delphi survey was used to analyze literature and develop questions. For literature analysis, two domestic studies, five international studies, and the Ministry of Education's curriculum report were collected through a search. The collected data was analyzed to construct core competency measurement elements. The core competency measurement elements consisted of understanding artificial intelligence (6 elements), artificial intelligence thinking (4 elements), artificial intelligence ethics (4 elements), and artificial intelligence social-emotion (3 elements). Considering the knowledge, skills, and attitudes of the constructed measurement elements, 19 questions were developed. The developed questions were verified through the first Delphi survey, and 7 questions were revised according to the revision opinions. The validity of 19 questions was verified through the second Delphi survey. The checklist items developed in this study are measured by teacher evaluation based on performance and behavioral observations rather than a self-report questionnaire. This has the implication that the measurement results of competency are raised to a reliable level.

• Journal of Engineering Education Research
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• v.24 no.5
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• pp.15-27
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• 2021

The purpose of this study was to develop an indicator of core competency of freshmen of an Institute of Science & Technology (IST). Through the document analysis and the expert survey, core competency indicators that include 5 core competencies and 15 sub-competencies (a total of 48 items) were developed. Then content validity was examined by experts in measurement and statistics and secondary education. Also, by using students' responses, reliability was tested with Cronbach's alpha and construct validity were tested through confirmatory factor analysis. Results suggest that the core competency indicator is reliable and valid in measuring core competencies of freshmen students in an Institute of Science & Technology. Discussions were provided in terms of improving student admission processes.

• Journal of vocational education research
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• v.37 no.2
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• pp.1-18
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• 2018

Recently human resources who have core competencies are regarded as an important factor in the labor market. However, there are few limitation about instruments to measure university students' core competencies. Recognizing this limitation, this study aimed to develop and validate the tests that could measure core competencies of students in universities. Among NCS core competencies, this study primarily focused on the self-development skill, organizational skill and resources management skill. This study concluded the proper definition of core competencies for university students, sub factors of 3 domains and questionnaire and validated its measurement. Implications of this study were discussed.

• Journal of Korean Academy of Nursing Administration
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• v.20 no.3
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• pp.257-271
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• 2014

Purpose: This methodological study was done to develop a Nursing Competency Measurement Scale based on the clinical ladders of nurses working in wards. Methods: Thirty clinical experts and 501 ward nurses evaluated the content validity of the scale. A survey using the Nursing Competency Measurement Scale was conducted with 114 nurses to evaluate reliability and applicability of the instrument. Data were analyzed using SPSS/WIN 21.0. Results: A review of the literature identified 13 components of nursing competencies and 30 core nursing competencies based on each of the 4 grade clinical ladders. Cronbach's ${\alpha}$ coefficient for the total was .92. Cronbach's ${\alpha}$ reliabilities of each clinical ladder grade were .83 for Grade I, .84 for Grade II, .81 for Grade III, and .84 for Grade IV. The Content Validity Index (CVI) of the scale with 120 individual items was 0.976~1.000 for Grade I scale, 0.986~1.000 for Grade II scale, 0.984~1.000 for Grade III scale, and 0.992~1.000 for Grade IV scale. The expert group nurses' average degree of nursing competence measured using the scale was 3.38~3.75 out of 4.0. Conclusion: Through this process, 120 final questions were confirmed to represent items of the Nursing Competency Measurement Scale based on clinical grade.

• The Journal of Korean Association of Computer Education
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• v.21 no.2
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• pp.49-58
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• 2018

Competency is an extended concept rather than knowledge and skill, which means the ability to efficiently and rationally solve various problems. This study focuses on the core competencies presented in the 2015 Revised Informatics Curriculum and aims to analyze the constitution method and composition of domestic and overseas Instruments that can measure core competencies. As a result of analyzing 12 Instruments developed by the countries and organizations, nine Instruments measure two or more competencies based on computing thinking, information culture literacy, and cooperative problem solving ability. Three Instruments have one competency were measured. Ten instruments were computer based tests, and 50% of the items were developed by two or more of multiple choice item, subjective item, and descriptive item. It is important to note that this study provided a crucial step in the development of Instruments to diagnose competencies to be developed into informatics science education.

• Journal of Christian Education in Korea
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• v.62
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• pp.187-225
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• 2020

The purpose of this study is to develop a assessment tool that can be used to measure core competencies by describing operational definitions of the six core competencies of KBU and constructing sub-factors accordingly. The followings are the results of this study. First, this study analyzed previous research on KBU 6 competencies and set operational definitions through Bible verses describing KBU core competencies. Second, the sub-elements according to the definition of core competency were selected through previous research and the drafting of assessment tools for each sub-element was developed. And then, confirmed the validity of the tool as a suitable tool for KBU, through a review of professors who are fluent in KBU's founding philosophy and policies. The assessment tools were revised based on feedback from the professors. Third, in order to validate the assessment tool, the researchers conducted a survey on students in the second semester of 2018. The data was collected, the reliability was checked based on the data, the validity was verified through EFA and CFA, and the final assessment tool was confirmed. In conclusion, this study is meaningful in developing the KBU core competency assessment tool, and it is expected that will be able to systematically manage the KBU competency of students.

• Journal of radiological science and technology
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• v.40 no.3
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• pp.469-484
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• 2017

Radiological Technologists deals with the life of a person which means professional competency is essential for the job. Nevertheless, there have been no studies in Korea that identified the job competence of radiologists. In order to define the core job competencies of Korean radiologists and to present the factor models, 147 questionnaires on job competency of radiology were analyzed using 'PASW Statistics Version 18.0' and 'AMOS Version 18.0'. The valid model consisted of five core job competencies ('Patient management', 'Health and safety', 'Operation of equipment', 'Procedures and management') and 17 sub - competencies. As a result of the factor analysis, the RMSEA value was 0.1 and the CFI, and TLI values were close to 0.9 in the measurement model of the five core job competencies. The validity analysis showed that the mean variance extraction was 0.5 or more and the conceptual reliability value was 0.7 or more, And there was a high correlation between subordinate competencies included in each subordinate competencies. The results of this study are expected to provide specific information necessary for the training and management of human resources centered on competence by clearly showing the job competence required for radiologists in Korea's health environment.

• Journal of The Korean Association of Information Education
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• v.13 no.3
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• pp.263-271
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• 2009

Problem solving competency has always been a prime issue in education, and it is defined as core skills of a life competency or as 21st century skills that students need to successfully learn. This study aims to discover the scope and impact of digital textbooks on students' competencies. This study also examines meaningful differences brought about using digital textbooks and taking lessons specifically adapted to improve 5th grade students' problem solving competencies. The pretest-posttest control group design was adopted and a performance-based measurement tool for problem solving competency was developed and applied. The results indicate that the classes using digital textbooks achieved higher scores in problem solving competency. Also, a lesson that was specifically adapted with the aim to improve students' problem solving competency had a positive influence on students' achievement. Moreover, there was reciprocal influence between using digital textbooks and adapting instructions to improve problem solving competency. In conclusion, the effect of digital textbooks should be discussed further while also considering the influence of teachers' instructional strategies.