• Journal of Industrial Convergence
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• v.20 no.4
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• pp.47-55
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• 2022

The study was conducted to identify the effectiveness of nursing skills practice using VR(Virtual Reality) on competency and confidence in nursing skills, learning self-efficacy, and satisfaction of nursing students. This study used a randomized controlled trial design. The 35 patients in the experimental group took nursing skills practice using VR and The 35 patients in the control group took fundamental nursing skills practice. The data were conducted on confidence in nursing skills, learning self-efficacy, satisfaction, and nursing skills' competency. The collected data were analyzed using the SPSS WIN 23.0 program. As a result of the study, there were no significant differences between the experimental and control groups in competency and confidence in nursing skills, learning self-efficacy, and satisfaction. However, confidence in nursing skills and learning self-efficacy increased after practice in both groups. The results indicate that nursing skills practice using VR was effective in improving nursing skills.

• Korean Journal of Human Ecology
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• v.13 no.4
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• pp.485-496
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• 2004

The purpose of this study is to examine how the difference of parents' verbal control styles influence children's perspective-taking and interpersonal cognitive problem-solving skills. The subjects of this study were 117 five-year-old children with their parents included. The questionnaire used was relevant to the topic, such as parents' verbal control styles, young children's perspective-taking ability, and their interpersonal cognitive problem-solving skills. The percent, mean, standard deviation, three-way ANOVA, and Scheffe were used to analyze the data collected through SPSS WIN program. The major findings are as follows: First, a father's verbal control style makes a significant difference in young child's perspective-taking ability. However, there is no interaction effect between parents' verbal control styles and a child's sex. Second, a father's verbal control style makes a significant difference in young child's interpersonal cognitive problem-solving skills. Character-oriented verbal control mode of a father, in particular, produces more effects on boys than girls. Lastly, Two skills - alternative problem-solving skills and cause-solving skills - have interaction effects. Boys demonstrate higher skills than girls when parents apply character-oriented verbal control styles. Girls do so when mothers use position-oriented verbal control styles, especially in the area of cause-solving skills.

• The Journal of Korean Academic Society of Nursing Education
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• v.16 no.2
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• pp.222-228
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• 2010

Purpose: This study was done to examine the effects and retention of the American Heart Association (AHA)'s basic cardiac life support (BLS) training on knowledge and skills of nursing college students. Method: The study was a one group pretest-posttest experimental design. The sample included 41 junior nursing students from D college who participated in an AHA BLS course for healthcare providers in K hospital from January 18 to June 7, 2010. The instruction was based on ‘BLS knowledge and skills'. The data were analyzed with paired t-test using the SPSS/PC 12.0 win. Result: First, knowledge (t=-7.648, p=.000) and skills (t=-12.988, p=.000) were significantly increased immediately after BLS training. Second, knowledge (t=4.098, p=.000) and skills (t=50.350, p=.000) of BLS after 4 months was significantly decreased compared to right after BLS training. Conclusion: Knowledge and skills were decreased 4 months after BLS training. Therefore, retraining in BLS is required within 4 months. To maintain the knowledge and skills of BLS, appropriate renewal time and retraining programs are needed.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.4
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• pp.448-458
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• 2019

Purpose: The aim of this study was to identify the effect of metacognition, communication skills, and confidence in the performance of core basic nursing skills on clinical competency in nursing students. Methods: A total of 158 students were recruited from two nursing colleges in B metropolitan city. Data were collected by means of self-reported questionnaires from December 3-31, 2018 and analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients and multiple linear regression with SPSS 21.0. Results: Metacognition, communication skills, and confidence in the performance of core basic nursing skills were higher than normal and the relationship between the variables metacognition (r=.69, p=<.001), communication skills (r=.69, p=<.001), and confidence in the performance of core basic nursing skills (r=.59, p=<.001) were highly positively correlated with clinical performance. Factors influencing these three variables accounted for 64.4% of clinical competency. Conclusion: Further research on the development of the curriculum and intervention program, and the verification of the effect are needed.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.2
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• pp.263-272
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• 2019

Purpose: The purpose of this study was to identify the moderating effect of interpersonal skills on the relationship between childhood emotional trauma and depression. Methods: From June to July, 2017, a convenience sample of 226 nursing students was recruited. Research data were collected through self-report questionnaires and analyzed using SPSS version 22.0. Results: 68.1% (154) respondents experienced emotional abuse, and 48.1% (110) emotional neglect in childhood emotional trauma. The average depression score was 10.76. There were 54.4% (123), 34.5% (78), 12.8% (29), and 7.1% (16) of respondents with mild, moderate, and severe depression, respectively. The average interpersonal skills score was 3.59. There was a significant correlation between childhood emotional trauma (emotional abuse, emotional neglect), interpersonal skills and depression. And the moderating effect of interpersonal skills on the relationship between childhood emotional neglect and depression was significant. Conclusion: Interpersonal skills play a role as a moderating variable influencing the relationship between emotional neglect of childhood emotional trauma and depression, and also reduce the effects of childhood emotional trauma on depression. When developing a depression prevention program for nursing college students, such programs should consider strategies to reduce the negative effects of childhood emotional trauma and to improve interpersonal skills.

• Child Health Nursing Research
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• v.28 no.3
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• pp.187-196
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• 2022

Purpose: This study aimed to clarify the factors related to mothers' decisions to provide disease explanations to their children, investigate the associations between those factors and social adaptive skills, and examine support relative to children's growth and development. Methods: Data were collected from anonymous, self-administered questionnaires answered by 71 mothers of outpatient school-aged children with congenital heart disease. The questionnaire items included characteristics of mothers and children, decision factors for providing disease explanations, and children's social adaptive skills (Asahide-Shiki social adaptive skills test). Factor analysis was performed on the decision factors, and multiple regression analysis was performed to examine the association between the identified factors and each social adaptive skill. Results: The decision factors for providing disease explanations were the mother's explanation ability, the receptive capability of the child, and the child's interest and literacy regarding the explanation. Multiple regression analysis showed that language and social life skills were significantly associated with the child's receptive capability, and language and daily life skills were significantly associated with the child's interest and literacy regarding the explanation. Conclusion: Improving children's language, social life, and daily life skills may enhance their receptive capability and literacy regarding explanations of their disease.

• Journal of the Korean Society of School Health
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• v.29 no.3
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• pp.149-155
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• 2016

Purpose: The purpose of this study was to identify the influence of cell phone addiction on communication skills and the interpersonal relationship ability of adolescents. Methods: The researcher recruited 751 high school students to assess their general characteristics, communication skills, cell phone addiction and interpersonal relationship ability. Data were collected from June 30 to July 14 in 2014 using copies of a structured self report questionnaire. The collected data were analyzed with descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient and linear multiple regression using the SPSS/WIN 21.0 IBM program. Results: Of the students, 3.5% reported they were addicted users, and 7.6% reported they were heavy users. Results from multiple regression analysis showed that cell phone addiction did not have any influence on communication skills of the adolescents. However, cell phone addiction mostly affected the interpersonal relationship ability of the adolescents (${\beta}=.24$, p<.001). Poor school performance (${\beta}=.17$, p<.001) and low socioeconomic status (${\beta}=.12$, p<.05) were also related to the interpersonal skills of the adolescents. These variables explained 8.3% of the variance in the interpersonal skills of the adolescents. Conclusion: These results suggest that cell phone addiction has a negative influence on the development of the interpersonal relationship ability of adolescents. The findings of this study are expected to provide basic data about the influence of cell phone addiction on the interpersonal relationship ability of adolescents. Therefore, cell phone addiction treatment programs for adolescents need to include contents related to interpersonal relationship ability.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.25-30
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• 2021

With the introduction of AI education in the 2022 Revised Curriculum emphasizing the need for data related education, it is necessary to improve students' data based problem solving skills. This study seeks to study SW education methods to improve students' data based problem solving skills in accordance with these needs. Based on the ADDIE model, the demand analysis survey was conducted on teachers to analyze their needs. Based on the results of the demand analysis, we designed education programs under the theme of data based problem solving skills using microbit. In this study, we raise the importance of data based problem solving and the need for its capabilities. Subsequent studies need to reveal how data based problem solving SW education will demonstrate significant effects on problem solving skills.

• Journal of The Korean Association For Science Education
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• v.15 no.1
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• pp.92-103
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• 1995

Since the late of 1960,s, the improvement of science inquiry skills has been one of the most important goals in secondary science education. To achieve this goal, it is essential to develop a valid and reliable instrument for evaluating science inquiry skills. The purpose of this study is to develop a valid and reliable instrument for evaluating science inquiry skills for high school students. The instrument is developed through R & D procedure, which includes two field trials of the instrument. This study has formed a clear definition of the elements of science inquiry skills (formulating a hypothesis, controlling variables, designing an experiment, numeric calculation, graphing experimental data, inference, determining relationship, determining causalities, predicting experimental results , drawing a conclusion, formulating a generalization or model), and established the goals of assessment and developed the items of assessment. The instrument, Test of Earth Science Inquiry Skills, consists of 33 items which measure 11 science inquiry skills. There are content-free items for each science inquiry skills. This study has selected 11 science inquiry skills which are considered appropriate for being evaluated by paper-and-pencil test with SIEI (Hur,1984). The content validity of items, objectivity of the scoring keys and clarity of the items were checked by six experienced specialists in science education. At the same time, the two field trials has been executed and produced the reliability of the instrument, item difficulty index, and the effectiveness of distracters. The first field trial was performed using a sample of 304 high school students, and the second one using a sample of 872 high school students. Because the content validity is 84 % and the reliability (K-R 20) is 0.84, the developed instrument in this study is considered valid and reliable. The difficulty index is 49.4 %, answer ratio 59.1 %, the discrimination index 0.47 and the effectiveness of distracters evenly distributed, which also suffice the criteria of good instrument. The developed instrument in this study can diagnosis the well-developed science inquiry skills and the ill-developed science inquiry skills of the students, and trace the degree of the improvement of science inquiry skills.

• Korean Journal of Human Ecology
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• v.20 no.5
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• pp.955-966
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• 2011

This study is intended to identify the difference in social skills among adolescent students, by grade gender, rights practice, and self-awareness. It will raise awareness of the importance of the rights of adolescents and provide basic data of guaranteed rights for adolescents and social skills. Using questionnaires, a 569 adolescents, in four middle and high schools in Seoul and the Capital Area, were analyzed. The study results were as follows: first, females showed higher empathy skills than males did in social skills. In the case of male adolescents, self-control skills among social skills, was higher than those of females. Second, practice for rights and self-concept had positive influences on social skills. The higher the practice for rights, the higher cooperation, assertiveness, empathy, and self-control the adolescents had. The more positive self-concept of physical appearance, gymnastic ability, friends, and honesty, trust and value, indicated a higher assertiveness. The result implied that the adolescents' practice for their rights, self-concept, and social skills were highly correlated with one another, and adequate practice for their rights and positive self-concept had influences on their social skills. Based on the results, in order for adolescents with a low level of social skills to have a satisfactory social life, they should be encouraged to practice their own rights in the right direction and to acquire positive self-concept in the future.