• Journal of the Korea Society of Computer and Information
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• v.23 no.8
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• pp.123-131
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• 2018

The purpose of this study is to investigate the clinical nursing competence and self-efficacy of 4th and 2nd semester nursing college students who completed most of the performance-based nursing education curriculum. It was attempted to develop competency evaluation and competency-based curriculum. The collected data were analyzed using descriptive statistics, t-test, one-way ANOVA, $scheff{\bar{e}}$ test, Pearson's correlation coefficients and Stepwise multiple regression in SPSS WIN 24.0 program. The findings of this study were as follows. 1) The knowledge level of essential basic nursing skills received a score of 88.95. The overall average score of clinical performance was 3.15 out of 5. The mean score of self-efficacy was $4.14{\pm}0.57$ points on 6 points 2) Among the general characteristics of subjects, 'motivation of major selection' and 'satisfaction of practice time' differed in the knowledge of essential basic nursing skills, 'religion' and 'health status' differed in clinical performance ability and 'interpersonal relationship', 'motivation of major selection', 'major satisfaction', 'satisfaction of practice time', 'nursing satisfaction', 'desired working period' and 'average rating' differed in self-efficacy. 3) The self-efficacy showed a significant positive correlation with the clinical nursing competency including the knowledge of essential basic nursing skills and clinical performance ability. The nursing satisfaction, clinical performance ability, the knowledge of essential basic nursing skills, interpersonal relationship and average rating influenced significantly and explained 23.7% of the subjects' self-efficacy.

• Korean Journal of Clinical Pharmacy
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• v.28 no.4
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• pp.300-307
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• 2018

Objective: As the demands of healthcare environment change, it is necessary to advance human health care by improving students' essential competencies including knowledge, skills, abilities, inter-professional collaboration and patient centered care. This study identified long term accomplishment and improvement of the essential competencies in clinical pharmacy practice education (CPPE) at Korean hospitals over time. Methods: This study was conducted for pharmacy students who completed CPPE evaluation related to tertiary hospitals and secondary hospitals located in Seoul and Gyeonggi-do regional area from 2014 to 2018. Results: Over the past 5 years, overall results of student evaluation on the essential competencies in CPPE at both tertiary and secondary hospitals showed a decreasing trend or did not change. Essential competency in CPPE at tertiary hospitals had been identified as superior on 'Learn clinical knowledge in the treatment of diseases' to secondary hospitals [average number of students (%): 210 (72.9%) vs 68 (68.0%)]. On the other hand, essential competencies in CPPE at secondary hospitals had been identified as better at 'inter-professionals collaborative teamwork and direct patient care' than tertiary hospitals [average number of students (%): 64 (64.0%) and 56 (56.0%) vs 121 (42.0%) and 90 (31.3%)]. A total of 176 (61.1%) students in tertiary hospitals and 66 (66.0%) in secondary hospitals evaluated that 'patient-centered care' education was good. Conclusion: In tertiary hospitals, all six essential competency outcomes have not been improved, whereas four essential competency outcomes showed an increasing trend in secondary hospitals. It will be necessary to develop outcome-based CPPE education program to better reflect the essential competencies.

• Journal of East-West Nursing Research
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• v.29 no.1
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• pp.78-85
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• 2023

Purpose: This study aims to examine factors affecting nursing professionalism among nursing students. Methods: Data were collected using a structured questionnaire from July to August, 2022. The participants were a total of 266 students in the 3^rd and 4^th grades located in A and C cities. T-test, ANOVA, Scheffe' test, Pearson's correlation coefficient and multiple regression were used for data analysis using SPSS 24.0 program. Results: The average score for clinical competency was 4.05±0.59 (out of 5), confidence in essential nursing skill was 3.52±0.64 (out of 5), and nursing professionalism was 4.11±0.52 (out of 5). There was a positive correlation between clinical competency and confidence in essential nursing skills with nursing professionalism. The factors influencing nursing professionalism were clinical competency and grade, which explained 30% of nursing professionalism. Conclusion: The results of this study may be used as basic data for developing educational methods to improve nursing professionalism.

• Journal of Information Science Theory and Practice
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• v.11 no.4
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• pp.51-81
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• 2023

This study aimed to study its required performance requirements and proposes a competency framework necessary for the digital workforce of the Provincial Offices in Thailand. The specific primary informants were determined as 17 people. The collecting process was performed using the Delphi technique and the electronic Delphi technique in two phases, totaling four rounds. In the first time, a structured interview was used to conduct online interviews for 15 people. Content validation was performed to determine issues of the competency framework essential for the digital workforce with 7-level scaled questionnaires, and then online reviews were collected between 10-15 people (2nd to 4th times). A consensus was found and confirmed four times with descriptive statistics, namely frequency, mean, standard deviation, mode, median, and the absolute value of the difference between mode and median, interquartile range, and application of the conceptual framework. The research findings revealed that the essential competency requirements for the digital workforce were covered in digital literacy (six aspects), digital skills (four aspects), and digital characteristics (four aspects). Consensus was confirmed for 84 issues. Therefore, it was concluded that 61 points for building an essential competency framework for the digital workforce made them effective in using digital technology as a labor-saving instrument, as well as for expanding the breadth of development of digital expertise to include members of the organization's digital practitioner network. This development will benefit government agencies and the private sector, both national and international, in the future.

• Asian Journal for Public Opinion Research
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• v.4 no.2
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• pp.88-107
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• 2017

Background: Adolescent mothers may find the transition to motherhood to be Aim: The aim of this study was to investigate the viewpoints of nurse managers and directors of nursing services in community hospitals regarding the essential competencies of head nurses. Methods: A qualitative descriptive design was used to investigate the perspective of nurse managers and directors of nursing services about essential competencies of nurse managers in community hospitals. A total of ten participants (four directors of nursing services and six nurse managers) were interviewed. Findings: Nurse managers and directors of nursing services identified leadership, management, communication, professional ethics, and policy and healthcare environment as the essential competencies for their positions in community hospitals. Conclusions: These findings can be used by executives of community hospitals and nursing institutes to plan for competency development for nurse managers. They should be included in nursing administration programs.

• The Journal of Economics, Marketing and Management
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• v.11 no.4
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• pp.31-39
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• 2023

Purpose: This study attempted to systematize a support system that can enhance teaching core competencies by establishing a scale for diagnosing teaching core competencies at University A. Research design, data and methodology : To this end, the first Delphi was conducted With six experts related to university core competency modeling research by extracting factors and designing structured questionnaires through a literature review process that collects and analyzes prior research related to domestic and foreign university teaching competency. The derived questions were diagnosed on 27 professors, and independent sample t-verification and ANOVA were conducted using SPSS 24.0 for analysis by key teaching competency factors. Result: What is the standard suitability of KMO. It was shown as 929 (KMO standard conformity value is close to 1), and Barlett's sphericity verification showed χ2=5773.295, df=1081, p<.It appeared as 001 and confirmed that it was suitable for conducting factor analysis. Conclusions: The core competencies of A University teachers were set based on the educational goals of A University, such as basic teaching competency, creative teaching competency, practical teaching competency, and communication teaching competency. This means that the concept and factors of the core competency of professors are likely to change, and in the end, continuous efforts to upgrade and apply research on core competency of professors are essential to quickly and organically respond to changes in competency required to increase the competitiveness of universities.

• The Journal of Information Systems
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• v.21 no.4
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• pp.31-54
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• 2012

Information Systems have played a strategic role in achieving business goal and become an essential tool in today's business environment. Thus, the number of developing SI project has increased and it becomes complex and sophisticated. It is known that project manager's leadership could lead the project success. In this study, project manager's competencies are divided into two types, information competency(information-oriented mind, information utilization competency, information development competency) and managerial competency(project management, human relationship, project expertise. The purpose of this study is to examine the effect of information competency and managerial competency on the SI project success and to find out the moderating effect of project size. The result of this study reveals that information utilization competency, project management competency and human relationship have a strong relationship with both customers and suppliers side of projet success. Moreover, the relationship between managers' competencies and project success is shown to be different by project size. The result of this study implies that each managers' competencies has to be developed and applied according to project's complexity and size.

• Fashion & Textile Research Journal
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• v.20 no.4
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• pp.369-378
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• 2018

This study started with the need for transition to competency-based education as well as the witness of fast changes in fashion industry's job environment. The goals of this study were (1) to explore fashion designers' competencies that are necessary for a successful careers in global fashion industry, and (2) to establish fashion designer competency model. In-depth individual interviews were conducted with 15 participants who have charged for design department and moreover have shown high performance in national, licence or designer brands in Korea fashion industry. Grounded theory was adopted to analyze data. As a result of analysis, the 4 core competencies emerged: problem-solving, research, inter-personal, and self-development. Each core competency has sub-competencies. Creativity, commerciality, control, decision making were sub-competencies for the problem-solving competency. Information management, innovation understanding & application, trend analysis & forecasting were sub-competencies for the research competency. Consumer, inside company, and outside company relationships were sub-competencies for the inter-personal competency. Self-awareness, self-management, expertise were sub-competencies for the self-development competency. In order to acquire these competencies, knowledge (academic, practical, multi-discipline), skills (sense, analysis, synthesis, communication), and attitude (interest, enjoyment, perseverance, personality) were essential. Based on these findings, implications for university fashion design education and further research areas were suggested.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.4
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• pp.561-573
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• 2015

Purpose: The purpose of this study was to identify essential global health competencies for undergraduate nursing students in Korea. Methods: This study used a mixed methods design including an online survey with a convenient sample of 223 nursing educators, followed by an expert discussion with four nursing educators with expertise in global health. The global health competency was measured using the Global Health Competencies for Nurses in the America, which consists of 30 competencies in 6 domains. Each competency was measured by a 4-point Likert Scale, with at least 80% of 3 or 4 point scores indicating consensus that competency was considered essential for undergraduate nursing students. Results: Nursing educators most strongly agreed the competencies of the Social and Environmental Determinants of Health domain as essential global health competencies for nursing students. A total of 21 items in 5 out of 6 competency domains were initially identified with at least 80% agreement. Finally, the experts decided on 24 global health competencies through the revision and integration of several competencies. Conclusion: The findings indicate that nursing educators perceived that nursing students need to be prepared for responding to emerging global health needs. The proposed list of global health competencies can provide guidance to develop a framework for integrating global health into undergraduate nursing curriculums.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.1
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• pp.87-96
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• 2013

Purpose: Competency-based curriculum has attracted many nursing institutions' attention, pursuing the enhancement of competency and the quality of education. The goal of this study was to not merely scrutinize the nomenclature of competency and competency model as a concept of pedagogy as well as nursing science, but also form a well understanding of development process for nursing competency-based curriculum and nursing competency modeling. Methods: A comprehensive review on related literatures was conducted in each section of 1) competency-based curriculum, 2) competency and competency model, and 3) contents of competency. Results: The nomenclature of competency including nursing competencies, competency modeling and competency-based curriculum were clarified and summarized. Through analyzing and reviewing former studies related to competency, desirable nursing competency modeling and nursing competency-based curriculum were proposed and described. Conclusion: Learner-centered curriculum should be established based on nursing education that emphasizes intellectual skills acquisition and the enhancement of future-oriented professionalism. Competency modeling should reflect the fact that teaching-learning strategies should focus on the integration of nursing theories and clinical practices. Nursing competency modeling is essential in order to develop a genuine competency-based curriculum while in-depth practical research should be followed so that nursing theories and clinical practices work together in a coordinated fashion.