• Proceedings of the Korean Institute Of Construction Engineering and Management
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• 2007.11a
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• pp.225-229
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• 2007

Construction projects heavily rely on construction engineers competency, and instant judgment and problem solving ability against unpredictable situation directly affect the success of construction project. Therefore in order to hire construction engineers that are competent to lead construction projects successfully, the construction engineer competency evaluation is essential from the selection process. Hence, this research proposed items to assess the operation competency of construction engineers by deducing influence factors necessary to measure operation competency via interviews with experts and applying the factors. After conducting survey questionnaire utilizing analytic hierarchy process(AHP) for the proposed operation competency measurement items, weighted values were assigned.

• Journal of Korean Academy of Nursing
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• v.39 no.6
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• pp.851-859
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• 2009

Purpose: The purpose of this study was to evaluate the effects of a core competency support program on depression and suicidal ideation in adolescents. Methods: A quasi-experimental design was employed in this study. Participants for the study were high school students, 27 in the experimental group and 29 in the control group. Data were analyzed using the SPSS/WIN. 14.0 program with $\chi^2$ test, t-test, and ANCOVA. Results: Participants in the core competency support program reported decreased depression scores significantly different from those in the control group. Participants in the core competency support program reported decreased suicidal ideation scores, also significantly different from those in the control group. Conclusion: The core competency support program was effective in decreasing depression and suicidal ideation for adolescents. Therefore, this approach is recommended as a suicide prevention strategy for adolescents.

• Korean Journal of Child Studies
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• v.14 no.2
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• pp.115-135
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• 1993

The purpose of this study was to develop instruments for measuring paternal child rearing involvement. A second purpose was to investigate the relationship between social competency of child and the father's involvement in child rearing. Fathers' child rearing involvement inventories were administered to 513 5th and 6th grade school students to evaluate children's perceived father's rearing involvement. Assessment of the child's social competency by the mother was by the modified Iowa Social Competency Scale. Data were analyzed by factor analysis, Pearson's correlation coefficient, and canonical correlation. The main results were as follows: (1) There were differences in mean scores between variables on father's child rearing involvement. The mean score of 'day-to-day guidance' was higher than such father's involvement variables as 'family activities', 'household affairs', 'home education'. (2) There was a significant correlation between the social competency of children and father's child rearing involvement. In other words, fathers' child rearing involvement showed significant correlations with 'the capability' and 'leadership' of children. (3) The canonical analysis in two variables-the fathers' child rearing involvement (independent variables) and the children's social competency (dependent variables)-showed that the child variables most highly correlated to the independent variables were 'capability' and 'affection toward parents'. This also indicated that the father variables accounted for about 9.4% of the variation in social competency. In conclusion, the father's child rearing involvement can he recognized as significant variable in predicting the social competency of children.

• Research in Community and Public Health Nursing
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• v.29 no.2
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• pp.220-230
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• 2018

Purpose: This study was conducted to evaluate clinical competency of nursing students and to examine the validity and reliability of the scale. Methods: The Clinical Competency Scale was formed through modification of Lee's Clinical Competency Scale that was originally developed in 1990. The Clinical Competency Scale was applied to 203 nursing students. Construct validity, item convergent and discriminant validity, concurrent validity, and internal consistency reliability of the scale were evaluated. Results: Exploratory factor analysis supported the construct validity with a five factor solution; that explained 63.6% of the total variance. Concurrent validity was demonstrated with the Nursing Competence Scale (r=.78, p<.001). Cronbach's ${\alpha}$ coefficient for the scale was .96. Conclusion: The results of this study suggest that the Clinical Competency Scale has relatively acceptable reliability and validity and can be used in clinical research to assess clinical competency for nursing students.

• Korean Journal of Clinical Pharmacy
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• v.31 no.4
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• pp.285-292
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• 2021

Background: Recently, the Korean Association of Pharmacy Education has been focusing on competency-based education (CBE) and has established required areas of competencies to improve the graduation competency. However, competency-based assessment (CBA) tools for implementing CBE have not yet been developed for faculty members and students to successfully access the assessment tests. Moreover, the faculty members in charge in pharmacy schools have encountered various barriers in recruiting individuals with integrated clinical experience to act as virtual patients. Therefore, this study aimed to identify the advantages and limitations of applying CBA tool and faculty assessors in the development of CBE to ensure the reliability of this assessment. Methods: Utilizing CBA tool, the students' communication skills and styles were assessed. students and faculty assessors were surveyed to evaluate the advantages and limitations of the CBA tool. Results: 8 assessors and 96 students participated in this study. 100% (8/8) of the faculty assessors and 77.4% (65/84) of the students reported that CBA tool is valuable to assess and improve student's ability. 90.5% (76/84) of the students felt confident in applying knowledge to patient-centered care. CBA tool can be a valuable for the instructors in identifying the competency level of students but can also be associated with limitations in implementation to ensure the objectivity and reliability of the CBA. Conclusions: The CBA tool can be valuable in assessing the level of students' competency. Faculty assessors have the advantage of well-prepared themselves for patient roles, so that the time and cost required may be minimized.

• The Korean Journal of Health Service Management
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• v.6 no.3
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• pp.85-94
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• 2012

The purpose of this study was to evaluate the effects of introductory clinical practice education program for nursing students. The nursing students of 94 participated the introductory education program of 80 hours. The questionnaire survey on self efficacy and clinical competency were conducted 3 times(before education, after education, 2 months after education) to the nursing students. The data were analyzed by the SPSS 17.0 program. The results were as follows; The self efficacy and the clinical competency score showed a significant change in the posttest. Self efficacy and clinical competency have significant relationships with college life satisfaction, interpersonal relationship and academic aptitude satisfaction. Also, self efficacy has significant relationship with clinical competency and clinical practice satisfaction. As a result, the introductory clinical practice education program can be helpful to adjustment for nursing students before clinical practice.

• Journal of Construction Engineering and Project Management
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• v.3 no.2
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• pp.35-48
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• 2013

Weak competencies in urban local bodies (ULBs) for implementing public private partnership (PPP) projects has been recognized as a major hurdle in uptake of PPP model in India. In this context, a questionnaire survey was conducted to evaluate perception of urban PPP experts and ULB representatives on three aspects related to competency development, including, critical competencies for implementing urban PPP projects, approaches for competency development in ULBs and constraints faced by ULBs in development of competencies. The five critical competencies identified are project identification, project conceptualization, transaction design, PPP process management and contract management. The approach of training programs for municipal staff and elected representatives, and capacity building oriented technical assistance for implementing urban PPP projects have been preferred by survey respondents for competency development. The frequent transfer of municipal decision makers and low motivation among municipal staff have been identified as the most significant constraints for development of competencies.

• Korean journal of food and cookery science
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• v.31 no.2
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• pp.162-174
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• 2015

The purpose of this study was to evaluate the current status of dietary habits and dietary life competency of elementary school parents, who are influential to the dietary life of their children and family. A survey was conducted with 362 elementary school parents living in Seoul and Gyeonggi province by using a self-administered questionnaire consisting of 53 questions on dietary habits, dietary life competency, home cooking frequency, and dietary education needs. The results were as follows: The scores of dietary habits and dietary life competency were 76.35 and 74.51 out of 100, respectively, suggesting a need for improvement. Parents with higher monthly income, demonstrated higher scores of both dietary habits and dietary life competency (p<0.001). As expected, female parents showed higher scores of dietary life competency than male parents (p<0.01). there was also a close relationship between the scores of dietary habits and dietary life competency (r=0.58). The parents with high scores for dietary habits and dietary life competency showed a significantly higher frequency of home cooking (p<0.001) compared to medium- or low-scored parents. Most parents answered that dietary education need to be started earlier, and that their main source of dietary life information was mass media. They also showed a preference for real experience and practice for dietary education. The above results showed that there is a close relationship between dietary habits and dietary life competency, and suggest that continuous education is necessary to improve the dietary habits and dietary life competency of elementary school parents. Because monthly income appeared to be the most influential socioeconomic factor for the parents' dietary habits and dietary life competency, continuous efforts on dietary education are necessary to reduce the score gaps in these categories.

• Journal of East-West Nursing Research
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• v.26 no.2
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• pp.130-138
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• 2020

Purpose: This study aimed to evaluate the effects of team-based simulation training (TBST) on patient safety confidence and nursing competency among nursing students. Methods: This study used a one group pretest-posttest design. Among the senior nursing students enrolled in an academic course in one nursing school, the convenience sample of 114 students was recruited. Participants received 15-session TBST (2 hours per session) over 8 weeks and completed the patient safety confidence and nursing competency scales, and a questionnaire of participants' responses to TBST. Data were analyzed using a descriptive statistics test, a paired t-test, and Pearson correlation coefficients. Results: The results of this study showed that patient safety confidence and nursing competency significantly improved after TBST and there was a positive correlation between these variables. Conclusion: The findings indicate that TBST is effective for improving nursing students' patient safety confidence and nursing competency, and thus, team-based strategies can be useful to attain the goals of nursing education. Furthermore, the results of this study suggest further research to refine the relations between patient safety and nursing competency.

• Journal of Engineering Education Research
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• v.24 no.4
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• pp.3-20
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• 2021

As we have become more interested in 'competency' that means ability to do something around the world, the competency of the best performers has also been introduced in the university curriculum as a concept of core competency. Research continues on why this competency-based education is needed compared to existing academic-oriented education, how it can be introduced into existing curricula, and how it can be developed and evaluated in detail. This study develops and validates core competency assessment tools that can diagnose core competencies of engineering students. Therefore, this research paper conducted a literature review related to core competencies and also core competency assessment tools of university students. It seeks to explore the implications of core competency assessment tools for engineering students and then lay the foundation for competency-based teaching and learning at engineering colleges. And also it defines the concepts of core competencies and each core competency of engineering students through prior research analysis of competence, core competence, and core competence of university students. The primary core competency assessment tool consisted of sub-factors and questions of core competencies. It were modified through the expert validation of the primary one and then it was used as a core competency assessment tools for preliminary investigation. The core competency assessment tools for engineering students are consisted of 6 competencies, 22 sub-factors, and 91 questions. There are core competencies as follows: engineering basic competencies, major engineering competencies, self-management competencies, communication competencies, interpersonal competencies, global competencies. The preliminary survey was conducted on 426 engineering students attending the Engineering Education FESTA 2019. The preliminary findings were derived by conducting exploratory factor analysis, confirmatory factor analysis, question characteristics analysis, and reliability analysis for validation. The core competency assessment tools developed through this study can be used to verify the effectiveness of the curriculum and programs for students at engineering colleges. In addition, the developed core competencies, sub-factors, and questions can be utilized in a series of courses that design, conduct, and evaluate engineering curricula and programs as competency-based curriculum. The significance of this study is to lay the groundwork for providing competency-based education engineering students to develop core competencies.