• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.4
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• pp.304-310
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• 2017

This study is a methodological research study that tests the validity and reliability of the NCRC (Nurse Clinical Reasoning Competence scale), an instrument developed by Liou and his colleagues as the basic data for enhancing the clinical reasoning competence of nurses, by translating it into Korean and checking the similarity of the sentence structure and meaning (between the two versions?). This study verified its validity and reliability by examining 166 nurses working in four tertiary hospitals located in Seoul and Busan. An analysis of the content validity by experts showed that all of the items have a content validity higher than CVI 0.8. From the exploratory and confirmatory factor analysis, it was found that the instrument includes a total of 15 items consisting of one factor. In addition, the correlation with the Korean version of the Nurse Clinical Reasoning Competence scale is confirmed to test the concurrent validity, by using a measurement tool of nurses' critical thinking dispositions and clinical decision-making abilities (correlation coefficient =.55-.64(p<.001) and Cronbach's ${\alpha}=.93$). Thus, the Korean version of the NCRC may be a useful instrument for evaluating the clinical reasoning competence of Korean nurses and providing the basic data for assessing their clinical reasoning competence and developing their promotion strategies.

• Korean Journal of Construction Engineering and Management
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• v.21 no.4
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• pp.50-61
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• 2020

Safety management has been one of the most critical issues in the construction industry for a long time. Despite continuous efforts, it still shows a higher accident rate than other sectors. To reduce the accident rate, a lot of studies have been performed, mostly focused on contractors or construction phase. Although the initial stage of the construction project has the most significant impact on construction safety and decision-makers at the initial stage play an important role, the safety management system throughout the project entire life-cycle is still insufficient. In addition, although a great deal of information is generated in the construction project and the value is increasing, while it shows an inefficient aspect. This is believed to be due to insufficient information exchange and a lack of standards. In this context, this study aims to analyze the efficiency of information handover in construction safety. For this purpose, a safety management framework for systematically and efficiently managing and utilizing for construction safety information is referred to as 'safety business functions', 'project life-cycle', and 'industrial hierarchy'. The 'safety business functions' are classified into three levels. And then, in order to analyze the efficiency of safety information handover, 'importance of safety business function' and 'efficiency of safety information handover' were evaluated by interviewing with experts. This study can be used as reference data for implementing systematical and efficient safety management, and can also increase construction safety competency.

• Korean Journal of Comparative Education
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• v.27 no.3
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• pp.129-159
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• 2017

This study examines the social recognition of teachers' treatment and teaching profession through the comparison and analysis of the teachers' remuneration systems in the Republic of Korea(hereafter, Korea) and Canada. For this purpose, literature review and qualitative research were conducted. As a result of comparing and analyzing the orientation of teachers' remuneration systems in both countries and perception of teachers, the following differences were found. First, in terms of the management philosophy of the remuneration system, Korea emphasized the efficiency of the national competitiveness dimension, while Canada focused on the interrelationship with development of individual-oriented competency. Second, although the remuneration systems for teachers in both countries are quite different, they have aimed at establishing a reasonable remuneration system, which considers equality in common. But the position on equality was different between the two countries. In the case of Korea, equity was considered by comparing the pay scale with those of other government employees, while equity in Canada mainly had to do with gender equality. Third, the teachers of both countries regarded the sense of duty and ethics as important qualities of the teaching profession, and they recognized the social safety net as an indicator of their social status. However, there was a difference in attitude toward the teaching profession. In Korea, it was deemed to be a stable and socially desirable profession, but the entry barriers were quite high and the remuneration system was relatively rigid. In Canada, on the other hand, it was easy to enter the teaching profession and the remuneration system was far less rigid. But teachers were more likely to quit or take a second job, and their social status fluctuated.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.325-338
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• 2021

In this study, we developed a 15-week educational program for TPACK(Technological Pedagogical Content Knowledge) development of 40 pre-service teachers in a university for teacher training. We also developed a TPACK evaluation framework to evaluate the practical competency of TPACK of pre-service teachers. The developed evaluation framework consisted of 5 levels, from 0 to 4, TPK(Technological Pedagogical Knowledge), TCK(Technological Content Knowledge), and TPACK, respectively. As a result of the evlauation, the levels of TPK, TCK, and TPACK development stages of most pre-service teachers were consistent, but some pre-service teachers' TPK and TCK did not match. It was found that the TPACK stages follow the lower level between TPK and TCK. In addition, as a result of an investigation into the hindrance factors of the TPACK development of pre-service teachers with low TPACK stages in the use of technology, they have distrust of students' ability to learn with self-regulation, distrust of students' ability to interact, and recognition of practical limitations in the school field. Based on these findings, we argued that it was necessary to provide an educational program to help pre-service teachers develop balanced TPK and TCK and eliminate the hindrance factors of the TPACK development of pre-service teachers about technology-using classes.

• Journal of the Korea Convergence Society
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• v.12 no.12
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• pp.389-399
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• 2021

The purpose of this study was to explore the domestic and overseas home modification policies, and review the direction of domestic home modification policies to enable 'Aging In Place; AIP' and the competencies required of occupational therapist as and expert in home modification. In order to expand occupational therapy for domestic home modification and strengthen occupational therapist competency, it is required to establish a clear and practical home modification process that reflects the design and intervention of occupational therapy. Appropriate selection and standardization of the evaluation tools that identifies the needs of the elderly and reflects the characteristics of domestic housing types are also required. In addition, it is necessary to understand policies and systems, and endeavour to establish a relevant knowledge base for communication and cooperation with experts in other fields. In terms of the policy, there is a need for the home modification support system that allows the elderly to adapt to their aging regardless of their income level, beyond the existing support system, which was implemented mainly for low-income people and disabled. In addition, as in overseas cases, the efforts need to be made to provide various and efficient measures, such as support for barrier-free housing, expansion of the scope of support through cooperation between the national government and local governments, low-interest loans and tax reductions, and establishment of governance with organizations and institutions related to home modification services.

• Journal of the Korea Convergence Society
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• v.12 no.7
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• pp.143-151
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• 2021

Several researchers in the early days have studied the concept of creativity and its definition, but with the emergence of an unprecedented infectious disease, creativity attracts more attention in the academic world these days. It is because the ability to respond to change and create something that did not exist before has become an essential competency for survival. Therefore, we proposes a creativity textbook that can be used for teacher training based on a creative education practical strategy model for the purpose of enhancing the creativity of teachers in the field through analysis of various prior studies on creative education. And also, we developed the textbook to teach the principles of information security using creative storytelling techniques. In the teacher training using the textbook, the survey was conducted with 40 questions consisting of originality, fluency, elaboration, synthesis and organization factors in order to confirm the change in the teacher's creativity, and all factors were significantly improved. The textbooks developed in this study are meaningful in that it has increased the utilization of teachers' field education. We hope that this thesis will provide implications for the development of creative fusion textbooks, and related research will be actively conducted in the future.

• Journal of the Korea Convergence Society
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• v.10 no.3
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• pp.373-382
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• 2019

This study was performed to investigate the effects of creative teaching technique(CTT) on critical thinking disposition(CTD), problem solving process(PSP), and self-leadership(SL) in 5 majors of first to third grades in a college nursing department. CTT was developed to promote memory and practical ability. The study was conducted from August 1 to December 31 in 2017, and the survey was performed before and after applying the CTT. As a result, there was no difference in CTD, PSP, and SL in the first graders whom applied various teaching techniques to one subject. But CTD was 6.8point(p<0.001), PSP was 7.5~7.9point(p<0.001) and SL was 2.9~3.3point(p<0.001) improved in the second and third grades whom applied similar teaching techniques in two subjects. In order to improve the students' core competency, it is more effective for students to apply one or two methods repeatedly in several subjects than to apply various methods to one subject. Since the CTT was more effective in the group that selected the major depending on aptitude and interest, it is necessary to develop various teaching and learning strategies to enhance the interest in nursing major.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.8
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• pp.313-320
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• 2019

This study compared and analyzed the levels of expectations of specialized hospitals, and the recognition of professional competency in specialized hospitals for the general public aged 20 years or older and those professionals on the hospital staffs who had more than three years of experience. The research period ran from July 2018 to May 2019. T-test and regression analysis were used for the analysis of the data. Research result; There was no difference in the level of expectations for the specialized hospitals between the general public and the hospital staffs. It was shown that the professional factor affecting subjective expectations of the specialized hospitals was a difference in the way of thinking between the general public and the hospital staff. The professional factor affecting the expected level of hospital use for the general public and hospital staffs was confidence in the doctors. However, the professional factors affecting the credibility of doctors differed between the general public and the hospital staff. The factor for the general public was excellent technical skill in the field, and the factor for the hospital staff was the specialized ability of doctor and their years of medical service. It is thought that efforts are needed to reduce the difference between the perception of hospital staff and that of the general public in order for specialized hospitals to continue to develop.

• Stress
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• v.26 no.4
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• pp.268-276
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• 2018

Background: The purpose of this study is to evaluate the effects of the Motivational Interviewing (MI) based communication training for third-year nursing students. Methods: This study use a quasi-experimental design with pre and post-test to evaluate a 4-hour MI based communication training. This training was offered to 35 third-year nursing students who were participating in elective psychiatric nursing clerkship course. Each student completed pre and post questionnaire which includes assessment of motivational interviewing skills as measured by Helpful Response Questionnaire (HRQ). Also confidence (5 items) in using MI based communication knowledge and core skills were included. Data were independently analyzed by two coders and blindly rated the pre and post HRQ self-reported responses. Data were analyzed using paired t-test, descriptive analysis. Results: Nursing students showed increasing use of reflection (4.10~5.67, p<.001), decreasing use of closed-ended question (2.00~0.73, p<.001), road blocks (2.94~0.64, p<.001), and improve in depth of reflection (12.79~20.86 p<.001). But they did not show significant changes in open-ended question (2.01~2.33, p=.257). Confidence in the interview has increased overall, except for reflecting. The overall satisfaction with the training was quite high, and the most helpful training method was group and individual feedback. Conclusions: This study provides evidences that 4 hour-training is effective in core skills such as reflection and depth of reflection, and also confidence in interviews. It is necessary to develop step-by-step training modules to enhance undergraduate communication skills. It is necessary to develop an effective training strategy focused on students' confidence in open-ended questions and reflection.

• Journal of Science Education
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• v.42 no.3
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• pp.334-351
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• 2018

Teacher's gaze empathy for students in science class is considered to be effective in enhancing the learning effect. Thus, studies on gaze empathy have been conducted, but most of the studies are just to reveal the characteristics of gaze. Therefore, it is necessary to deal with a research to raise the level of science teacher's gaze empathy. The purpose of this study is to develop an instruction consulting strategy based on eye tracking for improving science teachers' gaze empathy. In this study, we selected and analyzed relevant literature on teacher's gaze empathy. We also designed a consulting strategy and then revised the design through expert reviews on validity and reliability. The developed consulting strategy was aimed to improve science teacher's gaze empathy and set quantitative goal based on eye tracking. The consulting strategy consisted of six steps: preparation for consulting, measurement and analysis of teacher's gaze empathy, instruction and feedback of gaze empathy, training for improving gaze empathy, evaluation of consulting result, and completion of the consulting. In addition, the consultation was completed or repeated again through the measurement and evaluation of gaze empathy using eye tracking. The developed consulting strategy has a value in that it provides an alternative with quantitative diagnosis and prescription for improving gaze empathy. The strategy can contribute to enhance teacher professional competency through the analysis of teaching behavior.