• Child Health Nursing Research
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• 제5권1호
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• pp.5-17
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• 1999

This study was designed to determine the schemata and their characteristics of stress experience the subjectivity of stress experience(structure of subjectivity) would be a basic step for the effective clinical education through the stress management for characteristics of these types. Q-methodological method was used for that purpose. The research method statements were collected prior to the study through indepth interviews. For the study, 31 Q-statements were selected. There were 34 nursing students as subjects for the research. The 34 nursing students sorted the 31 statements using the principal of forced normal distribution. The principle of forced normal distribution, which has 9 scales to measure the individual opinions, was called. Q-factor analysis by using PC QUANL program supply the material. According to the outcomes of this study, there were 3 types of special opinion about the stress experience of clinical practice. The first type is called 'Influence of practical atmosphere type'. Members of this type experienced stress by an inadequate orientation and undesirable role model of nursing. The second type is called 'conflict of nursing role type'. Members of this type experienced stress by an inadequate orientation and undesirable role model of nursing. The third type is called 'Lack of confidence type'. Members of this type experienced stress because of a lack of confidence for their own nursing knowledge and skill. As a result, we now need further study to identify individual psychological aspects of stress for clinical practice. The findings will guide the development in effective approaches for clinical education. Finally, the result of the study will provide us the need for developing systematic and integrated practice education program for students and active involvement of clinical instructor.

• 한국간호교육학회지
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• 제15권1호
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• pp.5-14
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• 2009

Purpose: The purpose of this study was to develop clinical education of Oriental Nursing. Methods: The subjects were one hundred and ninety-three students who have completed clinical practice. The questionnaires were composed of experience type and Oriental Nursing practices(25 items), level of satisfaction(20 items), difficulty level of practices(6 items), and preparation level of practice instructor(5 items). The reliability were Chronbach's $\alpha$=.84, .86, .74, and .93 respectively. Frequencies, percentage, t-test, and Pearson's Correlation was used in data analysis using SPSS PC+ 11.0. Results: Nursing students recognized that they had difficulties caused by a lack of knowledge of Oriental medicine, of learning the uniqueness of the nurse's role and lack of nurse's enthusiasm in teaching students. However, they were confident in preparing acupuncture and implementing Moxibustion, large Moxibustion, Bu-Hang therapy, aroma therapy and on administration of medicines and control of temperature of the medicines, exercise and rehabilitation. Therefore, instructors should train nursing students by developing a unique Oriental Nursing practice and reinforcement of nurses' independent and cooperative roles through the acquisition of Oriental Medical knowledge and terminology. It is necessary that they develop an educational program based on Oriental Nursing practice, perform consistently within the program and train its teaching faculty and instructors.

• 한국식품조리과학회지
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• 제27권5호
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• pp.611-623
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• 2011

The goal of this study was to understand the reasons for learning about Korean herbal food by examining the actual conditions in a Korean herbal food course during lifestyle education. The general characteristics of the people learning about or working with the food as well as the correlations between the examined factors were analyzed, focusing on each person's dietary lifestyle. We divided the class participants into five dietary lifestyle groups by analyzing their scores. Group 1 was the"taste-seeking type", group 2 was the "quality-seeking type", group 3 was the"economy-seeking type", group 4 was the"convenience and economy-seeking type", and group 5 was the"convenience and health-seeking type". A person with a cooking career was considered to have more experience with Korean herbal food. The highest motivation for Korean herbal food education was for professional reasons, and the class that was most appreciated was learning about Korean traditional herbal foods. The highest satisfaction for the class was based on the instructor's knowledge, followed by food tastes, foodstuffs, educational materials, and the facilities superintendent. Satisfaction with the class tuition and practical utilization was relatively low.

• 디지털산업정보학회논문지
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• 제15권4호
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• pp.117-129
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• 2019

This study aims to explore a plan for the educational application of K-MOOC brought into relief as a new education system and to draw a direction of improvement for increasing learners' satisfaction through the development and operation of the K-MOOC Course. The colleges produce and provide the MOOC Course as a counterplan through college innovation to respond to social changes due to the reduction of school-age population. Thus, this study selected the target courses for the operation of K-MOOC and proceeded with the development of a course, referring to the guidelines for the development and operation of the K-MOOC Course at the National Institute for Lifelong Education with the quantity for 14 weeks (About 50 minutes per week) for the period of the development of the course of about 5 months. The development of the course was made in the stages of design, development, inspection, and operation. The implications of the operation of K-MOOC obtained through this study are as follows: First, in order to increase the utilization of the MOOC Course, it is necessary to operate it in connection with the regular curriculum; second, it is necessary to have desirable communication to induce the interaction and academic motivation between the instructor and the learners; and third, it is necessary to analyze the relationship of the impact by each background factor through analyzing satisfaction with the lecture and continue to assure the quality of the course through understanding the learners' demands. For this purpose, it is important to experience new attempts directly and analyze the performance of education and the satisfaction of consumers and the instructor in detail, and it is necessary to construct a curriculum suitable for K-MOOC and seek an effective teaching method.

• 한국항공운항학회지
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• 제19권1호
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• pp.66-73
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• 2011

According to U.S. NTSB, from 1989 to 1992, Situation Awareness(SA) was a major factor causing 80% of all aircraft accidents in scheduled airlines. Therefore, the prevention of accidents through effective training in SA became a pivot in aviation safety. Furthermore, during the past 10 years, since all helicopter accidents in Korea were caused by the factors related to SA, an appropriate countermeasure has been required. This study, which uses survey data, examines various factors related to SA that could affect helicopter pilots. Common characteristics of situation awareness factors are that the result from the independent variables which are flight time, duty period and age of a first officer is statistically significant with the result from the independent variables of an instructor pilot's. However, only experience is statistically significant independent variable for factors influencing decision making in emergency situations, but anxiety, expectation and comprehension are not significant.

• The Journal of Asian Finance, Economics and Business
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• 제9권4호
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• pp.391-398
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• 2022

The purpose of this study was to determine the factors that influence the training quality of Van Lang University's Finance Banking faculty (VLU). Another goal was to discover a way to increase training quality and give students the greatest experience possible. To achieve the following goals, qualitative research was used in combination with questionnaires and document reviews. A total of 700 surveys were sent out, with 624 responses. In-depth interviews with 12 graduates were conducted during the qualitative stage to obtain their perspectives on their time at VLU. The impact of five factors (instructor qualification, facility, education program, accessibility, and student interaction) was investigated in this study, and the findings revealed that all of them significantly mediated the relationship with the training quality of VLU's Finance Banking faculty. The findings show that it is vital to improve the training quality to increase student satisfaction and boost their academic abilities. With the framework from this study, policymakers, researchers, and institutes can cooperate in developing and upgrading the general training quality at higher education institutions in Vietnam. Improving the training quality of a faculty will continue to be a challenge. Therefore, this is a topic that requires continuous research.

• 실천공학교육논문지
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• 제14권2호
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• pp.367-376
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• 2022

본 연구에서는 학습자 관점에서 메타버스 플랫폼인 '스페이셜'을 중심으로 수업 도구로서의 사용자 경험을 분석하였다. 대학 수업에서의 메타버스 플랫폼 스페이셜의 사용성 평가를 위하여 SUS를 활용하였고, 스페이셜을 활용한 수업에 대한 몰입감과 만족도를 평가하기 위하여 Magnitude Estimation 방법을 활용하였다. 그리고 수업 도구로서의 스페이셜 사용에 관한 사용자 경험 의견을 수집하기 위하여 설문기법을 활용하였다. 스페이셜 시스템에 대한 사용성 평가 결과를 보면 수강생들은 스페이셜의 사용성, 몰입감, 만족도에 대해 꽤 긍정적으로 평가하였다. 그리고 메타버스 플랫폼 스페이셜의 사용자 경험 내용을 보면, 수강생들은 메타버스가 비대면 공간 속에서도 많은 사람들의 모여 소통할 수 있는 장을 제공할 수 있는 교육 도구로서 그 효용가치를 높게 평가하는 것을 알 수 있었다. 메타버스는 다른 온라인 플랫폼에 비하여 사용편의성, 상호작용, 몰입감, 흥미유발을 장점으로 들 수 있다. 특히 키보드와 터치방식, 그리고 디스플레이 외에 음성, 동작, 시선 등 오감을 활용한 상호작용이 가능하다는 것이 큰 장점으로 인식되었다. 반면 메타버스의 높은 개방성과 자유도, 그리고 흥미요소는 학습을 촉진하는 동시에 저해 요인이 될 수 있음을 알 수 있었다. 그럼에도 불구하고 결론적으로 메타버스 플랫폼 '스페이셜'은 온라인 강의실 생성과 다양한 학습 기능들을 제공하고 있고, 교수자와 학습자 또는 학습자와 학습자 간의 다양한 상호작용이 가능하기 때문에 대학 수업에서 효과적으로 적용할 수 있을 것으로 판단된다.

• 지역사회간호학회지
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• 제13권1호
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• pp.161-170
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• 2002

Purpose: To evaluate community health nursing practice by nursing students for basic data to improve nursing practice education, and to determine the clinical practice experiences of nursing students at public health centers. Method: According to methodological triangulation, all data was collected from March 2001 to June 2001 through prepared questionnaires with 62 Participants, and in depth interviews with 2 Participants, and content analysis with 8 Participants. Results: 1. Clinical practice content was needed to make up professionally. 2. Clinical practice instructor was satisfied with teaching by community health nursing professor, but not by public health center nurse. 3. Clinical environment was perceived as good. 4. Clinical practice time was perceived suitable, but practice evaluation was given a low grade. 5. Experience of nursing students was grouped into 9 categories and 20 themes. 9 Categories are as follows: change of public health center image, difficulty in the personal relationship, positive personal relationships, doubt about the attitude, doubt about the task, tension, worth, ambivalance of the conference, feeling about the end stage of the clinical practice. Twenty themes are stereotypic of the public health care center: recognition, difficulty between tasks and interrelationships with the clients, decrease of self esteem due to deficiency of trust with the students, exchange of feelings in the relationships, the situation of clients was not considered, feelings were disregarded, not systematic, regarding students as supplementory manpower, independent work but not enough contents, anxiety & fear, self-trust, be skilled in the practice, pragmatic knowledge formation, understanding of the old person, self-study of oneself. live up to the expectation, consider as the job, dissolve the stress and impose burden, feeling the lack regarding active approach in the practice. Conclusion: The students have perceived the need of community health nursing through the clinical practice. Clinical practice of community health nursing requires content supplement, correction of instruction by public center nurses, environmental alteration, evaluation criteria set up. Experience of clinical practice in the public health center was as follows: Getting rid of the stereotype about public health center, nursing students comprehended variety and were worth while to do clinical practice in spite of tension& anxiety and fear. And they thought to be a community nurse someday.

• 대한간호학회지
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• 제37권6호
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• pp.914-923
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• 2007

Purpose: This qualitative study aimed to identify the common, lived experiences of grandmothers who cared for their grandchildren as the primary caregivers. Methods: This study was based on the phenomenological method described by Colaizzi (1978). Results: Seven theme clusters emerged from the data as follows: "grandmother caregivers accept the parenting role of the incessant responsibilities and the distrust of non-kin caregivers.", "grandmother caregivers have a double maternal roles; an instrument-oriented maternal role to their own child and relationship-oriented maternal role to their grandchild.", "grandmother caregivers are partially authorized to make decisions in the matters of their grandchild.", "grandmother caregivers suffer a deterioration in their health by an acceleration of the aging process.", "caregiving causes grandmother caregivers to feel a sense of social isolation, and persue various coping strategies to control this feeling.", "grandmother caregivers have a greater feeling of self-esteem, but they often conflict with their adult children if they don't feel appreciated by them.", "grandmother caregivers have limited social support and their health issues are often overlooked in the family context.' Conclusion: The results of this study can guide nurses and health care workers to understand the experiences of grandmother caregivers and to implement individualized nursing interventions suited for them.

• 공학교육연구
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• 제20권1호
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• pp.53-62
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• 2017

This paper explored how university students viewed flipped learning from their own perspectives. Using qualitative research methods, 5 students from a Computer Graphics course at a mid-scale university in Seoul were interviewed for this purpose. Researchers collected data about their learning experiences, emotions, and reflections about flipped learning in general and its components such as online materials, in-class activities, and instructor guidance. Research findings indicated that students were not so much conscious about the unfamiliarity of the class, the increased work load, nor the online lectures. They rather prioritized 'what they could actually learn' from the course, and thus defined flipped learning as a method which enabled students to constantly check and fill in the gaps in their learning through team-based activities and prompt feedback from the professor. A combination of students' positive attitude and active participation in team-based activities, the overall atmosphere of the department which supported interactivity and collaboration, the professor's emphasis on learning-by-doing and student-centered learning appeared to form their notions of flipped learning. The use of technology did not appear to heavily impact students' conceptions of flipped learning. Researchers suggest that pedagogical beliefs of the professor, culture surrounding the learner, and the good match between the course content and instructional strategies are central for designing a successful flipped learning class.