• Journal of Korean Academy of Nursing
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• v.22 no.3
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• pp.407-415
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• 1992

The purpose of this study was to survey the use of a evaluation tools of clinical competency for nursing students. The sample consisted of the departments of nursing in 14 universities and 20 Junior colleges of nursing. Data analysis was done by frequency, percentages and factor analysis. The results of the study were as follows : 1. A common measurement tools for evaluation in the clinical area was used by 74.4% of universities and Junior colleges of nursing. Only 0-4.5% of Junior colleges of nursing and 1.5-7.4% of universities used a evaluation tools developed according to their major. 2. Theoretically, 3% of those sampled applied the nursing process as an instrumental means of nursing practice. Bloom's theory was applied by 35.8% of the schools. Most of them used their own measurement tools for evaluating their students. 3. One half of them used quantitative scales, the other half used others. 4. Professional attitudes wire included in their contents bvy 93.9% of universties and 94.1% of Junior colleges of nursing. The major areas of evaluation were knowledge, skills, attitudes and interpersonal relationships in that order. Results ; From this study can be concluded that regardless of the number of academic years of nursing and professional area, common standard evaluation tools for nursing competency were found to be needed. Theoretically, an evaluation scheme which applies the nursing process should be required. Knowledge, skill, attitude and interpersonal relationship would be essential elements to be evaluated. Maximizing the clinical competency and minimizing the conflict elements for nursing students is important. Nursing, education, students and environmental aspects must be consider in the goal of clinical education. A diagram, a checklist and a anecdote note in addition to the quantitative scale are necessary for efficient evaluation.

• 대한공업교육학회지
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• v.30 no.2
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• pp.82-103
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• 2005

The purpose of this study was to develop and present the accreditation criteria for engineering technology education programs in junior colleges. Research methods used in this study were review of related literature, experts discussion, and Delphi technique. Especially, Delphi technique was the major research method of this study. The Delphi surveys were taken for about seven weeks and three rounds at a higher level of expert participation. Major results of the study were as follows: 1. It proved that thirty six of total forty items had the content validity as the accreditation criteria of engineering technology education programs for junior colleges. CVR(Content Validity Ratio) of four items were below .33 and eliminated four items from the final accreditation criteria. 2. It proved that total Cronbach ${\alpha}$ was very high .9142 and reliability was very high all over items. It proved that six items made worse reliability, therefore it was desirable to exclude six items for increase of reliability. But the final accreditation criteria included six items, because they had a high validity as well as increasing rate of Cronbach ${\alpha}$ was very low with the exception of them. 3. Items of high importance were drawn out through analysis of importance. It proved that thirty of total forty items were more than 4.00 average in importance and ten items were less than average. 4. In conclusion, the final accreditation criteria were developed and presented through such analysis of validity, reliability and importance. The final accreditation criteria for engineering technology education programs in junior colleges were composed of seven domains of educational objectives, learning outcomes, curriculum, staff, facilities, institutional support, and student assessment.

• Journal of radiological science and technology
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• v.5 no.1
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• pp.77-95
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• 1982

The result of this study from surveying and analyzing the present situation of educational institutes of radiologic technology, educational situation of radiologic technology, and students' attitude and recognition about the education of radiologic technology, the faculty's thought of it throughout the country from October, 1981 to April, 1982 is as follows: 1. The total number of educational institutes for radiologic technology is 11, but all of them are private colleges classified by foundation and 1,414 freshmen were admitted to enter the colleges by admission quotas of students at present in March, 1982. 2. The number of male(1965-1982) is 3,046(78.0%), that of female is 856(22.0%), and total of them is 3,904 that graduated from the departments of radiologic technology in 9 junior colleges in Korea. 3. The number of the instructional staffs in radiologic technology in Korea is 32, but among them 1 professor, 1 associate professor, 16 assistant professors and 14 full-time instructors. 4. The credits for graduation are 80-96 credits and students need required liberal arts and required major studies to get the qualification for graduation. 5. In the national examination for radio-technologist license, total 7,150 persons took the examination, but only 2,796 persons passed it, therefore, the average passed rate is 39.1% from the year 1965 to 1982. 6. 61.3% of students expressed dissatisfaction about their campus lives, the reason of which is mainly poor educational facilities(26.7%), insufficient number of faculty(21.2%) and negative Recognition on junior college from society, etc. 7. About the education of their major studies of colleges, 70.9% of students answered that they were short of laboratory works and clinical trainings rather than theoretical lessons. 8. The chief problem in practice works is about facilities and equipemtns for practice (students 39.1%, faculty 68.8%), and about the fact that too many students usually work at a time(students 17.1%, faculty 21.9%), etc. 9. 87.4% of students and 93.8% of faculty answered that clinical training in school is necessary. 10. Students' viewpoints on the radiologic technologist and the attitudes on the profession as a radiologic technologist are approximately affirmative. 11. Fields of employment to advance after graduation are mainly the fields related to their major studies(hospital, clinic, health clinic, industrial companies related and military officers of medical technology, etc.), which fields arc predominant to 74.5% rather than non-related fields(enrols into 4 year colleges, etc.). 12. 85.2% of students, 87.5% of the faculty expressed their opinions that the present academic years of 2 should be lengthened more. 13. 90.7% of the faculty expressed their opinions that the present students quotas should be reduced in whole or in part.

• Journal of the Korean Institute of Navigation
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• v.25 no.2
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• pp.149-158
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• 2001

This paper presents the educational methodology shipboard training methods of Maritime Colleges in U.S.A. and the fields of engagement in business of the graduates from them. There are two Maritime Academies, i.e. U.S. Merchant Marine Academy (USMMA) and U.S. Coast Guard Academy, which are supported by federal government and six Maritime Colleges operated by each State. Maritime Administration (MARAD) in the Department of Transportation (DOT) supports the training of merchant marine officers and crew members with a focus on safety in U.S. waterborne commerce. The shipboard training methods are not unique, but have various process. One is continuous sea term training onboard during sophomore (100 days) and junior year (200 days) in case of USMMA, the other is summer sea term training onboard every three months during freshman, sophomore and junior years in case of SUNY Maritime College. They offer also one month ship simulator training ashore. The employment status for the 1999 year graduates from USMMA shows 43 percent in the field of maritime afloat, 34 percent of maritime ashore, 22 percent of active duty military and 1 percent of others.

• Journal of Korean Academy of Nursing
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• v.24 no.3
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• pp.499-510
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• 1994

The purpose of this study was to Identify the self-actualization level of Junior College Nursing Students and to analyze the variables that may be related to self-actualization. A convenient sample of 346 students were selected from three colleges located in Seoul and Kyungki-Province. The data were collected using a direct survey method from September17to October 2, 1992. The instrument used for this study was the self-actualization test modified by Kim & Lee(1983). The collected data were analyzed using percentages, means, 1-test, X$^2$-test, ANOVA and Pearson’s correlation coefficient, with the SPSSPC$^{+}$ Package. The results of this study are as follows : 1) The self-actualization level of subjects was moderate. The subjects showed higher scores in the areas of Self actualizing Values and Nature of Man than the standardized normal groups. The subjects showed lower scores in the areas of Inner Directed Existentiality, Self acceptance and Capacity for Intimate Contact. 2) The subjects attending day junior colleges showed higher scores in the areas of Time competent, Existentiality and Self Acceptance than those attending college in the evening. The subjects attending evening junior colleges showed higher scores in the areas of Spontaneity than those attending college by day. 3) The junior students showed higher scores in the areas of Feel-ing Reactivity than freshman. The students with no religion showed higher scores in the areas of existentiality than those who had a religion. The group who had the experience of failure on the college entrance examination showed lower scores in the areas of Nature of Man than those without this experience. Those who chose their major voluntary showed scores higher in the areas of I nor Directed, Self Actualizing Values, Spontaneity and Self regard than the unsatisfied group. The group satisfied with college life showed higher scores in the areas of Time Competent, Inner Directed, Self Actualizing Values and Self Regard than the unsatisfied group. In conclusion self actualization level depends on motivation of choice, satisfaction with nursing as a major and satisfaction with college life. Therefore, and effective guidance program is required to improve motivation and satisfaction with nursing as a major and with college life.

• The Korean Journal of Food And Nutrition
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• v.2 no.1
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• pp.45-60
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• 1989

According as the economic growth and the development of highly industrialized society have improved the nation's standard of living, a great change in recognition of public health has occurred and also brought about a concomitant change in the roles and responsibilities of nutritionists. Consequently, the curriculum of Junior Colleges is required to be revised so as to provide substantial education through which the acquisition of necessary professional knowledge and technique as intermediate technicians and the efficient training can be achieved. On the basis of the survey and analysis of the current curriculum and of the functional structures of nutritionists, this study made an attempt to frame a model curriculum that may provide effective education and training and help to establish a desirable curriculum of Junior Colleges.

• Journal of the Korean Institute of Landscape Architecture
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• v.18 no.3 s.39
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• pp.99-113
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• 1990

The purpose of this study was to prepare some more up-dated and advanced curriculum in Landscape Architecture in Junior College education to bring up a leading professional who can meet the changing social needs. To achieve this goal, the data about the actual employment status of graduates, current relevant systems and legistations, the questionnaires of Landscape companies, graduates and undergraduates, and the current relevant curriculum of domain 6 junior colleges and Japanese relevant curriculum was gathered and analyzed The results are as follows ; 1. Currently the majority of the graduates are employed in Construction field, but the employment trend of graduates shows diversification and subdividing as following 5 fields, that is Construction, Design, Maintenance, Administration and Indoor Landscaping. 2. It is essential to bring up a Landscape Technician who has a Landscape Certificate of qualifications(esp. 2nd class). 3. Lately, the actual Practice came to be one item of the qualifying examination, so the subjects of Landscape Design, Landscape Construction and Landscape Estimation Should be emphasized, Accordingly, current curriculum should be revised. 4. Currant curriculum model(1979) made by the Ministry of Education doesn't play a real and adequate role and should be up-dated in view of the current curriculum of domain 6 junior colleges has no regular standards. In preparation for new standardized curriculum model, following criterior could be suggested, that is, ratio of the Major Required Subjects vs. The Major Optional Subjects would be 50 : 50, and the Major Optional Subject would be 48 credits which is 150% of the Required Credits(32 credits) 5. The subjects such as Basic Agriculture, Afforestation, Nature Conservation, Sketch, Civil Engineering, Landscape Seminar and Modelling Practice would be deleted in the curriculum model established in 1983. 6. The subjects such as Perspective Practice, Indoor Landscaping, Landscape Legislation and Landscape Design( III ) could be newly opened to meet the social needs, to prepare for the qualifying examination and to serve well in the employment fields. 7. The subjects of Surveying ( I ) & ( II ) would be unified into one Subject as Surveying, and some in view of the average situation of 6 junior colleges. 8. It is urgent to open some subject related to computer. At first, An Introduction to Computer could be recommended in the cultural studies course and Landscape Computer Technique as the Major Optional Subjects.

• Journal of East-West Nursing Research
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• v.7 no.1
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• pp.32-47
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• 2002

This study is a descriptive comparative investigated one to analyze nursing education system and curriculum of Korea and China trans-culturally. 1) Education System The basic level of nursing education in Korea consisted of 65 3-year- junior college of nursing (7379 students) and 48 4-year-bachelor of nursing college (2345 students) in 2000 showing more 3-year-junior college of nursing and its students. In China, western nursing as well as Chinese nursing education system were operating. In 2000, 501 western school of middle technical nursing, 29 school of middle technical nursing of middle level education, and 89 3-year western and 24 Chinese junior college of nursing, and 42 4-year western bachelor of nursing college and 10 Chinese of high level education have been established. The presence of Chinese school of middle technical nursing system seemed to be in slower development in nursing than Korea, but that of Chinese nursing education seemed to be advanced with its national identification prior to Korea. Post graduate continuous education for RN-Diploma and RN-BSN program has been opened as in Korea. The Hosa(護士) system in school of middle technical nursing in China reflects lower level of education than Korea. But it can be a merit, other than in Korea, without nurses aids, when they are acting under supervision of nurses and led by them, and there presents a special course for promotion up to high level education. Graduate school in Korea is divided into general type opening a curriculum for MS in 1960 and as of 2000, 21 general types for majoring in nursing. The PhD course in Korea was established in 1978, and after that the PhD courses have been opening in 14 universities at present. China established master degree course in 1991 and as of 7 colleges are ongoing, and the doctoral course is now under planning, resulting slower development than Korea. 2) Education of theory and clinical practice in Korea and Chine (1) Korea's 3-year junior nursing college have 51 subjects, 49 subjects in China, which was not different. China was following education of ideology and medical. 4-year Bachelor of Science College has 92 subjects in Korea with cultural subjects and essential major studies/elective in theory education in Korea, while 63 subjects in China, showed wider selection in Korea's education. (2) Korea's 3-year and 4-year nursing colleges performed clinical practice education parallel with theoretical education for a certain period, block or theory/practice system. While China's 3-year and 4 or 5-year-colleges educated the theory first and then practice for one year in the last grade, integrating each situation of the departments and the theory. (3) Korea's oriental nursing theory in nursing education was performed in 28 colleges of 65 nationwide ones of 3-year junior nursing colleges, but only one school was educating clinical practice. In 4-year bachelor of nursing colleges, the oriental nursing theory was done in 14 among 48 investigated. And 1-4 subjects of them were doing, and 4 schools performed of clinical practice, showing more reinforced than the junior colleges. China's 3-year and 4-5-year western nursing colleges taught two subjects of Chinese medicine nursing. China's 3-year & 4-5-year College of Chinese medicine nursing, theory of Chines medicine nursing education taught eight subjects. (4) 5-year colleges of Chinese medicine western integrated nursing, theory of Chinese medicine nursing education consisted of twelve Chinese medicine nursing subjects and two of Chinese medicine western integrated nursing subjects. China was tempting a new development of a pattern of Chinese medicine nursing subjects reinforced. 3) The verification of Korean and Chinese nurse's license. The verification test of Chinese nurses license is differentiated at the level of education other than in Korea. Expire date is 2 years and a qualified test must be done to a renewal. And the continuing education hours are 72 per year, which is more enforced than Korean nurses (10 hours a year). In accordance with WTO regulations, we should prepare for opening foreign hospital, educating oriental nursing subjects. And on this, it is recommendable to settle a basic frame research to run the oriental nursing practice ongoing. 1. It is desirable to develop the oriental nursing subjects to apply its idea to the western nursing and differentiate Korean nursing. 2. It is desirable to certify oriental nurse's characters, to expand and develop the nursing areas to practice it, and to establish the oriental nursing system. 3. It is expectable to promote Korean nursing specialization to develop the oriental nursing as a professional and to create its demand.

• KSCI Review
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• v.9 no.1
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• pp.60-65
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• 2002

• Journal of the Health Care and Life Science
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• v.8 no.2
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• pp.105-111
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• 2020

This study analyzed NCS-enabled Web services at colleges. The search scope was based on the NCS Support Center, etc. of the two domestic and one overseas portal sites. Support for the NCS Support Center web service from 12 Junior Colleges was analyzed after the search. There were three categories of NCS-enabled Web services. First, NCS-enabled service status analysis, second, NCS-enabled project status analysis, and third, junior college-specific differentiated NCS-enabled web service analysis were conducted. As a result, NCS-enabled services had more quantitative web pages than NCS-enabled project status services. However, NCS-enabled project status services have been presented with more detailed and practical data than NCS-enabled services. Differentiated Web services were able to analyze what included efforts to maximize NCS Web service support for each Junior College. Based on the results of this study, we look forward to improving the quality of NCS-enabled web services for Junior College education.