• Journal of Korean Academy of Fundamentals of Nursing
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• v.2 no.2
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• pp.199-211
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• 1995

This study analyzed the practical education in fundamentals of nursing, for the 36 nursing schools including 12 4-year nursing schools and 24 junior college nursing schools. This survey was done from september 5th to october 5th in 1995. The results of this study were as follows : 1. Required credit in fundamentals of nursing. 1) The highest incidence of the total required credit was 7 in 4-year nursing school and 9 in junior college. 2) For the lecture course credit, the large number of 4-year nursing school gave 5 credit lessons and 6 credits provided in junior nursing colleges. 3) For the credit of practical education the major portion of 4-year nursing school gave 2 credits instruction, however junior nursing school provided 3 credits. 2. Laboratory practice in fundamentals of nursing. In laboratory practice, the ratio of instructor and student was 1 : 20 in 83.4% of the 4-year nursing school and in 66.7% of the junior nursing school. 3. Contents and hours of fundamental nursing practice. 1) In the area of health assessment and nursing process, the large number of schools allocated following hours : 6 hours for vital signs, 4 hours for nursing process, 2 hours for recording but practice for physical examination and communication was done in few schools. 2) In the area of functional health pattern, the large number of schools allocated practice hours like followings : 2 hours for I/O, 2 hours for gavage feeding, 2 hours for elimination, 6 hours for catheterization, 6 hours for bed making, 2 hours for positioning, 6 hours for personal hygiene, 2 hours for R.O.M, 4 hours for moving turning lifting, 2 hours for inhalation and suction. But C.P.R and terminally ill patient care were taught in smaller number of schools. 3) In the area of special nursing measures, the major portion of nursing schools allocated hours like followings. It consisted of 6 hours for asepsis, 16-18 hours for medication, 2 hours for heat and cold application, 2 hours for wound care. 4) 22.2% of the nursing schools had total review practice time and 36.1% of the nursing schools had the students clinical practice. Based on above mentioned results, 4-year nursing school had faithful practical education of fundamental nursing than junior nursing school. But for the contents and allocated hours for practice education, junior nursing schools were much more contents and hours than 4 year school.

• Journal of Technologic Dentistry
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• v.31 no.4
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• pp.67-84
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• 2009

The purpose of this study was to furnish data for a new curriculum of the "Bachelor's Degree Course at Junior College" in Korea. Domestic three colleges and one university were selected for comparative analysis about curriculum of the dental laboratory technology. Moreover, three colleges and three universities were selected in Australia, Canada, and USA which are preferred highly on overseas employment by the korea students of dental laboratory technology. From the six colleges and four universities, number of subjects and credit hours on special study were acquired and compared. Between domestics, an agreement on special study were compared. Transferable subjects from korea to foreign were acquired. From the number of subjects and credit hours on special study comparing, following results were obtained. The results were as follows; 1. The ratio of the number of subjects and credit hours on special study were averagely 78.2% and 83.7% in domestic college, 70.8% and 69.7% in domestic university. 2. The ratio of the number of subjects and credit hours on special study in Canada was similar to domestic but those in Australia and USA were less than domestic. 3. Between domestics, an agreement of subjects and credit hours on special study were 81.2% and 84.2% in Catholic University of Busan, 72.2% and 76.4% in Daejeon Health Science College, 71.2% and 72.8% in Gwangju Health College University, 65.1% and 65.9% in Shin Heung College University respectively. 4. Transferable subjects from Korea to Australia or Canada was more than USA. Those to Australia was similar to Canada. These results suggest that the degree of special study in domestic is more than foreign, transferable subjects from Korea to Canada should be profitable and those data is furnish for a new curriculum of the "Bachelor's Degree Course at Junior College" in Korea.

• Korean Journal of Human Ecology
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• v.3 no.1
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• pp.81-93
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• 1994

The purpose of this study is to investigate the differences in individuals and family characteristics between general and vocational high school female students, and the impacts of the characteristics on the their occupational outlook. The number of 792 female students in 4 general and 5 vocational high schools in Chongju area were sampled during September 6-10, 1993. There are more differences in family characteristics rather than individual characteristics between two types of high school female students. Both family and individual characteristics influence the occupational outlooks of the respondents. Therefore, the types of school affect their occupational outlooks. Over 50% of vocational students want to have a junior college education.

• Research in Mathematical Education
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• v.17 no.4
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• pp.267-278
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• 2013

Through quantitative analysis of two math classroom videos, combined with the relationship between types of teachers' questioning and students' answering, it is concluded the following problems are in the mathematics classroom teaching: (1) The time of teachers' questioning is longer, the number is too much, with managerial questions and prompting questions is given priority to; (2) Teachers' questioning time is longer than students' answering time, comprehensive answer is more, creative answer is little; (3) In the classroom questioning, students' participation is low; and (4) There is a significant correlation between types of teachers' questioning and length of waiting time after questions. In response to these phenomena, we propose strategies as follows: pursuit of timeliness of classroom questioning, reducing inefficient questions, to increase efficient questions, adopting different waiting strategies for different questioning types, to mobilize students' thinking activities, and improving students' participation etc.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.88-96
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• 2011

This paper aims to develop the learning contents of PBL based program and analyze the result of evaluation questionnaire to examine the students' thoughts concerning the effectiveness of PBL course and their satisfaction. 'Discussion' is one of the representative communicative types, especially requesting both communication competence and teamwork among team members. This study was conducted with 218 junior and senior students taking lectures of ${\ll}$Presentation and Debate Skills${\gg}$ in the college of engineering at Pusan National University. According to the evaluation result, students experienced various effects of PBL such as (1) self-directed learning, (2) cooperative learning, (3) problem solving skills, etc. Students pointed out also as merits of PBL course, (1) knowledge acquisition and information sharing among students, (2) improvement of communicative competence, (3) amelioration of teamwork, (4) progress of the problem solving skills. However, there have been several difficulties and problems during PBL process, implications for ameliorating PBL based were discussed and suggested in detail.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.9
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• pp.113-119
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• 2020

This study examined the effects of stepwise education for operation patient care according to nursing satisfaction on the critical thinking disposition and clinical performance. The participants were 192 junior students who signed a consent form with an explanation of the study. Data were obtained from the students on the first day of junior's first semester and the last day of junior's first and second semester. Data analysis was performed using the number, percentage, mean, standard deviation, Chi-square test, t-test, and repeated measure ANOVA through the SPSS/WIN 23.0 program. Results showed that nursing students with high nursing satisfaction had higher critical thinking disposition than those with lower nursing satisfaction (F=4.57, p=.012). There were no significant differences according to time (F=0.20, p=.821). The clinical performance was not significantly different according to nursing satisfaction (F=1.08, p=.343) and time (F=1.58, p=.210). This means that increasing nursing satisfaction would be a strategy for increasing the critical thinking disposition that was the core competency of nursing students.

• Journal of Korean Public Health Nursing
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• v.16 no.2
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• pp.423-435
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• 2002

This descriptive correlation study attempted to analyze the relationship between school health practice competency and satisfaction of school health practice in nursing college students. The participants in this study included 191 nursing college students from three junior colleges. The data were collected using a self-reported questionnaires developed or revised by the authors from 22 June to 7 July, 2002. The data were analyzed with the SPSS program using descriptive statistics, t-test, ANOVA, pearson correlation coefficient. The results of this study were as follows: 1. The mean score of school health practice competency was 3.59. The mean score of health education, health management, nursing process, environmental management were 3.81, 3.73, 3.47 and 3.36 respectively. 2. The mean score of school health practice satisfaction was 3.34. The mean score of instruction, practice environment, contents, practice hours and evaluation were 3.66, 3.37, 3.26, 3.21 and 3.21 respectively. 3. Type of school was only significant factor in general characteristics related to satisfaction of school health practice. 4. Correlation between school health practice competency and satisfaction of school health practice showed that the positive correlation between satisfaction and competency (r=0.247, p=0.00l). nursing process(r=0.356, p=0.000), environmental management (r=0.153, p=0.035). In conclusion, this study found that satisfaction of school health practice was significantly related to school health practice competency in nursing college students. Therefore further study is needed to make a strategies to enhance the quality of school health practice competency in nursing college students.

• Journal of the Korean School Mathematics Society
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• v.8 no.4
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• pp.509-523
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• 2005

This study empirically examines motivations of entering college of education and academic problems that pre-service teachers encounter under the curricular activities. We analyze the phenomena of professional development under the four categories: motivation toward entering college of education, pedagogical content knowledge, subject matter knowledge and future vision. We conducted survey for the S university students first and interviewed 3 selected participants. Almost 50 students from college of education participated answering to the surveys. Using SPSS package, there was no significant difference between freshmen, sophomore and junior students in any category Male students responded more positively than female students in all the categories. To explore survey results deeply, we selected 3 students from sophomore and junior levels and 2 extra senior students to conduct interviews. The interpretation of the data described how their academic problems unfold partly because they seek another major and how their professional development take place carrying out practicum activities. Most of the interviewees felt that their academic lives were affected motivations of entering college of education and difficulties of studying subject matter knowledge. At the end, several suggestions are added for future research.

• Journal of The Korean Radiological Technologist Association
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• v.28 no.1
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• pp.6-22
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• 2002

This study is carried out to get to professional standards that is reqested on clinical medicine for graduates of 3-year radiological technology department, to prepare for specialist system that is planed by radiological technologist association, and to d

• Korean Journal of Adult Nursing
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• v.25 no.5
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• pp.574-584
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• 2013

Purpose: The purpose of this study was to evaluate the effects of a simulation based clinical reasoning practice program on clinical competence in nursing students. The program was based on the theoretical frameworks of simulation models and experiential learning theory. Methods: The program consisted of eight scenarios which includes three main symptoms (abdominal pain, changes in mental status, dyspnea), for improvement of clinical competencies in nursing students. A nonequivalent control group pretest-posttest design was used for evaluation of the effects of the program. Fifty-two junior nursing students in Y University participated in the experimental group (n=25) or control group (n=27). Critical thinking was measured using a self-administered questionnaire. Clinical judgment and clinical performance were measured by a rater using the Rubric. Descriptive analysis, t-test, Mann-Whitney U, Wilcoxon signed rank test was used for data analyses. Results: Clinical judgment and clinical performance increased in the experimental group, but there were no significant differences in critical thinking. Conclusion: Results indicate that the program developed in this study is a useful strategy to enhance clinical judgment and clinical performance in nursing students. However, the program did not significantly enhance critical thinking disposition, and further study is needed to measure integrated clinical competence including critical thinking skills.