• 가정∙방문간호학회지
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• 제26권2호
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• pp.133-144
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• 2019

Purpose: This study was conducted to verify the effectiveness of a cost management education program, focusing on the differences between a web-based group and a mobile-based group. Method: This was a quasi-experimental study using a two-group pretest-posttest design. Participants were 74 nurses in a web-based group and 69 nurses in a mobile-based group. Data were collected between January 2 and February 10. The cost management education program was configured such that the participants studied eight modules over four weeks. The after-program post-test was conducted for one week. Results: Both the web-based group and the mobile-based group showed significantly higher values for cost management knowledge (S=5.98, p<.001 and S=2.76, p=.006, respectively). The web-based group had statistically significantly higher values for cost management knowledge (S=4,461.50, p<.001) than the mobile group. Conclusion: The cost management education program showed improvement in knowledge in both the web-based and mobile-based groups; however, the web-based approach was more effective for nurses. A cost management education program which can be implemented effectively across all range of nurses is recommended.

• 한국임상약학회지
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• 제32권4호
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• pp.328-335
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• 2022

Background: Case-based learning (CBL) is becoming an important approach for improving interprofessional collaboration education. Previous studies have examined learners' satisfaction with interprofessional education (IPE) in medical institutions. However, there are few studies on the implementation of university-led CBL interventions and their direct effects on learning outcomes. The aim of this study was to evaluate the effectiveness of CBL interventions on changes in the participants' perception and knowledge acquisition ability. Methods: The CBL approach consisted of team-based case-based learning, self-directed learning, and post-feedback. It was conducted as a single course for pharmacy students in their 5th year in a university setting. Changes in the participants' perceptions and self-assessments of competence levels were evaluated using survey responses. The effect of the CBL intervention on knowledge acquisition ability was directly evaluated using the exam score. Results: The majority agreed or strongly agreed that team-based case-based learning, and self-directed learning helped them to improve their knowledge and skills to a higher level and to increase the self-assessment of competency level. The average score of knowledge acquisition ability (average score of 75.0, p=0.0098) was significantly higher in the CBL intervention group than the lecture-based learning intervention group (average score of 52.0). Conclusion: The participants positively perceived that CBL intervention helped them to effectively improve their knowledge and the self-assessment of competency level. It also enhanced knowledge acquisition ability. These data, based on the survey responses, suggest that it is necessary to implement CBL interventions in a university-led single professional education.

• 대한간호학회지
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• 제42권3호
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• pp.322-332
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• 2012

Purpose: This study was conducted to examine effects of a small group-based cardiocerebrovascular disease (CVD) prevention education program on knowledge, stage of change and health behavior among male bus drivers with CVD risk factors. Methods: A non-equivalent control group pretest-posttest design was used. Participants were 68 male bus drivers recruited from two urban bus companies. Participants from the two groups were selected by matching age, education and risk factors. Experimental group (n=34) received a small group-based CVD prevention education program 8 times over 6 weeks and 3 times through telephone interviews at 2-week intervals. Data were collected between December, 2010 and March, 2011, and were analyzed using chi-square test, t-test, and repeated measure analysis of variance with SPSS/Win18.0. Results: Experimental group showed significantly higher scores in CVD prevention knowledge (p<.001) and health behavior (p<.001) at 6 and 12 weeks after intervention. Participants in pre-contemplation and contemplation stages made progress to contemplation and action. This was significantly better at 6 and 12 weeks after intervention (p<.001). Conclusion: Results suggest that small group-based education programs for CVD prevention are effective in increasing knowledge, stage of change, and health behavior to prevent CVD among male bus drivers with CVD risk.

• 한국수학교육학회지시리즈A:수학교육
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• 제48권1호
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• pp.93-105
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• 2009

Considering the fact that PCK(pedogogical content knowledge) tends to guarantee the identity of mathematics education as a discipline and the teacher professionalism, PCK is one of the core concepts in the research on subject matter education. The purpose of this study is to review domestic and international researches on the definition and the components of PCK in mathematics. Based on the review, this study identified 3 knowledges which consist PCK; knowedge of mathematic content, knowledge of learner's understanding, and knowledge of teaching. Then this study provided some examples of PKC in the topic, the limit of sequences, and introduced the LMT and TEDS-M items, which were designed to measure the teacher's PCK. Lastly, this study attempted to evaluate the items on mathematics education included in the Teacher Employment Test administered for pre-service/. teachers in Korea based on PCK.

• Journal of Nutrition and Health
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• 제36권5호
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• pp.500-507
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• 2003

This study was carried out to evaluate the effects on elementary school children of Internet-based nutrition education programs. The subjects consisted of 80 boys and girls (book-loaming group : 42, Internet-based teaming group : 38) in the 5th grade of elementary school. The results were as follows : The evaluation of Internet-based education programs by Internet-teaming group showed above average in all domains. As the favorite and wholesome menu chose‘nutrition kingdom’(52.6%) made of animation. The educational effect of this program was evaluated by comparing the methods of the Internet-learning group with those of the book-learning group. For effect-evaluation were measured the degree of nutrition knowledge and diversity score of dietary intake from before and after education. Before undertaking the program, there was no significant difference between the two groups in terms of their nutrition knowledge. However, the nutrition knowledge of the Internet-based teaming group after the program had increased significantly (p < 0.01) compared to the book-learning group. There was no significant difference between the two groups in terms of the diversity of dietary intake before the start of the program, but upon its completion, the Internet-based learning group showed a significant increase compared to the book-loaming group (p < 0.05). This suggests that Internet-based educational programs could be effective in drawing the interest and boosting the concentration levels of schoolchildren. In conclusion, Internet-based nutrition education shows the potential to be an effective alternative education method. (Korean J Nutrition 36(5): 500∼507, 2003)

• 여성건강간호학회지
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• 제24권2호
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• pp.150-162
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• 2018

Purpose: To identify the effects of delivery-nursing simulation education using team-based learning on the delivery nursing knowledge, self-efficacy, and clinical competence of nursing students. Methods: The study used a nonequivalent, control group, quasi-experimental design. The team-based learning was applied to the experimental group, while the individual learning was applied to the control group. Data were collected from October 12 to December 7, 2016, and analyzed using the SPSS/WIN 22.0 program. Results: Comparison between the experimental and control group showed no significant difference in delivery-nursing knowledge (t=-0.33, p=.741) or self-efficacy (t=-0.65, p=.515). However, a significant difference (t=-2.09, p=.048) in the nursing-skills aspect of clinical competence was found between the experimental and control groups after the practical simulation education. Conclusion: Delivery-nursing simulation education using team-based learning was more effective in improving the nursing-skills aspect of nursing competence than was delivery-nursing simulation education based on individual learning.

• 한국지역지리학회지
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• 제22권2호
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• pp.466-482
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• 2016

본 연구의 목적은 초등학생들을 대상으로 목표기반시나리오를 이용한 환경교육 학습모듈을 개발하여 적용하고 그 효과를 검증하는 것이다. 본 논문에서는 환경교육의 구성요소인 지식, 기능, 태도, 행동 요소를 발달시키기 위해 환경에 대한, 환경 안에서의, 그리고 환경을 위한 교육 영역과 관련된 학습모듈을 개발하였다. 특히 학생들의 일상생 활을 활동의 기반으로 이용하는 시도를 통해 현장에서 실질적으로 활용될 수 있는 학습전략을 제안하고자 하였다. 본 연구에서 개발한 모듈은 크게 '지구온난화 원인에 대한 지식 습득', '자신의 삶을 통한 환경 지식의 실천 및 내면화', '환경 지식과 인식을 다른 사람에게 확장 및 전파'라는 세 주제로 이루어져 있다. 모듈 적용 결과, 학생들은 동료와의 토론을 통해 지구온난화 유발 요인들에 대한 지식을 습득하고, 자신의 삶 속에서 환경보존을 위한 행동을 적극적으로 실천하는 모습을 보였다. 나아가 자신들의 지식과 의지를 표현하고 다른 사람의 행동을 촉구하는 UCC(User Created Content) 제작 활동도 성공적으로 수행하였다.

• 중환자간호학회지
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• 제8권2호
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• pp.23-32
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• 2015

Purpose: The purpose of this study was to analyze the effects of simulation-based training on nursing students' knowledge and ability to perform advanced cardiovascular life support. Methods: A nonequivalent control group non-synchronized design was used. The participants were, in total, 59 junior college nursing students (experimental group: 30, control group: 29). The data were analyzed with a ${\chi}^2$-test, independent t-tests, and analysis of covariance (ANCOVA) using IBM SPSS Statistics 23 program. Results: The experimental group ($80.8{\pm}8.4$), who received simulation-based advanced cardiovascular life support education, showed a higher level of knowledge of advanced cardiovascular life support than the control group ($75.0{\pm}9.9$), who received lecture-based education. In addition, the experimental group ($106.4{\pm}11.9$) showed a higher level of ability to perform advanced cardiovascular life support than the control group ($86.5{\pm}9.9$). Conclusion: Simulation-based advanced cardiovascular life support education was more effective for increasing the knowledge and performance ability of college students than lecture-based education. Therefore, simulation-based training should be used to improve the knowledge and ability of nursing students and should be applied with reinforced systematic education programs.

• 한국간호교육학회지
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• 제7권2호
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• pp.254-263
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• 2001

The Purpose of this study was to find out the effects of education for prevention of sexual abuse (rape, sexual assault, sexual harassment etc.) of children in kindergarten teachers. Incidences of sexual abuse in Korea is ranked 3rd in the world. Sexual abuse of children, particularly, is one of the most serious crimes that affect both the victimized children and their family. The issue related to sexual abuse of children has been ignored, and there is a lack of systematic education to prevent sexual abuse of children either for children or their parents in Korea. Furthermore, lack of knowledge and poor attitude of teachers limit their capability to provide education for sexual abuse prevention to the children. The education for kindergarten teachers may change their knowledge of the sexual abuse and their attitude toward it and improve their capability in helping children. 114 Korean kindergarten teachers participated in this study. Research design was one group pretest-posttest design. The education given to the subjects included 2 hours of lecture. The education program was developed based on a survey. Preschool-aged-children, parents, and teachers were interviewed to reveal their educational needs based on their experiences related to sexual abuse. This program includes such as safety education, crisis management, resource person(s), and phone numbers of available hospital. Data was collected before and after the education was given to the subjects, to assess their knowledge and attitude toward child sexual abuse. Two instruments were used in this study. Using Cronbach's ALPHA validity and reliability of 2 instruments were tested. The analysis of the data was done with Window SPSS 10.0 for descriptive statistics, t-test and ANOVA. The results of this analysis were as follows : 1. After education, the score of kindergarten teachers knowledge was higher than before (t=-4.409, p=0.002). 2. After education, the score of kindergarten teachers attitude was higher than before (t=3.065, p=0.003). The findings from this study will provide an intervention strategy for prevention of sexual abuse in children.

• Journal of Nutrition and Health
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• 제36권4호
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• pp.405-417
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• 2003

This study was to investigate practical methods for activity-based nutrition education for elementary school students, which help them understand the knowledge of food and nutrition and apply it to their day-to-day lives practically. The concept and necessity for activity-based nutrition education Were investigated and practical nutrition education methods based on activities were developed by referring to literatures related to activity based loaming and nutrition education methods. Activity-based nutrition education is a set of methods by which better food and nutrition habits are introduced by means of various activities, such as nutritional plays and games, story composing, nutritional songs, nutritional diaries, role plays, discussion and cooking. Elementary nutrition education should be based on various activities that take into consideration the children's intellectual and physical development because these students are in a concrete operational stage and they are naturally active, curious, and inquisitive. Thus, various activities were developed for elementary nutrition education, and educational effect and~ teaching methods are suggested. Children can be highly motivated and naturally absorb knowledge and desirable attitudes with respect to food and nutrition by means of these activities because they take into consideration the age and intellectual levels of the children.