• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.392-400
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• 2021

Basic nursing core skills are the essential skills required of nurses to effectively care for their patients. This study introduces an on-campus practicum using a mobile-based reflective journal, and attempts identify the challenges faced by students when performing core clinical nursing skills. The on-campus practicum was operated based on Kolb's experiential learning cycle. For each class, students used mobile devices to write an online reflective journal. Analyzing contents of the reflective log helped in identifying difficulties experienced in executing core skills, and classifying them in terms of knowledge, skill, and attitude. The level of difficulty, importance, and confidence in the core clinical nursing skills were also assessed. Students were found to be struggling with various aspects of performing core nursing skills, especially in the skill category. Students also showed a lack of confidence in items they perceived as "high" difficulty, such as IV injection and indwelling catheterization. Moreover, over 50% students considered IV injection and vital sign checking as the most important core clinical nursing skills. Our data suggests the necessity to develop various contents and apply instructional strategies to solve the core skills difficulties faced by nursing students, and to continuously generate evidence for the same.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.355-364
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• 2011

Purpose: This study was designed to explore the influencing factors on self-directed learning ability of nursing students and to investigate the relationship between learning style, learning attitude, and self-directed learning ability. Methods: The study sample was composed of 263 nursing students. Data were collected from March 8th to April 7th, 2011 using a questionnaire which included Kolb's learning style inventory, learning attitude inventory, and self-directed learning ability inventory. Results: Learning styles of the subjects were assimilator 33.8%, converger 31.9%, accommodator 24.7%, and diverger 9.5%. There was no significant difference in learning styles among grades. However, the total mean score of learning attitude (F=8.30, p<.001) and self-directed learning ability (F=2.85, p=.038) significantly differed among grades. Learning attitude positively correlated to self-directed learning ability (r=.62, p<.001). Learning attitude was the most significant predictor and accounted for 36.5% of the variance in self-directed leaning ability in nursing students. Conclusion: It is important for students to use all four learning styles rather than to rely solely on one style. There should be more emphasis placed on the development of positive learning attitude and self-directed learning ability of nursing students.

• Genomics & Informatics
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• v.18 no.1
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• pp.6.1-6.9
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• 2020

Acute leukemia represents the most common pediatric malignancy comprising diverse subtypes with varying prognosis and treatment outcomes. New and targeted treatment options are warranted for this disease. Patient-derived xenograft (PDX) models are increasingly being used for preclinical testing of novel treatment modalities. A novel approach involving targeted error-corrected RNA sequencing using ArcherDX HemeV2 kit was employed to compare 25 primary pediatric acute leukemia samples and their corresponding PDX samples. A comparison of the primary samples and PDX samples revealed a high concordance between single nucleotide variants and gene fusions whereas other complex structural variants were not as consistent. The presence of gene fusions representing the major driver mutations at similar allelic frequencies in PDX samples compared to primary samples and over multiple passages confirms the utility of PDX models for preclinical drug testing. Characterization and tracking of these novel cryptic fusions and exonal variants in PDX models is critical in assessing response to potential new therapies.

• Journal of Korean Academy of Nursing
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• v.40 no.4
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• pp.463-472
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• 2010

Purpose: This study was done to develop a web-based education program for nurses working in nursing homes. The focus was on the rights of older adults. Methods: The program was designed based on the Network-Based Instructional System Design (NBISD) model and was operated and evaluated between July 2007 and June 2008. Results: Out of nursing records of 40 residents from a nursing home, the final 7 cases were deducted through classification using the Resource Utilization Group (RUG)-III. The data on needs for education was collected from 28 nurses working in 15 nursing homes located in Seoul and Gyeonggi Province, who agreed to complete a self-report questionnaire. A comprehensive review of the literature and two focus groups interviews were used to search for risk factors and guidelines for protection of human rights. The education program was developed based on Kolb's experiential learning model and composed of 5 units, which included content on types of human rights and rights to death with dignity, elder abuse, physical liberty, and self-determination. The program was positively evaluated showing a score of 3.35 (SD=0.37) out of 4. Conclusion: The educational program developed in this study should promote nurses' sensitivity to the rights of elders and improve nurses' behaviors in protecting the rights of elders residing in nursing homes.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.1
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• pp.13-22
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• 2007

Purpose: The purpose of this study was to determine learning styles and preferred learning methods of undergraduate nursing students in Korea. Method: Data was collected from 724 nursing students at five universities in Seoul, Busan, Daegu, Daejeon, and Gwangju. Kolb's Learning Style Inventory, a self-report questionnaire was completed. Result: Learning styles of nursing students were diverger 43.5%, accommodator 36.7%, assimilator 10.8%, or converger 9.0% Learning styles were significantly different related to preferred future clinical practice area and grade. Furthermore, active experimentation(AE) learning mode was significantly different by grade. Concrete experience(CE), conceptualization(AC), and active experimentation(AE) learning modes were significantly different preferred future clinical practice area. preferred learning methods were lecture 40.7%, clinical practice 37.2%, self-directed learning 8.7%, laboratory practice 8.0%, and group discussion 5.4%. Preferred learning methods were significantly different by learning styles and grade. Lecture was preferred in diverger and assimilator. Clinical practice was preferred in accommodator and converger. Styles Conclusion: This study suggested that nursing education should be applied to nursing students after examining learning styles and preferred learning methods. In conclusion, nursing educators should help to develop various learning modes for student's balanced learning capabilities.

• The Korean Journal of Financial Studies
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• v.7 no.1
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• pp.153-170
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• 2001

선물의 만기효과는 선물의 만기일에 가까워질수록 선물가격의 변동성이 증가하는 현상으로 사무엘슨 효과라고도 하는데, 이는 선물가격의 행태를 이해하고 투자전략과 헤지전략을 수립하는 데 매우 중요하다. 그 동안 미국을 비롯한 선진국에서 이에 대한 많은 실증연구가 있었다. 본 연구에서는 KSE의 KOSPI 200 지수선물과 KOFEX의 CD 금리선물, 국채선물, 미국달러선물, 금선물을 대상으로 선물가격의 만기효과를 검정하였으며, 그 결과는 다음과 같다. 먼저, Conover 제곱순위검정과 F-검정의 결과, KOSPI 200 지수선물에서는 만기일에 가까워질수록 변동성이 증가하는 만기효과가 나타난 반면에 CD 금리선물과 국채선물에서는 만기일에 가까워질수록 변동성이 오히려 감소하는 역 만기효과가 나타났다. 그러나 미국달러선물과 금선물에서는 만기효과를 판단하기가 어려웠다. 나아가, 연도효과를 통제한 회귀분석 결과, KOSPI 200 지수선물에서는 5% 수준에서 유의한 만기효과가 나타났다. 이는 금융선물에서 만기효과를 처음으로 발견한 Milonas(1986)의 연구와 일치하지만, Chen-Duan-Hung(1999)의 연구와는 상반된다. 그리고 CD 금리선물에서는 1% 수준에서, 그리고 국채선물에서는 5% 수준에서 각각 유의한 역 만기효과가 나타났으며, 미국달러와 금 선물에서는 만기효과가 나타나지 않았다. 또한 CD 금리선물을 제외한 KOSPI 200 지수, 국채, 미국달러 및 금 선물에서 모두 1% 수준에서 유의한 연도효과가 나타났다. 이는 Milonas-Vora(1985), Khoury-Yourougou(1993), Galloway-Kolb(1996) 등의 연구와 일치한다.

• Journal of Engineering Education Research
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• v.24 no.6
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• pp.40-49
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• 2021

The purpose of this study is to explore the possibility of changing students' learning styles and preferred teaching styles after applying the flipped learning method to engineering education. In order to achieve the purpose of this study, literature review and survey study were conducted. The subject of application of the flipped learning method is the 'Creative Problem Solving Methodology' class, which is one of the specialized liberal arts subjects operated for students of the college of engineering at D university in Gyeonggi-do. For the survey study, a tool adapted to the domestic conditions of Kolb's learning style test tool and Felder & Silverman's preferred teaching style test tool was used. In addition, pre- and post-tests were conducted to measure changes in the learning styles and preferred teaching styles. As a result of applying the flipped learning method for one semester, the learning style showed a tendency to change from an accommodative to a divergent learner. In addition, in the case of the preferred teaching styles, it was confirmed that there were statistically significant changes in the organization and the area of participation. Based on these findings, a proposal for a follow-up study was presented.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.3
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• pp.413-422
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• 2013

Purpose: This study was designed to explore the influencing factors on communication skill of nursing students and to investigate the relationship between learning style, critical thinking disposition and communication skill, Methods: The study sample was composed of 559 nursing students. Data was collected from 1st to 30th, May 2012 used a questionnaire which included Kolb's learning style inventory, critical thinking disposition inventory, communication skill inventory. The SPSS 18.0 Window program was used for descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and stepwise multiple regression. Results: Learning styles of subjects were diverging 39.5%, accommodating 32.6%, assimilating 22.7%, and converging 5.2%. The total mean score of critical thinking disposition and communication skill was 3.58 and 3.39 respectively. The score of Critical thinking disposition(t=3.06, p=.002) and Communication skill(t=3.25, p=.002) significantly differed between clinical practice satisfaction. Communication skill was the most significant predictor and accounted for 41.3% of the variance in critical thinking disposition in nursing students. Conclusion: It is important for students to use all four learning styles rather than to rely on one style. There should be more emphasis placed on the development of positive critical thinking disposition and communication skill of nursing students.

• Journal of Korean Academy of Nursing
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• v.30 no.6
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• pp.1521-1530
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• 2000

This descriptive study identifies nursing students' methods of studying related to the learning stages, based on a sample of 251 nursing students in a Korean university. The main findings of the study are as follows. The major learning styles of nursing students were accomodation (68.6%), divergen (53.6%), and convergence (38.8%) for the first, second, third, and fourth year group. For all students, the majority (71.3%) showed accomodation or the divergence. The learning styles for grade level were significantly different, (x2=110.021, df=9, p=0.001). The stage of concrete experience was the majority for all of the first year group (51.8%), the second year group (57.1%), and the third year group (61.3%). But, active experimentation (41.9%) was the majority for the fourth year group. Also there were significant differences between the stages of learning by age (x22= 64.391, df=9, p=0.001). The most significant result of the study was the establishment of different modes of learning stages by year, thus supporting the experiential learning theory. The greatest change of style from the first year group to the second year group was reflective observation (7.3%longrightarrow12.9%). That from the second year group to the third year group was the abstractive conceptualization (14.3%longrightarrow21.3%); and that from the third year group to the fourth year group was active experimentation (12.0%longrightarrow41.9%). This reflects the same cycle as indicated by the experimental learning theory of Kolb. According to the study, nursing students' learning stages tended to be more unbalanced as year increases. Therefore this calls for a careful review of the current nursing curriculum.

• Proceedings of the Korean Institute of Industrial Safety Conference
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• 2003.05a
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• pp.17-20
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• 2003

In a recent paper (Hartwig, ms.) I have shown that it is possible to understand and discuss the changing Austausch (i.e., exchange of air parcels between different atmospheric layers) between the stratosphere and troposphere by means of long-term measurement on series of spallation products. It is well known (Friend 1961; Muet et al. 1966, Hartwig et al. 1969) that there is a seasonal pattern in the 7Be concentration of ground-level air with a maximum during May-June. This maximum is caused by enhanced exchange processes between the atmospheric compartments of the stratosphere and troposphere during this interval. Generally, those exchange processes are a consequence of stability and dynamics of the atmospheric compartments, which themselves result from, among other factors, the distribution of the heat sources in those compartments, namely the ground and the ozone layer. Because of the growing importance of anthropogenic infrared-active gases in the atmosphere, it is to be expected that the relative importance of those original, naturally occurring heat sources will be of lesser significance, thus altering the Austausch. And indeed, it has been shown (Hartwig, ms.) by considering the ratio of the annual maximum and minimum during a 28-yr period of 7Be ground-level concentration at Braunschweig, Germany (10$^{\circ}$33'E, 52$^{\circ}$17'N) (Kolb 1992; Wershofen 1993), that there is a steady decline in that ratio, thus indicating alteration of atmospheric Austausch within the last three decades.(omitted)