• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.11
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• pp.7635-7647
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• 2015

The purpose of this study is modeling nursing competencies and reasoning out the core competencies, the ability for 20% of important actions for nursing jobs which can manage the rest 80% so that the competency-based nursing curriculum can be developed. A literature review of the vast studies regarding competencies was done to understand the concepts of competency-based curriculum, competency, and nursing competencies, identifying the relationships among each nursing competency categorized in accordance with those concepts. An exemplified concept map of core competencies for the competency-based nursing curriculum is suggested based on a thorough review of various competency modeling methodologies. The core competencies consist of base competency (theoretical/practical nursing knowledge and skills), practical competency (clinical judgment, patient education, communication, etc.), and personality competency (leadership, sense of responsibility, cooperation, etc.). The circular relationship among them can remain consistent through self-directed learning and critical thinking. Therefore, a nurse who have those core competencies is a knowledge worker, a self-directed learner, and also an effective, professional communicator. Further studies which solidify the concept of nursing competencies should be done, as well as the feedback procedures which evaluate the program outcomes and then reflect the evaluation results in the curriculum should be followed continuously.

• Journal of Korea Trade
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• v.24 no.1
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• pp.82-98
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• 2020

Purpose - This study aims to overcome the limitations of existing studies, which linearly determine the precedence factors of competency in overseas subsidiaries. The research objectives are as follows. First, what kind of nonlinear effects does the level of control held by Korean headquarters over foreign subsidiaries have in terms of competency in the subsidiaries? Second, what kind of nonlinear effects do the local experiences of overseas subsidiaries have on their competency? Design/methodology - With data on Korean multinational corporations (MNCs), this paper analyzes the effects of control levels of headquarters (HQs) and host-country experiences of foreign subsidiaries regarding competency in overseas subsidiaries. In particular, this study focuses on nonlinear models, differentiating it from previous studies. In order to examine research hypotheses, this study conducted a survey of overseas subsidiaries of Korean corporations. Surveys were conducted through various methods including e-mail, online questionnaires, fax, and telephone calls. Copies of the questionnaire were distributed to a total of 2,246 overseas subsidiaries, and 409 completed responses were collected. Excluding 15 copies that were insufficiently answered, responses from a total of 394 copies were used for analysis. Findings - This study presents the following results. First, there is a U-shaped relationship between levels of HQ control and competency in foreign subsidiaries. This means that higher levels of HQ control negatively impact the competency levels of subsidiaries because strict control undermines autonomy in subsidiaries. However, if the level of HQ control exceeds a certain point, then the transfer of knowledge between HQs and subsidiaries is facilitated. Knowledge transferred from HQs can be used as prior knowledge by foreign subsidiaries to the benefit of all parties. Accordingly, knowledge transfer negates the negative effects of excessive HQ control and positively affects competency in subsidiaries. Second, there is an inverted U-shaped relationship between the local (host-country) experiences of subsidiaries and competency in foreign subsidiaries. This means that foreign subsidiaries can overcome the liabilities of foreignness and contribute to capability building by accumulating unique knowledge about their host countries. However, if local experiences accumulate excessively beyond a certain point, then the host country-specific experiences of foreign subsidiaries will offset the benefits discussed above. Excessive local experiences not only increase organizational inertia, but also create a problem of goal incongruence due to information asymmetry between HQs and subsidiaries. Therefore, excessive local experiences have negative effects on competency in foreign subsidiaries. Originality/value - This study suggests the following implications. First, unlike existing studies based mainly on linear models, this study presents important theoretical implications in its focus on nonlinear models and its analysis of the effects of HQ control and local experiences on competency in foreign subsidiaries from perspectives of organizational learning theory and agency theory. Second, in terms of practical implications, the results of this study suggest that optimally raising levels of HQ control and managing the local experiences of subsidiaries without increasing organizational inertia is important for enhancing competency in foreign subsidiaries.

• The Journal of Korean Academic Society of Nursing Education
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• v.16 no.2
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• pp.272-282
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• 2010

Purpose: The purpose of this study was to develop and evaluate learning effects of the key competency improvement program which is based in nursing and social welfare fields demanding analysis for nursing and social welfare among university freshmen. Method: The program was based on the ADDIE model. The field demanding analysis gave a questionnaire to 459 participants in the nursing and social welfare workplace. The subjects of this study were 136 students as an experimental group and 116 students as a control group which participated in the questionnaire. The experimental group was given a newly developed program, on the other hand, the control group was given traditional lessons. Collected data were analyzed by ANCOVA with SPSS. Result: The result of this study was that linkage perception of health and welfare, self-directed learning ability, participation perception, and interpersonal relationship ability showed significant improvement in the experimental group. Conclusion: This study can be used as basic data for management and evaluation of programs that are available not only to field-oriented disciplines but also to overall higher education fields which aim to strengthen core competency.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.285-290
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• 2022

The 21st century of the 4th industrial revolution demands 'competency' as a new educational concept that is different from that required in the industrialization era. In accordance with these changes and demands of society, universities are being called for key competency-based education and innovation in education through this by breaking away from the existing methods in liberal arts and major education. At this point, universities are presenting a comprehensive reform of liberal arts education for various financial support projects. This study presents the case of University C regarding the reform of the liberal arts curriculum for the innovation of liberal arts education in universities. According to the research results, each university is reorganizing the liberal arts curriculum in a way that can suggest various key competencies according to the university's founding philosophy and induce key competencies in the aspect of liberal arts education. For the key competency-based liberal arts curriculum of University C, we proposed various subjects for insufficient key competency subjects, various micro-degrees were proposed to specialize liberal arts education, and meta-learning-related liberal arts subjects were presented to improve basic learning ability of the students.

• The Journal of Korean Academic Society of Nursing Education
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• v.10 no.2
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• pp.262-270
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• 2004

Purpose: The purpose of this study was to define cognition of the preceptors on the preceptor's role stress and competency pre-post preceptorship experience. Method: This study was designed as a one group pre-test and post-test study. The subjects of this study were 22 preceptors who had the preceptor preparation education and then worked as preceptor for four weeks at a university hospital. For data analyses, percentage, mean, paired t-test, Pearson's Correlation Coefficient were adopted with the use of SPSS WIN 10.0. Result: The results of this study showed that after the preceptorship experience, role stress of the preceptor decreased significantly compared to before the preceptorship experience. All of the score of sub domains was decreased. Especially, there was a significantly difference in education conducting and evaluation, personal relation and communication, professional development. Also, after the preceptorship experience, competency of the preceptor increased significantly compared to before the preceptorship experience. All of the score of sub domains was increased. Particularly, there was a significantly difference in socialization facilitator and educator except learning planning performance. There was a significant positive correlation between educational experience and the number of learner before preceptorship experience of general characteristics and competency, but was not correlation between general characteristics and role stress. Also there was not correlation between role stress and competency. Conclusion: The finding above indicated that the preceptorship was effective in decreasing preceptor's role and increasing preceptor's competency.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.9
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• pp.697-706
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• 2020

The relationship between education and work is of the greatest concern to individuals and society because they are the key drivers of growth and development. In the context of Industry 4.0, labor and educators are facing the challenges of big changes in the workplace. How to prepare undergraduate students for the world of employment has become the most important mission of higher education providers. This paper explored the competency gap in the labor market in Vietnam from the perspective of employees who have been dissatisfied with the current status. First, a qualitative method with the Delphi technique was applied to confirm this consensus in an employees' competency model. Then, the satisfaction level for each competency criterion was explored by applying the advance quantitative method, namely, best non-fuzzy performance approach. Lifelong learning was ranked first, followed by creativity and innovation, foreign languages, expertise and digitalization, adaptability, and finally, organizing and managing ability. Critical thinking and problem-solving were perceived to have the biggest gap. The order of competency satisfaction is useful in explaining the mismatch between education quality and labor market demand. The findings provide valuable guidelines for education managers who seek to bridge the competency gap and improve education quality.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.140-149
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• 2016

This study aims to suggest the appropriate career educational policies in order to improve junior-high school students' career development competency through various school career educational activities with the hierarchical analysis by using data surveyed by 10,728 third grade junior high school students of 400 schools from the '2015 School Career Education Survey'. The results showed that 'career and occupations' subject learning, career psychological tests, and career experience activities were found to have statistically significant effects on career development competencies. These results in that 'career and occupations' subject learning, career psychological tests, and career experience activities help to enhance career development competency of junior-high school students. The implication of these results were discussed in terms of the importance and the need for school career educational activities, and suggestions for future research are provided.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.1-22
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• 2018

The purpose of the study was to examine the effects of mentoring experience in STEAM classes on pre-service mathematics teachers' teaching competency for STEAM education. The study was conducted with 23 pre-service mathematics teachers who participated in the mentoring program affiliated with free learning semester system during one semester. To investigate the changes of pre-service mathematics teachers' teaching competencies for STEAM education and the effects of the mentoring program, pre, post questionnaires, lesson journals, and whole group discussion data were collected. According to the results, pre-service mathematics teachers' competencies for 'knowledge of STEAM education', 'subject matter knowledge', 'teaching and learning methods', and 'learning environments and circumstances' categories were improved significantly after the mentoring program. Especially, some results indicated that pre-service mathematics teachers' teaching experiences in real STEAM classrooms were very helpful for the development of understandings of STEAM education and construction of practical knowledge.

• The Journal of the Korea Contents Association
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• v.21 no.10
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• pp.613-621
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• 2021

The purpose of this study was conducted to provide emergency nursing class using evidence-based practice (EBP) and to examine its effects. This study was a one-group pretest-posttest experimental design. Data were collected from 54 students in the third year of nursing at a university, between September 2, 2019 and December 9, 2019. An emergency nursing class using EBP consisting of 5-step EBP components was provided through 13 sessions. Lectures, team-based learning, and case-based learning were provided. Data were analyzed using SPSS/WIN 21.0 program with descriptive statistics and paired t-test. After the class, there were significant increase in EBP beliefs (t=-2.76, p=.008) and EBP competency (t=-5.035, p<.001). However, critical thinking disposition was not significantly increased. The findings indicate that emergency nursing classes using evidence-based practice is an efficient teaching-learning method to improve EBP beliefs and competency.

• Journal of Korean Clinical Health Science
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• v.8 no.1
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• pp.1355-1361
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• 2020

Purpose: This study was conducted to investigate the effect of flipped-learning method on dental hygiene practice satisfaction. Methods: The study was a patient-group crossover design involving 53 third-year students at D's Department of Dental Hygiene. The study tools used self-questionnair and the analysis program used SPSS Ver 25.0. Results: Class satisfaction increased to 3.85 in the first semester and 4.23 in the second semester (p <0.05). Satisfaction with the flip learning method was 4.26, and most answered yes. In addition, it showed a positive effect on class satisfaction (p <0.01). As a result, it can be seen that the flip-learning learning method has a positive effect on the learners' learning motivation, academic achievement, and class satisfaction. Conclusions: it is considered that the flip learning method for hands-on classes should be expanded for the purpose of fostering job competency and high quality clinical practice experts.