• 성인간호학회지
• /
• 제24권5호
• /
• pp.499-508
• /
• 2012

Purpose: The purpose of this survey was to investigate emergency department nurses' recognition of forensics nursing and their educational needs for forensics nursing education. Methods: Data were collected via questionnaires from 167 emergency department nurses who were working in 7 university hospitals. Nurses' experiences of trauma or accidents and their recognition of and educational needs for forensic nursing education were assessed. Results: All subjects reported having suffered bodily injury due to falling or serious traffic accidents; 92.2% reported having suffered bodily injury caused by suicide attempts; 91.6% reported having experienced physical violence or abuse; 76.0% reported having experienced sexual assault or abuse; 68.9% reported having experienced some difficulties during their nursing care due to lack of forensics knowledge; and 88.6% reported never having been trained in forensics nursing. The educational needs score for "forensics nursing" was 3.61; the needs score for "abuse- and violence-related education" was 3.65; the needs score for "incident data collection related education" was 3.47; and the needs score for "forensics theory related education" was 3.34. Conclusion: The findings of the study underscore a strong need to develop an educational program on forensics nursing for emergency department nurses.

• 한국간호교육학회지
• /
• 제21권1호
• /
• pp.108-118
• /
• 2015

Purpose: The purpose of this study was first to identify knowledge about, attitude toward, and educational needs for dementia in certified caregivers; secondly, to understand the relationships among those variables; and thirdly, to provide base-line data for education program development. Methods: The participants in this study were 670 certified caregivers who were working in nursing homes or care hospitals throughout the whole of the country and engaged in education programs for improvement of their professional abilities. Collected data were analyzed using t-tests, ANOVA, Duncan, and Pearson's correlation coefficients with the SPSS 18.0 for Windows Program. Results: The scores for knowledge about, attitude toward, and educational needs for dementia were $14.12{\pm}2.83$ out of 20, $42.27{\pm}5.54$ out of 50 (item mean 4.22), and $121.51{\pm}22.13$ out of 160 (item mean 3.79) respectively. There were statistically significant positive correlations between knowledge and attitude (r=.238, p<.001), educational needs (r=.083, p=.032), and attitude and educational needs (r=.244, p<.001). Conclusion: Tailored and continuous educational programs for certified caregivers that can improve knowledge about the causes and symptoms of dementia should be developed. Nurses and professors who are experts in dementia should be on the front lines of education for caregivers.

• 아동학회지
• /
• 제21권2호
• /
• pp.17-31
• /
• 2000

The purpose of this study was to identify needs of mothers in order to lay a foundation for improving the content of parent education in early childhood educational institutions. The mothers of 164 kindergarten children in Pusan participated in this study by a questionnaire developed by the researchers. Conclusions were that the felt needs of mothers identified in this study should be included in parent education programs along with knowledge, skills and attitudes selected by professionals. Selection of content should be based on the fact that most mothers have similar concerns and interest in raising their children, regardless of background. However, mother's educational level needs to be considered. Further study needs to be done on educational methods, and tentative models of parent education need to be designed in order to activate effective parent education.

• 보건교육건강증진학회지
• /
• 제16권1호
• /
• pp.45-59
• /
• 1999

This study has been attempted to measure health education needs-assessment of middle-aged women and to analyze the factors affecting health education needs-assessment. There were 618 subjects(middle-aged women, 40 to 59 years of age). The major findings of the study were as follows: 1. Seventy six point six percent of the respondents wanted health education. The remainder did not want health education because of the lack of the time. 2. For those desiring to receive health education, there was statistically significant difference in education(p〈0.001), income(p〈0.05), employment(p〈0.05), recreation(p〈0.001), knowledge on health(p〈0.001), routine medical check-ups(p〈0.01) and health education experience(p〈0.001). 3. Forty nine percent of the respondents wanted formal education as a way of education and 41.7% wanted life-long education center for the place of education. Sixty two point five percent of responded that ‘once a month’ is adequate for the health education, and 62.7% felt that ‘around one hour’ duration is appropriate. 4. The area the respondents were most interested in was disease control especially in the order of cancer and osteoporosis. 5. There was statistically significant difference between the age group of 40's and 50's in personal health care and environmental health area(p〈0.01), weight control area(p〈0.01), mental health and exercise area(p〈0.05), drinking and smoking area(p〈0.01). 6. The more knowledge on health, the higher health education needs-assessment. Middleaged women who received routine medical check-ups had more health education needs-assessments than those who didn't.

• 여성건강간호학회지
• /
• 제18권3호
• /
• pp.159-169
• /
• 2012

Purpose: This study was conducted to investigate the relationship of knowledge, attitudes and needs of sex education in high school students. Methods: There were 258 participants who were high school students in S high school in G city. Data were collected from October 1 to October 31, 2011, and analyzed using SPSS/WIN 19.0. Results: The mean score for sexual knowledge was 69.78, sexual attitudes was 63.66, and needs of sex education was 75.37. Sexual knowledge had positive correlation with needs of sex education (r=.17, p=.007). Conclusion: The findings of this study indicated a need to develop programs for high school students to increase appropriate sexual knowledge, and to encourage appropriate sexual attitudes, and to reflect needs of sex education.

• 한국초등과학교육학회지:초등과학교육
• /
• 제30권3호
• /
• pp.296-304
• /
• 2011

In this study, elementary school teachers' needs for the teachers' manual for science instruction were investigated. The participants were 143 elementary school teachers. The test for needs analysis consisted of thirty-seven 5-point Likert-scaled items: Seven items for the professional knowledge category, fourteen items for the laboratory category, ten items for the instruction category, and six items for the design category, respectively. Teachers' background variables such as sex, age, teaching career, major, and the frequency of using teachers' manuals for science instruction except for the teachers' manuals for science textbooks were also examined. The results indicated that elementary school teachers' needs were generally found to be high, which means they are not satisfied with the current teachers' manuals for science textbooks and/or other teachers' manuals for science instructions. In addition, teachers' needs for the laboratory category tended to be higher than those for the other categories. In several items, elementary school teachers' needs were also found to be different in terms of their characteristics.

• Educational Technology International
• /
• 제20권1호
• /
• pp.1-24
• /
• 2019

The purpose of this study is to determine priorities for designing digital citizenship education based on the key indicators of importance-performance. Survey data were collected from 283 university students in South Korea and analyzed with Importance-Performance Analysis to diagnose the current level of digital citizenship and draw their needs for educational treatment. The results showed that for all the factors except the Technical Skills (TS), the level of importance was significantly higher than that of performance. Another finding indicated that in the Importance-Performance matrix all the factors were located in the first quadrant (i.e. maintaining the current state) and the third quadrant (i.e. low demands for improvement). Specifically, two items located in the second quadrant where urgent treatment is required could have to do with the increasingly active participation in socio-political issues raised in South Korea. This study offered a window into what to focus on when designing digital citizenship education based on the systematic analysis of the needs for digital citizenship education in South Korea.

• 한국간호교육학회지
• /
• 제17권2호
• /
• pp.287-295
• /
• 2011

Purpose: This study was done to compare educational needs for discharge after thyroid cancer surgery between patients and nurses. Methods: The participants were 107 patients who had thyroid cancer surgery and 70 nurses who have had experience of taking care of patients with thyroid cancer surgery at P hospital in Busan. The researcher reviewed the literature and conducted a preliminary survey to develop a questionnaire. Results: Although there was no significant difference in total perceived nursing discharge educational needs after thyroid cancer surgery between patients and nurses, both had a high level of nursing educational needs for discharge. The degree of patients' needs was higher than nurses in areas of dietary management after discharge and the degree of nurses' needs was higher than patients in the other areas. Although the first ranking area of educational needs was medication management for both patients and nurses, dietary management after discharge was the second ranking for patients and operation site and complication management was those for nurses. Conclusions: As the patients had different educational needs from the nurses, nurses need to focus on the patient's educational needs and provide relevant information. Educational programs should be developed and applied to post-surgical thyroid cancer patients.

• 유통과학연구
• /
• 제16권6호
• /
• pp.77-84
• /
• 2018

Purpose - The aim of this study was to analyze the educational needs of distribution company salespeople in core competencies for convergence and their general perception of convergence education. Furthermore, this study provides basic data on core competencies for convergence needed by them. Research design, data, and methodology - A survey was conducted on 104 distribution company salespeople who worked near Seoul, Korea to analyze the perceptions of their educational needs in core competencies for convergence education, according to their socio-demographic characteristics. The socio-demographic characteristics were gender, age, workplace size, education background, work experience and business category. The questionnaire consisted of demographic factors (7 questions), general perception of convergence education (5 questions), perception of importance of core competency for distribution company salespeople (9 questions), and current perception of distribution company salespeople on core competency of convergence workers (9 questions). Park et al.(2014)'s categorization of convergence core competencies was used: Cognitive convergence (creative thinking, critical thinking and understanding of convergence knowledge), convergence performance (problem solving, communications, collaboration and application of convergence tools) and attitude toward convergence (empathy and responsibility). Data was collected through an independent sample of t-tests and a one-way analysis of variance and the Borich Needs Assessment Model was used to identify the educational needs of distribution company salespeople in the core competencies of convergence education. Results- The results show that the subjects recognized the need for convergence education to be high among the general perceptions. The perception scores for workers of different backgrounds only varied according to the size of the business. Moreover, the results of the educational needs analysis and the ranks of the required core competencies of convergence workers by the subjects were as follows: 1. convergence knowledge understanding competency, 2. creative thinking competency, 3. convergence tool application competency, 3. communications competency, 4. problem solving competency, 5. collaboration competency, 6. critical thinking competency, 7. empathy competency, 8. responsibility competency. Conclusions - This study highlights the necessity of developing university curriculum that can nurture the core competencies of conversion education reflecting distribution company salespeople's requests as well as cultivating qualified convergence workers required by distribution company workers.

• 산경연구논집
• /
• 제4권2호
• /
• pp.5-11
• /
• 2013

Purpose - Considering the importance of education as the base for countries' development, the results of various studies show that accounting education is not reconciled to business environment changes with huge defects in methods of education and knowledge transition. Research design, data, and methodology - By reviewing current research and considering the effect of 12 factors, the study traces and detects why accounting education is far from the business environment from viewpoints of academic and practitioner bodies. After testing for validity and reliability, 225 questionnaires were administrated among representatives of three groups. Results - Respondents were not satisfied with lack of specification of various scientific areas of accounting, that less attention is paid to accounting software education, and about the rarity of workshops for performing accounting skills and discordance between accounting education and standard rules. Conclusion - These findings agreed with Albrecht and Sack (2001) who stated that the current style of accounting education is very cluttered and incomplete and needs major adjustments: subjects of accounting education must be based on the grounds of work needs not on willing academics.