• Journal of Korean Critical Care Nursing
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• v.17 no.2
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• pp.55-70
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• 2024

Purpose : The demand for skilled critical care nurses and the significant impact of the practice-readiness gap underscore the need for educational programs bridging nursing education and clinical practice. This would ensure safe, high-quality patient care and a stable workforce. This study aimed to explore the educational needs of critical care nurses to develop an essential nursing education program for nursing students, addressing the practice-readiness gap they may encounter as new nurses. Methods : The study espoused a qualitative approach by utilizing focus group interviews conducted in South Korea in April and May 2022. A total of 11 nurses participated in the study. Data were collected from three focus groups, each consisting of three to four nurses from intensive care units. Focus group interviews were conducted using a semi-structured questionnaire. Content analysis was performed on the interview data using thematic analysis. Ethical approval for the study was obtained from the institutional review board. Results : Nursing education programs in intensive care units should prioritize fundamental nursing competencies such as basic nursing and physical examinations. Participants' critical care nursing education needs were categorized into four main themes: holistic nursing competency, advancement of practical education, skilled communication, and systematic critical care nursing education. Conclusion : The study's findings provide valuable insights and guidelines for developing critical and intensive care nursing education programs tailored for nursing students.

• Journal of Korean Home Economics Education Association
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• v.15 no.2
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• pp.79-99
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• 2003

This study is designed to identify the goals of home economics education. starting from the needs for basic research to establish a theoretical framework in home economics and for the development of basic logics to strengthen the position of home economics education as a prerequisite course in a national curriculum. To this end. this article thoroughly studied curriculum documents prepared at the national level and curriculum papers reflecting research trends of home economics education. using the results as data to identify the theoretical goals of home economics education. The research results are as follows : First, home economics education should help students become independent members of society. on the basis of daily lives. Second, with respect to personal capability development. home economics education should help to identify and solve various life-related problems in a practical problem solving. Practical members of society should be able to maintain balance in family, job, and personal career, solving the aforementioned problems in a practical way. Third, home economics education should make contributions to promoting a creative family culture in which life styles tailored for personal needs are created (education for creative members of society). The theoretical results of the study should be verified in a critical manner, followed by quantitative research that will lead to agreement among experts as to the theoretical goals.

• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.493-514
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• 2016

Since the Gifted and Talented Education Promotion Law was enacted 15 years ago, in Korea, gifted education in Korea has continued rapid and quantitative growth. The number of gifted classes or institutes for the gifted have increased, as well as the number of gifted education teachers increasing their participation in professional development training and educational activities. However after 2014, gifted education is somewhat shrinking. Due to the controversy of private education and expansion of social welfare in Korea, administrative and financial support for gifted education is being reduced. This study reviewed the gifted education policies promoted by successive governments and analyzed the relationship between politics and support for gifted education efforts by the government. In addition, the phenomenon of the recently shrinking gifted education in Korean society was analyzed in various aspects. These aspects include: decreasing quantitative growth due to the weakening of administrative and financial support from central and local governments on gifted education, regulations on suppressing private education, social inequality to gifted education access, and lack of solidarity in the gifted education scholastic community. Based on this analysis of gifted phenomenon, ways of developing the ideological and practical aspects of future-oriented gifted education were suggested. In the ideological dimension, it was emphasized that gifted education must move away from insularity and the adhesive perspective of Korean society on the concept of giftedness, the concept of intelligence and the recognition of the legitimacy of gifted education. On the other hand, in the practical dimension, the following points were identified: the collection of empirical data on the economic impact of gifted education, gifted education amendment of the statutes, adaptation of the gifted education program with gifted identification, diversification of gifted education service system, and actively promoting new research topics in relation to the Gifted and Talented Education.

• Journal of Korean Home Economics Education Association
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• v.12 no.2
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• pp.29-45
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• 2000

The purpose of this study is (1) to develop the teaching plan based on Practical Problems solving on the area of food habits in home economics class and (2) to investigate the participation of teaching, the attitude of teaching method and food life. The subject of this study was two classes consisted off 66 students(male 26. female 40, 33 for each class) who are the first grade of middle school. The comparison group was taught by lecturing. while the experiment group by cooperative learning. The period of this experiment was three weeks: from June 7th to Jun 23th. 1999. The experiment was conducted through 5 classes. First of all students identify the problem of food habits and seek and evaluate information. Students evaluate actions and reflect on decision and evaluate action. The statistical method for the study was a paired T-test. The results of this study are as follows: 1. After experiment, the participation of teaching(p<.05) and the attitude of teaching method(p<.01) in the experiment group showed a statistically significant difference. Therefore the students in the class based on the practical problems solving took an active part in teaching 2. The practical problems solving is more effective than the lecturing in doing guide the positive attitude of teaching. 3. Through the experiment the attitude of food life in the experiment group showed a statistically significant difference(p<.05) Therefore the practical problems solving is more effective than the lecturing in changing positive attitude of food life.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.277-287
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• 2016

This study explores how a teacher copes with anomalous situation in primary practical science lesson and what factors affect teacher's strategy to cope with anomalous situations. The method of auto-ethnography was used in order to capture the inner experience of the individual teacher. For this, one of the researchers participated in this study as the teacher participant. Two science lessons that the researcher taught as a teacher were observed by a co-author and video-recorded. However, only one lesson which the teacher experienced the anomalous situation was analyzed. After the lesson, self-interviews were conducted with the co-author. Also the researcher wrote four reflective journals about anomalous situations that she experienced. What has emerged in this study is that anomalous situations were experienced by the teacher while students were doing practical work and while students were presenting their results of practical work. As each anomalous situation was experienced in different contexts, the strategies that the teacher used were different and were affected not only by the personal epistemological belief but also by the socio-cultural context that the teacher was surrounded by. This study has implications to help teachers who have difficulties in coping with anomalous situations.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.14 no.2
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• pp.157-165
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• 2007

Purpose: The purpose of this study was to investigate the plan to introduce a practical skills test as part of the national examination for nursing licensure. Method: The delphi method was used. The first set of data was collected by open questionnaire from universities and hospitals nationally. The second and third were collected by structured questionnaire. Results: The biggest problem for clinical Practice in nursing education was reported as the lack of opportunities for direct nursing practice. The biggest performance problem in job duties for novice nurses was reported as the lack of integrated problem solving skills in a clinical situation. The biggest problem with the current national examination was reported as the use memorizing solutions to test questions. It was suggested that the best plan to resolve problems with the national examination would be to develop test questions representative of the clinical setting and increase personnel in clinical education. About the introduction of a practical skills test as part of the national examination, 56.9% were in agreement and 38.5% disagreed. Conclusion: The current national examination has many problems when it comes to testing clinical competency. So, a practical skills test must be deferred to a future time. There are also many difficulties in presenting a real situation, therefore further research is needed in preparation for the introduction of a practical skills test.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.15 no.2
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• pp.134-142
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• 2008

Purpose: This study was done to identify satisfaction with the method of evaluating practical skills in fundamental nursing through cellular phone animation self-monitoring and feedback. Method: The participants were 163 first-year student nurses. Data were collected from October 1 to 5 2007 using a structured questionnaire. Results: The average score for satisfaction was 3.65(${\pm}.69$) and the highest score was for the item, "I was pleased to have the opportunity of relearning by looking back at my behaviors through self monitoring" with 4.05(${\pm}.89$). The average score for dissatisfaction was 3.23(${\pm}.90$) and the highest score was "I memorized only orders according to the checklist" with 3.65(${\pm}.97$). The practical tests method showed a significant difference according to motivation for application to college of nursing (F=3.11, p=.047). There was a significant positive correlation between practical education satisfaction and test method (r=.363, p=.000). Conclusion: These findings show that there is a need to develop strategies to improve practical test methods for student nurses.

• Journal of The Korean Association For Science Education
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• v.30 no.3
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• pp.353-365
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• 2010

This study explored the accumulated personal practical knowledge of six experienced science teachers in teaching SSI. The guiding research questions were: 1) how did they develop their understanding of SSI and their goals for teaching SSI over many years, and 2) what are the practical issues that the teachers have experienced while addressing SSI in science classrooms. The data source included individual interviews with six science teachers. Each interview lasted 50-70 minutes long and was audio-taped. Data was analyzed based on the methods suggested by Miles and Huberman (1994). Results indicated that, although their motivations for teaching SSI were personal and different, two major categories emerged. One group of teachers was mainly motivated by SSI itself, and the other group was motivated by the teaching aspects that SSI brings. The SSI-oriented group was very sensitive to SSI as it occurs in contemporary society. The teaching-oriented group paid more attention to the educational benefits that addressing SSI could bring to students. Their motivations for teaching SSI influenced how they set up their purposes for teaching, and their purposes for teaching guided them to use appropriate teaching strategies to make their SSI teaching more effective. All of their practical concerns were also connected to their basic motivations for teaching SSI.

• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.331-339
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• 2023

In programming classes, there is always a need to efficiently manage programming assignments. This is especially important as class sizes and assignment complexity grows. GitHub and GitHub Classroom makes the management of student assignments much simpler than uploading files and folders to a LMS or shared online drive. Additionally, git and GitHub are industry standard tools, so introducing students these tools in class provides them a good opportunity to start learning about how software is developed in the real-world. This study describes a workflow that uses both GitHub Pages and GitHub Classroom for more efficient classroom and assignment management. The workflow outlined in this study was used in two practical web programming classes in Spring 2023 with 46 third and fourth-year university students. GitHub Pages was used as a classroom website to distribute class announcements, assignments, lecture slides, study guides, and exams. GitHub Classroom was used as a class roster and assignment management platform. The workflow presented in this study is expected to assist other lecturers with the formidable tasks of distributing, collecting, grading, and leaving feedback on multiple students' multi-file programming assignments in practical programming classes.

• Journal of Home Health Care Nursing
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• v.30 no.3
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• pp.276-286
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• 2023

Purpose: This study aimed to assess the effect of palliative care practical training for nursing students. Methods: This quasi-experimental study included 38 third-grade nursing students form one university. Practical training, develooed by experts, was provided for 2 weeks (90 h) in a palliative care hospital. Participants received education on palliative care but no clinical practical experience. Collected data were analyzed using independent t-test, χ² test and paired t-test using the WIN SPSS 23.0 program. Results: Students showed significant pretest-posttest differences in attitude toward death (t=-2.43, p=.021), end-of-life nursing attitude (t=3.90, p=<.001) and spiritual nursing competency (t=3.82, p=.001). Conclusion: The study results revealed that palliative care practical training was an effective learning method to improve nursing attitude, toward death, end-of-life nursing attitude and spiritual nursing competency. Further studied are needed to assess the effects of various education programs of palliative care.