• The Journal of the Korea Contents Association
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• v.14 no.2
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• pp.396-408
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• 2014

The purpose of this study is to examine the effect of the psychiatric nursing simulation practicum, which was developed for the therapeutic relationship forming and communication, psychiatric nursing assessment training utilizing simulated patients, on self-directed learning, learning self-efficacy and learning satisfaction. As a one group pre-test and post-test design, this test conducted 8 hours of intervention on 119 senior nursing students as study subjects. As a result, self-directed learning and learning self-efficacy were seen to be significantly improved after the program compared to before the program, and these variables displayed a moderate-level static correlation with learning satisfaction. These results can be deemed representative of the fact that, concerning psychiatric nursing practicum, a simulation teaching using simulated patients is effective. The results of this study are expected to contribute to improving field-centered psychiatric nursing practicum and the quality of psychiatric clinical work.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.259-281
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• 2016

Teaching practicum plays a significant role in teacher education program because it provides pre-service teachers with an opportunity to apply what they have learned to the actual teaching contexts. As such, it needs to be conducted in terms of close collaboration between university and school. Given that, in a mathematics methods course the prospective teachers in this study had an opportunity to discuss mathematics lessons they had implemented during their teaching practicum. This paper analyzed in what ways prospective teachers' comments on elementary mathematics instruction were changed through this experience. The results of this study showed that in late comment the teachers tended to focus more on mathematical discourse, consider not only the teacher of the lesson but also students, and suggest alternative approaches on the classroom events they had noticed. It is noticeable that the results analyzed by researchers were consistent with prospective teachers' self-assessment. Building on these results, this paper provides implications of teacher preparation programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.

• Journal of Digital Convergence
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• v.18 no.4
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• pp.251-262
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• 2020

The study was conducted to investigate factors influencing satisfaction in major on nursing students. A convenience sample 159 nursing student was selected from G do and C do, between 17 June and 24 June 2019. Data were analyzed t-test, one-way ANOVA, Pearson's correlation, and multiple regression analysis. Factors that influenced satisfaction in major included gender, age, religion, perceived academic achievement, acquisition of fundamental nursing skills(FNS), perceived health state. Satisfaction in major showed a positive correlation with learning self-efficacy(LSE), confidence in performance of FNS and satisfaction with practicum. These variables revealed regression analysis that significant factor and explained 63.0% of the variance. It is necessary to develop and test programs to ensure an improvement in LSE, confidence in performance of FNS and satisfaction with practicum among nursing students to increase their satisfaction in major.

• Journal of Science Education
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• v.33 no.1
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• pp.133-141
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• 2009

In this study, pre-service science teachers' web-based reflective journals were analyzed. During four weeks teaching practicum, they were guided to post at least two reflective journals in a week on the Web bulletin board system. Finally, 307 web-based reflective journals written by 23 pre-service teachers were selected, and the domain and the level of reflective thinking were analyzed. As a result, pre-service science teachers' reflective journals were mostly related with teaching science, i.e., preparing and reflecting their own instruction, and the frequencies of these domains increased with the process of teaching practicum. Reflective journals about school administrative system, informal teaching practice, student guidance, and personal feeling were also included. The level of reflective thinking of 179 journals about teaching science were analyzed further. There were 53 (29.6%) journals including reflective thinking, but the higher level of reflection (professional reflection and critical reflection) was rare. The perceptions of pre-service science teachers on web-based reflective journal writing were also surveyed.

• Journal of Convergence for Information Technology
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• v.9 no.10
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• pp.16-27
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• 2019

The purpose of this study was to develop and evaluate the effects of a simulation-based convergence practicum education program among senior nursing students. A repeated measure experimental design was used. A total of 77 senior nursing students were recruited from a university located in G city. Data was collected at baseline, program completion, and 2 month following completion of the practicum. Repeated measure ANOVA was used to evaluate the effects of the program. There were statistically significant improvements between baseline and program completion and between the baseline and 2 month follow-up. However, there was no significant differences between the program completion and 2 month follow-up. The study demonstrated that simulation-based convergence practicum education was an effective strategy to increase study outcomes and reduce clinical practice stress among senior nursing students. Further studies are needed to evaluate the effects of the program using randomized controlled trials.

• Journal of Korea Entertainment Industry Association
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• v.13 no.4
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• pp.263-270
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• 2019

The purpose of this study was investigate the effects of role playing on empathy and communication competence of nursing students in psychiatric mental health nursing practicum. The study was designed using a nonequivalence control group design. The subject were 59(Experimental. 29, Control 30) nursing students from two different university in G city who were support to this study. The role playing conducted from February 26, 2018 to May 25, 2018. The study variables were 'empathy' and 'communication competence' surveyed by self-reported questionnaires. The score of empathy and communication competence of experimental group was significantly higher than those of control group after role playing. Based of these results, role playing for nursing students in psychiatric mental health nursing practicum was especially effective in increasing on the change of empathy and communication competence.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.543-550
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• 2024

This study aimed to identify factors influencing clinical practice abilities in nursing students after implementing simulation education. The study subjects and data collection were conducted from September 1st to October 30th, 2022, targeting 106 fourth-year nursing students. The research design employed descriptive correlational analysis. The research tools included critical thinking, self-efficacy, practical competence, and practicum satisfaction, with statistical analysis performed using SPSS version 27.0. The results revealed Practical competence showed a significant correlation with practicum satisfaction, and it demonstrated a positive correlation with critical thinking and self-efficacy. Factors influencing practical competence were practicum satisfaction (β=.85 p<.001) and self-efficacy (β=.25, p<.05), with an explanatory power of 57.0% (F=13.25, p<.001).

• Journal of Korean Academy of Nursing
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• v.32 no.3
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• pp.327-335
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• 2002

The main purpose of this study was to compare the clinical competency in different instructio nal methods for funda- mentals of nursing practicum, standardized patients methods story as text method ,and traditional lecture/model method. Method: The study was designed as a quasi-experimental, nonequivalent control group post-test design with three separate classes of sophomore students attending fundamentals of nursing classes at one baccaleureate nursing school located in metropoli tan Seoul area. Control group was taught by traditiona lecture/ model method and two experimental groups were taught by standardized patients method and story as text method. Data were collected from September, 1999 to June 2001. There were 36 students in the standardized patient method group, 38 students in story as text group, and 40 students in the control group. Data analysis was done using SPSS WINDOW 9.0. Result: The results showed that the standardized patients method and story as text method groups were significantly better in clinical judgement and communication skills than the traditional lecture/model method group. The standardized patients method group was significantly better in clinical nursing skills performance than two other groups. However, there was no significant difference among the three groups in student satisfaction. Conclusion: The standardized patients method is an effective in teaching clinical cometency for student nurses. It is necessary to explore more efficient way to develop standardized patients cases for wider areas of nursing education. Also, it is recommended to develop more research projects with many nursing programs.

• Korean Journal of Social Welfare
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• v.62 no.2
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• pp.235-255
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• 2010

The successful practicum should be based on the systematic supervision and the supervision will be provided by the cooperation and liason between school and field. This study intended to explore the perception of faculty field liasons about the contents of supervision. As a result of using the Q methodology, the percetion on supervison was categorized into three types : "focusing on attitude and mind of social worker", "focusing on knowledge and self-awareness" and "focusing on practice skills for intervention". According to these results, discussions and implications for social work education and practice were suggested.

• Korean Journal of Human Ecology
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• v.17 no.2
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• pp.223-233
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• 2008

The purpose of this study was to find out conflict of preservice teachers affected by the role recognition and performance of cooperating teachers in the early childhood education practicum. The following research questions were established in order to achieve this purpose. First, Is there any differences in conflict of preservice teachers according to their personal variables? Second, Is there any differences in the role recognition and performance of cooperating teachers according to their personal variables? Third, Is there any differences in conflict of preservice teachers according to the role recognition and performance of cooperating teachers? The subjects of this study were 214 pairs of cooperating teachers who taught preservice teachers. The data were collected with the role recognition and performance of cooperating teachers and conflict of preservice teacher instrument and analyzed by t-test and ANOVA using SPSS 14.0 software. The results show that there was significantly difference conflict of preservice teachers according to their personal variables. Second, there was significantly differences the role recognition and performance of cooperating teachers according to their personal variables. Third, there was significantly differences conflict of preservice teachers affected by the role recognition and performance of cooperating teachers in the early childhood education practicum.