• Journal of The Korean Society of Integrative Medicine
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• v.9 no.1
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• pp.141-150
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• 2021

Purpose : The purpose of this study was to investigate the effect of case-based learning application in human growth development classes on nursing students' problem-solving ability, self-directed learning ability, and academic self-efficacy. Methods : The research method was a self-report questionnaire before and after case-based learning for second-year nursing students who took the human growth development course at U University in K city. The collected data were statistically processed using SPSS WIN 21.0. Results : The results of the study showed that after case-based learning, problem-solving ability, self-directed learning ability, and academic self-efficacy were all significantly improved. In addition, as a result of examining the correlation between each variable after case-based learning, problem solving ability score and self-directed learning ability score (r=.54, ｐ<.01), and problem solving ability scores and academic self-efficacy scores (r=.44, ｐ<.01), were significantly correlated with self-directed learning ability scores and the academic self-efficacy reduction scores (r=.76, ｐ<.01). Conclusion : The results of this study suggested the need for various learning programs such as case-based learning to improve nursing students' problem-solving abilities and self-directed learning abilities and their application. In addition, to improve the learning self-efficacy of nursing students, a continuous and systematic study is suggested to develop and apply customized educational programs according to the learners' preferences. Since the sample group in this study was limited to one university, there were few cases and no control group, so there are limitations in generalizing the test effect, However, significant differences a were verified in the case-based learning pre-tests and post-tests.

• Journal of Engineering Education Research
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• v.23 no.6
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• pp.17-26
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• 2020

In this paper, the effect of daily creativity of engineering students on problem-solving ability is addressed through the dual mediating effect of teamwork competency and self-directed learning ability. To this end, a regression-based statistical mediation analysis has been performed on the dual mediation model in which daily creativity and problem solving ability were treated as independent and dependent variables respectively, and teamwork competence and self-directed learning ability were included as mediation variables. The analysis result confirmed that the daily creativity has direct effect on the problem-solving ability, as well as indirect effects through teamwork competence and self-directed learning ability. In particular, the serial mediating effect of teamwork competency and self-directed learning ability was also confirmed to be statistically significant in the relationship between daily creativity and problem-solving ability. This verifies that problem-solving ability can be improved not only directly by improving daily creativity but also indirectly by improving teamwork competence and self-directed learning ability. In addition, teamwork competency showed greater indirect effect on problem-solving ability than self-directed learning ability, so increasing teamwork competency has a more significant effect on improving problem-solving ability than increasing self-directed learning ability. Therefore, in order to develop better problem-solving ability, it is necessary to identify and improve the learners' teamwork competency first and to strive to create an environment where learners can solve problems based on mutual trust with their teammates.

• Journal of East-West Nursing Research
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• v.20 no.2
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• pp.154-159
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• 2014

Purpose: The purpose of this study was to examine the effects of team-based learning (TBL) program on problem solving ability, critical thinking disposition and self-directed learning in junior nursing students caring for patients with respiratory diseases. Methods: One-group pretest-posttest design was used. TBL program was carried out for 2 hours a week for 6 weeks. Data were collected by questionnaires from 167 nursing students from March 6 to June 5, 2013. Data were analyzed by paired t-test and Pearson correlation coefficient. Results: At the completion of TBL program, significant improvement was found in problem solving ability (t=-6.04, p<.001), critical thinking disposition (t=5.02, p<.001) and self-directed learning (t=5.96, p<.001). There was a significant positive correlation among problem solving ability, critical thinking disposition and self-directed learning. Conclusion: In conclusion, TBL is a useful teaching and learning method on nursing students. We suggest that it is needed to measure the educational effects of TBL against other teaching methods in the future studies.

• Perspectives in Nursing Science
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• v.9 no.2
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• pp.111-118
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• 2012

Purpose: This study investigated the effects of simulation-based nursing education (for the care of congestive heart failure patients) on self-directed learning competency, clinical knowledge and problem-solving ability among nursing students. Methods: A one-group, pre-post design was utilized with 87 nursing students as the subjects. The scenario of simulation-based nursing education was created using a high-fidelity patient stimulator, and consisted of four states ((1) assessment, (2) reviewing laboratory data and administering medications and treatments, (3) managing increased dyspnea and decreased urine output, and (4) handling the "getting better" state). The simulation-based nursing education included orientation, team-based learning, team-based practice, and debriefing. The data were analyzed using descriptive statistics, Pearson's correlation coefficients and paired t-tests. Results: The scores on the factors for self-directed learning competency (t=-2.57, p= .011), clinical knowledge (t=-6.85, p<.001), and problem-solving ability (t=-3.01, p= .003) increased significantly after the education intervention. Conclusion: Simulation-based nursing education is useful in improving self-directed learning competency, clinical knowledge, and problem-solving ability in nursing students.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.115-125
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• 2009

The purpose of this study was to suggest efficient method for development of learner's self-directed learning ability through literature review on self-directed learning, component of self-directed learning, development of self-directed learning ability, design education steps adopting problem based learning and project based learning. This study was conducted through literature review on self-directed learning and development of self-directed learning, design education. Design education and project based learning process and problem based learning to extract the items that are common to bring out five steps, and differences in levels of learners based on self-learning led to Grow(1991) model to connect the lessons of 9 steps present the design education steps, that is, the learners ready for learning, the definition of problem and recognition of necessity, team building, related data collection, team learning about real problem with the teacher, select optimal solution, student-centered discussion, models and product creation, testing and evaluation, complement.

• International Journal of Advanced Culture Technology
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• v.7 no.4
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• pp.222-228
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• 2019

In recent years, in order to enhance the problem-solving skills required by the industrial field, universities have introduced the Problem-Based Learning(PBL) method to solve the problems caused by the lack of creativity, problem solving ability and self-directed learning. This study applied PBL class methods such as 'learning based on individual specific problems', 'self-directed learning', and 'small-group learning of small members' to practical design of fashion design. To do this, I conducted a questionnaire after conducting research based on the PBL module for one semester in a practical class of fashion design major at P University. As a result of the survey, the satisfaction and achievement of the class conducted by PBL learning method was improved than the existing teaching method. As such, if PBL class is used as a way of solving problems through close communication between professors and learners, it is expected to be established as a learner-centered education method that can improve creativity and professionalism.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.878-890
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• 2013

The purpose of this study is to apply the PEOE class model that can enhance students' scientific creative problem-solving ability and self-directed learning ability in the middle school science subject and analyze the effects of it on students' long- and short-term retention, scientific creative problem-solving ability, and self-directed learning characteristics. And the paper has gained the following results: First, according to the result of analysis through the pre-test, post-test, and delay test to examine the effects of PEOE-based class on learners' long- and short-term retention, it is found to be statistically significant in the significant level of .05. In other words, the class using PEOE influences learners' short-term retention significantly, but it is even more effective in transmitting the concept that students acquire into their long-term memory. Second, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners' scientific creative problem-solving ability, it is found to be statistically significant in the significant level of .05 in general. However, 'elaboration' and 'originality', the subfactors of scientific creative problem-solving ability, do not indicate significant effects. Third, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners' self-directed learning characteristics, it is found to be statistically significant in the significant level of .05 as a whole. However, 'openness' and 'future-oriented self-understanding', the subfactors of self-directed learning characteristics, do not exert significant effects. Based on the above study results, it can be concluded that PEOE-based class is more effective for learners' academic achievement in science, scientific creative problem-solving ability, and self-directed learning characteristics than lecture-method instruction regarding the middle school science unit of 'The Properties of Air and Weather Change'.

• The Research Journal of the Costume Culture
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• v.29 no.3
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• pp.346-360
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• 2021

Universities have recently introduced problem-based learning (PBL) to various subjects to enhance problem-solving skills (including self-directed learning and small-group learning) required in industry. The PBL module was applied to the personal production process in a draping class. A study was based on a questionnaire after conducting two PBL modules with a group of students. Each PBL module included 'design analysis', 'presentation of flat sketch and draping plan', 'discussion of the plan', 'evaluation of the draping result and correcting the problem', and 'final evaluation of the completed project'. Results showed that satisfaction with the PBL method and its activities was higher than satisfaction with existing teaching methods. In particular, among the various components, the 'design analysis' and 'the presentation step of flat sketch and draping plan' stages were more helpful to students compared to small-group discussion. Moreover, the effects of PBL were observed through student reflection essays, in which students suggested that PBL was very effective in enhancing problem-solving through self-directed and small-group learning. Despite the overall satisfaction with PBL, students expressed some minor difficulties associated with awkwardness with a novel learning method, lack of diverse perspectives among each group, and poor communication skills. Therefore, the study shows that PBL is highly likely to be useful to students when they are solving pattern drafting problems and making samples through self-directed learning and small-group learning.

• Journal of the Korea Convergence Society
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• v.7 no.2
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• pp.33-41
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• 2016

This study was convergence study conducted to examine the effects of problem-based learning(PBL) on self-directed learning ability, problem solving skills, academic self-efficacy, motivation toward learning in adult nursing care. This study was one-group pretest-posttest design. 51 students in the second year were recruited. After the PBL education, The participants showed much improvement in two areas of problem solving skills(t=3.30, p=.002) and Motivation toward Learning(t=3.004, p= .004). In the case of self-directed learning ability(t=1.451, p= .153) and academic self-efficacy(t=-1.04, p= .304), these have not showed a statistically significant change. The results indicate that the PBL education is effective in improving some areas of students' learning competency. Further study is needed to develop PBL programs for various clinical topics and evaluate the effectiveness on the learning outcomes.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.14 no.4
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• pp.412-419
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• 2007

Purpose: This study was done to analyze core competencies affecting critical thinking ability of student nurses. Core competencies investigated in this study were problem solving ability, communication ability and self-directed learning ability. Method: Data were collected from a convenience sample of 322 student nurses in 2 provinces during the period from May 21 to June 8, 2007. Critical thinking, problem solving ability, communication ability and self-directed learning ability were measured using the Disposition towards Critical Thinking Scale by Park(1999-a) and the Core Competencies Scale by Lee(2003). Descriptive statistics and correlation coefficients with the SPSS WIN 12.0 program were used to analyze the data. Results: There were significant differences in the critical thinking according to grade, type of high school, experience with PBL, preference for lecture-based learning, preference for discussion and perceived logicality. The score for critical thinking showed significantly positive correlations with scores for problem solving ability(r=0.54, p=0.00), communication ability(r=0.56, p=0.00) and self-directed learning ability(r=0.54, p=0.00). Conclusion: The results of this study suggest that problem solving ability, communication ability and self-directed learning ability are significant factors affecting critical thinking in student nurses.