• Journal of Korean Clinical Health Science
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• v.5 no.2
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• pp.850-863
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• 2017

Purpose. The purpose of this study was to investigate effects of preclinical OSCE(Objective Structured Clinical Evaluation) on knowledge, confidence in their Core fundamental nursing skills and self-efficacy in nursing students. Method. The research design was a one group pretest-posttest design and it was done to assess changes in knowledge, confidence in core fundamental nursing skills and self-efficacy from pre to the post-test which was given after the OSCE. Data were collected from March 5 to April 7, 2016 from 37 nursing students who were taking the 15-hours using OSCE learning module at one Gyeongbuk-do, P-city. This practicum was composed of 4 core fundamental nursing skills and 5 other fundamental nursing skills. The knowledge consisted of a 10-item by researchers and the confidence of core fundamental nursing skills consisted of an 9-item NRS and the self-efficacy consisted of a 17-item 5-point scale and measured in both the pretest and posttest. The collected data were analyzed with SPSS IBM 20.0 program for the frequency, percentage, x2-test, and paired t-test. Rusult. The results showed that although scores of knowledge of OSCE learning module were significanlty increased from 5.22 to 7.03(t=5.30, p<.001). There were significantly increased in scores of confidence in core fundamental nursing skills from 5.13 to 7.27(t=10.01, p<.001), In the sub-scales of each core fundamental nursing skills was scored the highest. otherwise, there was no significant difference in self-efficacy(t=1.42, p=.161). Conclusions. Based on the results, this study suggests that OSCE module development activities for nursing students in nursing education-learning in order to improve nursing skills.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.229-238
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• 1999

This study investigated the influences of Vee diagram and regulative metacognitive learning strategies upon 6th-graders' achievement, difficulty toward science lesson, self-efficacy, and learning approach. The Vee diagram and regulative metacognitive learning strategies were modified in a pilot study. Before instruction, an achievement test was administered, and its score was used as a blocking variable. A previous science grade was used as a covariate for post-achievement. Tests of difficulty toward science lesson, self-efficacy, and learning approach were also administered, and the test scores were used as covariates. After instruction, a researcher-made achievement test and post-tests of the above variables were administrated. Two-way ANCOVA results revealed that although there were no significant differences in the achievement test scores, the application subtest scores of the two treatment groups were significantly higher than those of the control group. There were no significant differences in the difficulty toward science lesson and learning approach, but self-efficacy scores for the students with Vee diagram and regulative metacognitive learning strategies were significantly higher than those of the other groups. The perceptions of the students using Vee diagram were also analyzed.

• The Korean Journal of Emergency Medical Services
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• v.26 no.3
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• pp.137-148
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• 2022

Purpose: This study aims to provide essential data for developing educational methods and content, tailored for the prehospital field situation, by analyzing the effects of education regarding the management of cardiac arrest. Methods: This study is a primitive experimental study of 55 new firefighters in C Fire Service Academy. Data were collected from the training which was imparted using the CPR virtual reality simulation program (CBS 2.0) in accordance with COVID-19 quarantine rules and social distancing. Data were analyzed utilizing SPSS version 25.0. Results: After VR simulation training, knowledge about performing CPR (14.85) and self-efficacy (4.12) were significantly high (p<.001). Learning immersion was also high (3.99±0.59), but learning satisfaction was even higher (4.34±0.62). Depending on the recruitment field, firefighters showed higher learning immersion (4.04±0.58 vs 3.68±0.63) and self-efficacy (4.16±0.55 vs 3.91±0.84) than 119 EMTs' but, there was no significant difference between them. In contrast, The quality of performance of CPR by EMT's was significantly higher than that of firefighters (p=.025). Depending on previous simulation experience, there was no significant difference among dependent variables. Conclusion: Virtual reality simulation shows positive results in learning immersion, learning satisfaction, self-efficacy, and performance of CPR. Therefore, we propose that virtual reality simulation training can be a new educational paradigm.

• Journal of the Korean Applied Science and Technology
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• v.40 no.1
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• pp.160-167
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• 2023

The purpose of this study was to find out the learning effect of applying problem-based learning in esthetic major education at universities and to provide basic data for developing teaching and learning methods that can strengthen competitiveness in esthetic education. Therefore, this study conducted an empirical educational effect analysis by applying PBL classes to 15 students taking oriental therapy, a esthetic major course opened at H University. As a result, the average value of learners' problem-solving ability and cooperative self-efficacy increased after participating in PBL classes, and the effectiveness of PBL teaching and learning methods was confirmed, suggesting effective teaching and learning methods to increase learners' problem-solving ability and cooperative self-efficacy in the field of esthetic.

• Journal of Convergence for Information Technology
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• v.11 no.1
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• pp.167-174
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• 2021

The purpose of this study is to examine the effect of computational thinking course on learning flow and collaborative self-efficacy of university students and to explore the effectiveness of computational thinking course as liberal arts education. For this study, 177 freshmen at a university in Chungnam Province were surveyed learning flow and collaborative self-efficiency. The collected data were analyzed with Stata IC 14 for ��2 test and t-test. The results of this study are as follows. First, the learning flow of students who took computational thinking course were significantly higher(t=3.837 p<.001) compared to those who did not. Second, the collective self-efficiency of students who took computational thinking course were significantly higher(t=2.277 p<.01) compared to those who did not. Therefore the results show that computational course has positive effects on learning flow and collaborative self-efficiency of university students. Based on these findings, discussions and implications were presented on the importance and effectiveness of computational thinking course.

• Journal of Industrial Convergence
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• v.20 no.7
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• pp.89-96
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• 2022

This study conducted to investigate the effects of Peer-Assisted Learning(PAL) applied to nursing education on self-directed learning ability, academic self-efficacy, and academic achievement of nursing students. The research design was a pre-post-post design with an inequality control group, and a total of 229 students from G University who agreed to participate in the study were included. After the completion of regular classes, the experimental group(N=117) was given a PAL program at least once a week for 10 weeks, and the control group(N=112) was given individual self-learning for 10 weeks. The collected data were analyzed using descriptive statistics, X2-test, and independent t-test using SPSS/WIN 21.0. As a result, self-directed learning ability(t=6.50, p<.001), academic self-efficacy(t=2.01, p=.046), and academic achievement(t=4.98, p<.001) were higher in the experimental group than in the control group. As the positive effect of peer learning on nursing students was confirmed through the results of this study, it can be used as useful basic data when designing extracurricular activities for nursing education.

• The Journal of Information Systems
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• v.32 no.4
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• pp.95-118
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• 2023

Purpose This study employed the Technology Acceptance Model (TAM) to understand students' acceptance of online learning systems. Specifically, this study investigated the factors influencing the behavioral intention of South Korean major university students to use online learning systems for educational purposes in the period when their university life had largely returned to the state it was in before the COVID-19 pandemic. Design/methodology/approach This study examined the impact of four external factors: self-efficacy, personal innovativeness, perceived enjoyment, and system quality, on two TAM constructs: perceived ease of use and perceived usefulness. Additionally, this study explored how perceived ease of use and perceived usefulness affect the behavioral intention to use online learning systems. We conducted an online-based survey using a structured questionnaire. The data collected from the survey were then subjected to Structural Equation Modeling (SEM) analysis to test the study's hypotheses and examine the relationships among the various constructs. Findings The findings reveal that perceived usefulness and ease of use significantly influence students' behavioral intentions to use online learning systems. Furthermore, factors of self-efficacy, perceived enjoyment, and system quality positively affect perceived usefulness and ease of use. Notably, personal innovativeness impacts ease of use but not perceived usefulness.

• Journal of the Korean Society of School Health
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• v.35 no.3
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• pp.104-112
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• 2022

Purpose: The study aimed to examine the effects of disaster nursing simulation training on attitudes toward disaster management, disaster preparedness, learning self-efficacy and nursing practice satisfaction in nursing college students. Methods: The study is based on a one-group pretest-posttest design. A total of 95 nursing students were recruited from a nursing college. Disaster nursing simulation training for fire and earthquake situations were provided for 8 hours in one day. Results: There were significant differences in nursing students' attitudes toward disaster management (t=2.20, p=.030), disaster preparedness (t=7.88, p<.001), learning self-efficacy (t=3.69, p<.001), and nursing practice satisfaction (t=5.28, p<.001). Conclusion: Based on our findings, it is necessary to implement disaster nursing simulation training to improve disaster nursing competency of college students.

• Journal of Korea Entertainment Industry Association
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• v.13 no.7
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• pp.479-485
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• 2019

The purpose of this study was to explore practical direction of university general education through considering the goal and value by analyzing the effect of learning in students participating in general eduction class on skin care based on service learning. The subjects were 30 students in which female (n=24; 80%) and Juniors (n=16; 53.3%) are most common. Their most common major and religion were humanities and social sciences (n=12; 40.0%) and no-religion (n=21; 70%), respectively. The difference between pre- and post-service learning was analyzed to determine the effect of the service learning on the self-efficacy and the quality of life and the results showed significant difference, indicating the positive effect of service learning in improving the self-efficacy and the quality of life. The score of satisfaction with service learning was found to be 4.12, indicating high satisfaction and the intention to retain service learning was found to be 3.99, indicating they have the intention to retain service learning. In addition, there was no difference in the satisfaction with and the intention to retain service learning depending on the characteristics such as gender, grade, major, and religion. These results showed that the general eduction class on skin care based on service learning had positive effect on the self-efficacy and quality of life of learners. There effects are expected to helpful, through university education in developing a sense of community and strengthening social responsibility of learners as social identities.

• Korean Journal of Human Ecology
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• v.23 no.4
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• pp.709-720
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• 2014

The purpose of this study is to examine the effect of breakfast eating on learning attitude, academic efficacy and self-rated mental health. Survey was carried out with 460 subjects of the 5th grade elementary school student in Daejon area. The study subjects were divided into 3 groups with frequency of eating breakfast defined as an intake of 7 d/wk, 3-6 d/wk and 0-2 d/wk. The results are summarized as follows. The frequency of eating breakfast was 7 d/wk in 52.4%, 3-6 d/wk in 35.4% and 0-2 d/wk in 12.2% of the subjects. The most common pattern of breakfast was the traditional Korean style. The students who have breakfast every day(7 d/wk group) show better learning attitude and academic efficacy(p<.001) and positive on self-rated mental health while 3-6 d/wk and 0-2 d/wk groups were negative(p<.001). In conclusion, regular breakfast eating group shows better learning attitude, academic efficacy and self-rated mental health so that they have positive health status and academic achievement.