• 가정간호학회지
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• 제22권1호
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• pp.88-97
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• 2015

Purpose: This study was conducted to identify the effects of a suction care self video-based debriefing-assisted learning in the fundamentals of nursing practice for nursing students on clinical performance, self-efficacy and problem-solving process. Methods: A nonequivalent control group non-synchronized design study was used and included 97 junior nursing students at P University as participants, 48 of whom were assigned to the experimental group, and 49 of whom were assigned to the control group. The outcome measurements were clinical performance for suction care, self-efficacy, and the problem-solving process. Results: The scores of clinical performance were 23.75 in the experimental group who used the materials and 21.55 in the control group, and the difference was statistically significant (p<.000). Self-efficacy was 4.30 in the experimental group and 4.18 in the control group, which was a statistically significant difference (p=.000), and the pre-to-post differences of self-efficacy was statistically significant as well (p<.001). However, there were no significant differences in the pre-to-post differences of the problem-solving process (p<.802). Conclusions: Self video-based debriefing-assisted learning may be more effective in enhancing clinical performance and self-efficacy than that of conventional practice. Whether self-efficacy will contribute to enhanced learning motivation for nursing students needs further examination.

• 대한물리치료과학회지
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• 제28권3호
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• pp.1-10
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• 2021

Background: The purpose of this study is to investigate the effect of the online team project based learning on problem-solving, cooperative self-efficacy, and cooperative self-regulation of college students. Design: Single group pre-post design. Methods: The online team project based learning was conducted for a total of 92 college students for 8 weeks. A survey was conducted on problem-solving ability, cooperative self-efficacy, and cooperative self-regulation. In the online team project-based class, two projects were performed. It consists of video lectures and real-time video conferencing. Through the real-time video conference, the project was carried out based on discussion among learners and feedback was provided. Results: There was a significant difference in the change in problem-solving ability compared to before learning (p<0.05). As a result of the evaluation of cooperative self-efficacy, there was a significant difference (p<0.05). There was a significant differences in cooperative self-regulation compared to before learning (p<0.05). Conclusion: The online team project-based learning are effective in improving learners' problem-solving ability, cooperative self-efficacy, and cooperative self-regulation.

• International Journal of Contents
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• 제15권2호
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• pp.20-28
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• 2019

This study was conducted with a non-equivalent control group experimental design to investigate the effects of a video-based infection control program through the application of the social cognitive theory on caregivers. Forty-six caregivers were recruited, with 23 pairs being randomly assigned to the control and experimental groups each. While the experimental group took part in the video-based education, the control group was involved in typical lectures. For two weeks, both groups were educated on the principles of infection control, medical and external handwashing, standard precautions, and quarantine. Their knowledge, performance, and self-efficacy were evaluated before and after the program. There was a significant increase in knowledge (p<.001 and p=.005) and infection control performance (p<.001) in the experimental and control groups. Similarly, self-efficacy, self-regulatory efficacy, task-difficulty preference and confidence significantly increased in the experimental group (p<.001). In the control group, only task-difficulty preference significantly increased (p=.005). Consequently, the online video-based infection control education program applying the social cognitive theory proved effective in improving the caregivers' knowledge and performance in infection control, and their self-efficacy. We suggest the use of this program in effective infection control education for caregivers in the future.

• 가정간호학회지
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• 제27권3호
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• pp.294-305
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• 2020

Purpose: The aim of this study was to examine the preliminary effects of applying a developed web-based video education program in patients with cancer receiving chemotherapy. Methods: A one-group pre-post test design was used. The web-based video education program to prevent infection consisted of 5 subjects. The program was confirmed to be valid by an expert group of doctors and nurses. Convenience sampling of 23 subjects was performed to evaluate the effectiveness of the web-based video education program. Data were analyzed based on nonparametric statistics using SPSS 25.0 software. Results: Per the results of the study, knowledge and self-management behavior of infection prevention significantly improved after application of the program; however, there was no significant difference in self-efficacy. Conclusion: It was confirmed that the web-based video education program is effective to improve the knowledge and self-management behavior of infection prevention. However, as a preliminary study, this study did not have external validity. Therefore, it is necessary to verify the effectiveness of the program through randomized controlled trials and confirm the true infection prevention effect that was not considered in this research design.

• Child Health Nursing Research
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• 제24권1호
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• pp.27-36
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• 2018

Purpose: The purpose of this study was to develop a model for handoff education for nursing students based on simulation using video and to identify educational effects of a simulated situation in pediatric care units. Methods: Data were collected from May 1 to 30, 2016. Participants were 84 senior nursing students in Seoul (video group: 43, simulation group: 41). Both groups were given a lecture and pre-briefing on handoff education. The simulation group had nursing practice on resolving health issues for respiratory distress using a high-fidelity baby simulator. The video group watched a video recording of a scenario based simulation, and used a summarized handoff situation to practice patient handoff to another student. Results: There was no significant difference between the two groups for handoff self-confidence, problem solving ability, handoff competence (self-assessment of students), or learning satisfaction. Self-confidence increased significantly in both groups. Handoff competency evaluated by the instructor was higher in the video group compared to the simulation group (t=2.33, p=.022). Conclusion: Nursing student education for handoff practice utilizing a video in the pediatric unit was more cost effective. Therefore, it could be a useful educational method for students in learning patient handoff practices and helpful for related research.

• 대한간호학회지
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• 제28권2호
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• pp.280-290
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• 1998

The two objectives of this study were 1) to develop an educational program based on the Self-Efficacy Theory(SET) of Bandura, and 2) to investigate the effects of the educational program on the management of menopause. The investigation process of this study was done in two phases. The first phase was to development an educational program through video tape. A telephone coaching program served as a follow-up to the educational video program and provided encouragement and support to the subjects. The second phase was the experimental stage. This experimentation was conducted to determine whether an educational program based on theory of Bandura would increase self-efficacy and management of menopause. Results : The developed video consisted of 2 parts. Part one discussed symtoms and management of menopause. Part two reflected the vicarious step-by-step success of middle-aged women's of menopause through the effective use of the 5 factors mentioned above. Telephone coaching program served as a followed to the educational video program and provided encouragement and support to the subjects. Total length of video is 32 minutes. Hypothesis stated in phase two were supported by the following result. Experimental group increased general-self-efficacy scores. Experimental group increased concrete-self-efficacy scores. Experimental group increased objective and subjective management of menopause scale.

• 감성과학
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• 제19권2호
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• pp.3-18
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• 2016

본 연구에서는 소셜 비디오 플랫폼 환경에서 동영상 기반 커뮤니케이션을 통해 동영상을 시청하는 사용자와 타인들 간의 관계가 사용자의 긍정적 감정과 사회적 소속감에 어떠한 영향을 미치는지 살펴보았다. 해당 연구에서는 사회 충격 이론(Social Impact Theory)과 자기 점검 이론(Self-Monitoring Theory)이라는 심리학 이론을 토대로 동영상 기반의 새로운 상호작용 수단을 활용한 대안을 검증하기 위해 실제 동영상 기반의 소셜 비디오 플랫폼 환경을 구축하여 실험 연구를 진행하였다. ANOVA 분석 결과, 동영상을 보는 환경에서 타인의 모습이 실시간으로 보일 때, 또는 나 자신의 얼굴이 화면에 함께 제시될 때, 그렇지 않을 때 보다 사용자는 긍정적인 감정과 사회적 소속감을 더 크게느끼는 것을 확인할 수 있었다. 또한 위의 두 조건이 동시에 제공될 때가 그렇지 않을 때보다 사용자들이 느끼는 긍정적 감정의 증가 폭이 더 컸다. 본 연구 결과를 통해 궁극적으로 새로운 소셜 비디오 플랫폼의 형태에 대한 통찰을 얻을 수 있을 것이라 기대한다.

• 한국콘텐츠학회논문지
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• 제7권4호
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• pp.213-223
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• 2007

본 연구에서는 화상 교육 시스템을 이용하여 사이버 집단 상담을 실시하고 그 효과를 검증하였다. 이를 위해 두 가지 가설을 설정하였다. 첫째, 실시간 화상 사이버 집단 상담은 자기 존중감을 증진 시킬 것이다. 둘째, 화상 교육 시스템을 활용한 사이버 집단상담은 학생들의 내적 행동 변화를 가져올 것이다. 이 두 가설을 검증하기 위해 대도시 D초등학교 학생 45명을 선발하고 이미 개발된 화상 교육 시스템을 이용하여 사이버 집단 상담을 실시하였다. 그 결과 실시간 화상사이버 집단 상담은 학생들의 자기 존중감을 증진시키고 내담자의 적극적인 참여를 유도하며 활발한 상호작용을 일으켜 상담자와 내담자 간에 정서적 안정감 및 친밀감을 형성시키는 것으로 나타났다. 따라서 본 연구의 결과는 집단 상담의 사이버 영역을 한 단계 넓히는 데 도움을 줄 것이며 본격적인 실시간 화상 교육 체제의 시행을 앞두고 다자간 화상시스템의 교육적 효과를 검증하는 연구에 기초 자료로 활용될 것으로 사료된다.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제16권7호
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• pp.2407-2424
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• 2022

Recently, Transformer has made great progress in video retrieval tasks due to its high representation capability. For the structure of a Transformer, the cascaded self-attention modules are capable of capturing long-distance feature dependencies. However, the local feature details are likely to have deteriorated. In addition, increasing the depth of the structure is likely to produce learning bias in the learned features. In this paper, an improved Transformer structure named TransDCS (Transformer with Dynamic Convolution and Shortcut) is proposed. A Multi-head Conv-Self-Attention module is introduced to model the local dependencies and improve the efficiency of local features extraction. Meanwhile, the augmented shortcuts module based on a dual identity matrix is applied to enhance the conduction of input features, and mitigate the learning bias. The proposed model is tested on MSRVTT, LSMDC and Activity-Net benchmarks, and it surpasses all previous solutions for the video-text retrieval task. For example, on the LSMDC benchmark, a gain of about 2.3% MdR and 6.1% MnR is obtained over recently proposed multimodal-based methods.

• 한국융합학회논문지
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• 제9권5호
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• pp.247-256
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• 2018

본 연구는 동영상을 활용한 사전학습과 역할학습이 간호대학생의 자기조절학습에 미치는 효과를 확인하고자 수행되었다. 연구설계는 비동등성 대조군 전후 설계에 의한 유사실험 연구이다. 연구대상은 G군 소재 간호학과 2학년 학생으로 실험군 84명, 대조군 76명으로 총 160명이었다. 자료수집 기간은 2016년 3월 2일부터 6월 20일까지였다. 실험군에게는 동영상을 활용한 사전학습과 역할학습을 진행하고 대조군에게는 교수시범의 전통적 방법을 진행한 후 자기조절학습의 변화를 측정하였다. 자료분석 방법은 ${\chi}^2-test$, independent t-test, ANCOVA를 사용하였다. 연구결과 자기조절학습의 인지적 구성 요소인 시연, 초인지에서, 동기적 구성요소인 자기효능감에서, 자원관리 구성요소인 도움구하기에서 유의한 차이가 나타났다. 본 연구는 간호학생들의 자기조절학습을 도모하고 효과적인 실습 교육을 운영하는데 기초자료를 제공하였다.