• Journal of Korean Public Health Nursing
• /
• v.32 no.3
• /
• pp.424-437
• /
• 2018

Purpose: This study was to conducted to search for factors influencing the confidence of core fundamental nursing skill performance (CC) based on comparative analysis, of the relationship between problem solving ability (PS), self-directed learning ability (SL) and CC of nursing students. Methods: This study was conducted based on questionnaires (208) given to senior nursing students. Data were analyzed by the t-test, ANNOVA and Scheffe's test. Moreover, Pearson's correlation coefficient and hierarchical regression were conducted to determine the relationship between items. Results: Proving Solving ability differed significantly in SC. In addition, satisfaction with core fundamental nursing skills (SL) differed significantly by gender, academic performance of last semester, support for nursing, and SC. Moreover, PS was found to have a normal relationship with SL and CC, and SL was found to have a normal relationship with CC. Conclusion: Education strategy should include methods of increasing the PS of student to improve CC in nursing education. Moreover, SL education should be used to increase nursing tasks and effective adaptation to their circumstances as a clinical nurse after graduation.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.3
• /
• pp.161-170
• /
• 2018

This descriptive study was conducted to examine the factors affecting core competency, learner motivation, and learner satisfaction of nursing students and to develop effective teaching methods. The subjects of this study were 134 nursing students. The core competencies of nursing students were higher in 3rd grade than in 2nd grade, and the core competency, motivation, and learner satisfaction of the nursing students were higher than those of below average students. The explanatory power of a core competency model constructed using the self-directed learning readiness, teacher-student interaction, and academic achievement was 45.1%. Additionally, the explanatory power of a learner motivation model based on self-directed learning readiness, teacher-student interaction, academic achievement, and learner motivation was 47.5%, while that of a learner satisfaction model constructed using the teacher-student interaction and learner motivation was 43.4%. In conclusion, it is necessary to improve teacher-student interaction and self-directed learning readiness to increase core competency and learner motivation. To increase learner satisfaction, it is necessary to intervene to encourage learner motivation and to make the teaching-student interaction efficient.

• Child Health Nursing Research
• /
• v.10 no.4
• /
• pp.395-405
• /
• 2004

Purpose: The purpose of this research was to evaluate the application of the Problem-Based Learning(PBL) in nursing with regard to the learning process and learning outcomes. Method: PBL modules were provided to the students so that they could identify the nursing problems related to nutrition, regulation, and elimination, and implement appropriate nursing interventions according to the problems. PBL was also used to develop ability to use self-evaluation for nursing intervention outcomes. The modules were developed by the authors for the course, Nursing 1(3 credits) at Y university, and used during one semester, March to June 2003. Evaluation of the learning process and learning outcomes was done by self-report questionnaires and a semi-structured self -report developed by the authors. Result: The PBL evaluation included role of the facilitators, group work process, and self-directed learning attitude. The students evaluated the facilitator's role positively in fostering positive interactions and cooperative study among students and stimulating students to apply various problem-solving strategies. Students evaluated their own group work performances as a good opportunity to improve their group work participation, contribution, cooperation, and leadership through the PBL session. Their responsibility for their own learning and develop self-directed learning attitudes to connect present learning to long-term goals. Conclusion: Critical thinking, problem solving skills, self-directed learning and group work accomplishments in undergraduate student nurses were fostered and improved through the PBL program.

• Korean Medical Education Review
• /
• v.16 no.1
• /
• pp.42-49
• /
• 2014

The purposes of this study were to identify and analyze students' attitudes and satisfaction to the portfolio process and assessment for the Introduction to Clinical Medicine course at Ewha Womans University School of Medicine in Seoul, Korea. The subjects consisted of 64 medical school students. Questionnaires consisting of 20 5-point Likert-type items were developed, including three question domains: 1) orientation, 2) portfolios in general, 3) individualized feedback. The mean and median were found and frequency analysis was performed to identify the common characteristics of the participants. A major finding was that 54.7% of the respondents felt that the self-reflection involved in building the portfolio was a valuable learning experience. Plus, the majority of respondents perceived that the individualized feedback had a positive tone and its contents were specific, practical, and constructive. The students perceived that building and writing portfolios heightened their understanding of exit learning outcomes and enhanced their reflective thinking and self-directed learning skills. Meanwhile, some students perceived that there was too much paperwork in the portfolio process and that the process was time consuming. Furthermore, 32.8% of the respondents said that they had difficulty establishing their learning strategies by themselves and self-directing their learning during the portfolio process. In conclusion, it is expected that building a portfolio can help students not only to enhance their ability to accumulate and use their personal learning resources but also to develop the professional qualities required by doctors, such as self-directed learning, self-reflection, lifelong learning, team work, organizational skills, time management and prioritization, and professional thinking and behavior.

• Journal of the Korean Society of Radiology
• /
• v.14 no.1
• /
• pp.45-51
• /
• 2020

The purpose of this study was to analyze the educational effect of self-directed learning method using 3D printed anatomy on radiological science students. The subjects were 32 students (20 males and 12 females) in the second year of radiological science at university. They were divided two groups as a non-active student group and an active student group. A learning method was self-directed learning using 3D printed anatomical structures, and the effects of quantitative learning improvement were evaluated before and after the learning. The qualitative evaluation of the students was analyzed on the Likert's 5-point scale for the interest, satisfaction, and learning effects (memorization convenience of anatomy name, radiography Interpret ability, understanding on bones structure, and X-ray projection technique). As a result, the enhancement of learning improved 65.4% on average, and all students got scored high on all variables. Especially non-active student groups showed higher correlation coefficients in all variables except interest and radiography interpret than active student groups. These results might suggest that self-directed learning using 3D printed anatomical structures could have a positive educational effect on radiological science students.

• Journal of the Korean earth science society
• /
• v.24 no.2
• /
• pp.108-116
• /
• 2003

Problem Based Learning (PBL) is one of methods which has been developed to promote student-centered learning and to pursue self-directed learning for life-long learning. The purpose of this study is exploring the possibility of Problem Based Learning (PBL) in college Earth science course. The participants of this study were fourteen students attending an Earth science class at Sookmyung Women's University in Seoul. PBL was implemented in the form of group project with utilizing Web-based course tool. We provided questionnaires and conducted interviews to figure out students' perception about PBL. The findings were as follows: Through a given experiences, (1) students participated more actively than LBL (Lecture Based Learning), (2) more students were engaged with self-directed learning, and (3) students made higher cognitive efforts. LBL seemed to be more efficient way to acquire factual knowledge. In the meanwhile, PBL did not seem to affect the improvement of communication skills. Students could not make use of Web-based course tool effectively in communicating with other team members. In this study, we found that college student participants preferred problems related to everyday life, environmental issues and interesting but unusual incidents. On the other hand, they felt difficult in open-ended problems, especially when they were asked to provide their own evaluation. On the basis of PBL experiment in this paper, we present one method of successful implementation of PBL and suggest topics which should be studied in the future.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.16 no.1
• /
• pp.33-42
• /
• 2010

Purpose: The purpose of this study was to ascertain the degree of students' educational satisfaction according to their Problem-based learning strategy. Method: The subjects were 277 nursing students in C College. A questionnaire modified by researchers was used and analyzed by the SPSS WIN 12.0 program. Result: This study showed that there's a positive relationship between the level of students' educational satisfaction and their learning strategies, including collaborative, self-directed, self-expression and time management strategies. Those who were in the second year and those who have considered temporary absence from school and/or change of academic courses used the least learning strategies and showed the lowest level of educational satisfaction. The top three learning strategies influencing educational satisfaction were time management, collaborative strategies and self-directed strategies respectively. Self-expression strategy was not statistically significant as an influencing factor on educational satisfaction. Conclusion: The more learning strategies that are used, the higher the level of educational satisfaction as a whole. Further studies on how to increase student's educational satisfaction and a way to advance in learning strategies are recommended.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.17 no.5
• /
• pp.498-505
• /
• 2016

The purpose of this study is to investigate the levels of academic stress, sociality, and self-directed learning in nursing students, and to examine the relationship between the variables. Data were collected using a self-administered questionnaire from 208 students in the first and second years of a nursing program. This study was performed from December 5 to December 10, 2015. The data were analyzed with SPSS WIN 18.0 software (SPSS Inc., Chicago, IL, USA). The results were as follows. The mean score of academic stress was $3.20{\pm}0.53$, that of sociality was $2.91{\pm}0.25$, and that of self-directed learning was $3.33{\pm}0.33$. There was a negative correlation between academic stress and self-directed learning (r=-0.16, p=0.024) and a positive correlation between sociality and self-directed learning (r=0.17, p=0.015). Higher academic stress correlated with lower self-directed learning, while higher sociality correlated with higher self-directed learning. The results indicate that the levels of academic stress, sociality, and self-directed learning in nursing students can influence the quality of nursing education. Thus, there is a need to develop programs to reduce academic stress and to help improve sociality and self-directed learning for nursing students.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.23 no.1
• /
• pp.118-130
• /
• 2017

Purpose: The purpose of this study was to identify the relationship between the satisfaction with clinical practice and clinical performance ability by types of self-directed learning ability of nursing students. Methods: This was a triangular study that was conducted to understand clinical performance ability. The subjects were 260 junior and senior students from a university in P city. The data were collected from April 22 to December 30, 2015. Data were collected by Q-card, Q-block an assessment tool, a structured self-reporting survey and a questionnaire. Results: We classified the self-directed learning abilities into four types: Type 1: a self-reflective person; Type 2: a person who prepares for the future; Type 3: a person with a sense of responsibility and obligation; and Type 4: an enthusiastic learner. We found that clinical performance ability was higher for Type 4 than Type 3. We found that clinical performance satisfaction with clinical practice was also higher for the Type 4 individual than a Type 3 person. Conclusion: To improve students' clinical performance ability, we need plans and support to lead students toward becoming an 'enthusiastic learner' type of person with self-directed learning ability. It is necessary to increase students' satisfaction with clinical practice.

• Journal of Digital Contents Society
• /
• v.14 no.4
• /
• pp.545-555
• /
• 2013

Recently student portfolio is widely used as an evaluation method for self-directed performance in engineering education of the university. Especially, as many of the Innovation Centers for Engineering Education and ABEEK held student portfolio competitions, a lot of students in engineering college participate in student portfolio includes the contents and careers of the entire process of university. However, except for courses related to capstone design, there are few regular courses applied to Learning Portfolio in engineering education. Through using Learning Portfolio in courses, students take opportunities of organized collection of learning contents and critical reflection. Under these background study, the regular course in engineering education is may be appropriate for using Learing Portfolio in lecture. In this paper, we present the case study for the Data Structure course opened in the first semester of 2013 which is organized as a Learning Portfolio. According to the results of applying Learning Portfolio to the regular course, it turns out that learners can develope self-directed learning ability in exploring the learning process, and manage a learning process systematically through self-reflection in learning process.