• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.267-278
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• 2024

This study was a descriptive research study targeting medical students to determine the impact of self-directed learning ability, self-regulated learning, and communication ability on self-efficacy in performing medical treatment. This study randomly selected medical students from Region J, located in Province G, as the approximate population, and a total of 125 copies were finally analyzed. Descriptive statistics were analyzed using t-test, ANOVA, correlation, and multiple regression analysis using IBM SPSS/25. Self-efficacy in performing medical treatment was related to self-directed learning ability (r=.61, p<.001), self-regulated learning (r=.50, p<.001), and communication ability (r=.33, p<.001). There was a positive correlation with all of them. As a result of analyzing the variables that affect the subject's self-efficacy in performing medical treatment using hierarchical multiple regression, self-directed learning ability was found to be the factor that best predicts self-efficacy in performing medical treatment, followed by self-regulated learning and communication ability. The total explanatory power was 46.6%. Acquiring specialized knowledge and becoming a doctor after graduation through clinical practice and acquiring the basic clinical practice skills necessary to successfully perform one's duties are important tasks that medical students must accomplish. Therefore, in order to improve medical students' self-efficacy in performing medical treatment, the importance of improving health care, major satisfaction, and life satisfaction must be recognized and managed. In addition, efforts to develop programs and improve systematic systems that can improve self-directed learning, self-regulated learning, and communication skills should also be supported.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.3
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• pp.279-289
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• 2017

Purpose: The purpose of this study is to investigate the learning experience, self-directed learning ability and self-efficacy of Japanese nursing students undergoing portfolio-based clinical practicums. Methods: The self-directed learning ability and self-efficacy of nursing students were examined using two scales. And using a text-mining approach, we constructed correspondence analysis followed by cluster analysis of open-ended responses forms. Results: The mean score of the self-directed learning ability was $60.89{\pm}5.28$ and the generalized self-efficacy was $68.37{\pm}11.56$. Moreover, the scores in the self-directed learning ability were positively correlated with scores in the generalized self-efficacy. In correspondence analysis, the distribution of extracted words showed that record was located on the negative side of the third quadrant, to the first principal component and that patient was located on the positive side of the first quadrant, contributing greatly to the second principal component. Conclusion: The results of this study contribute to approaching to "confidence, pride, stability," "growth and intention to development'' offers a key in developing self-directed learning ability. Students record what they see and learn the importance of visualizing it in learning portfolios. "Expression in detail of the learned contents" and "concerning to which objective evaluation is suggested" are important to the students.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.4
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• pp.513-522
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• 2014

Purpose: This study identifies the influences of self-directed learning ability and metacognition on clinical competence in nursing students. Method: The subjects consisted of 290 second and third year nursing students. The data were analyzed using t-tests, ANOVA, Scheffe's test, Pearson's correlation coefficients and multiple linear regression via SPSS Statistics version 18.0. Results: On a scale of 1 (lowest) to 5 (highest), the mean self-directed learning ability score of the subjects was 3.19, mean metacognition score was 3.36 and mean clinical competence score was 3.29. A positive correlation was found between clinical competence with self-directed learning ability and metacognition. The strongest predictor of clinical competence was metacognition. Conclusion: To improve the clinical competence of nursing students, these findings indicate that increasing metacognition ability is required.

• Journal of the Korean Society for Library and Information Science
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• v.41 no.4
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• pp.251-271
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• 2007

The purpose of this study is to investigate grade differences in the effect of reading methods - "oral reading" "silent reading", "intensive reading", "extensive reading" "thorough reading", "selective reading" - influences on the self-directed learning ability. The data were collected by using 12 classes of 2nd, 4th, 6th-grade, 286 children of an elementary school. The influences according to reading methods on the self-directed learning ability were surveyed through the self-directed learning ability test and through questionnaire. Out of reading methods, "intensive reading" had significant influence on the self-directed learning ability Out of reading methods of 4th and 6th-grade children, "intensive reading" had the most influence on the self-directed learning ability. However. out of reading methods of 2nd-grade children "thorough reading" had most influence on the self-directed learning ability.

• Journal of the Korean School Mathematics Society
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• v.17 no.1
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• pp.1-21
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• 2014

This research aims to analyze the process of selecting, maintaining, and changing the method of learning mathematics by middle school students from the perspective of self-regulated learning ability, in order to help students to select a rational method of studying. For this purpose, we defined 'assisted-learning' as all kinds of education that education demanders receive to supplement their regular school studies. As results of the research, it was found as follows. First, the students with high self-regulated learning ability selected, maintained, and changed their assisted-learning based on their concrete decision and rational reasons regarding the effect of their learning process and assisted-learning to themselves. Second, the students with high self-regulated learning ability had tendency to be very active participation in class than the students with low ability. Third, the students with high self-regulated learning ability felt the effect of assisted-learning on their learning mathematics, and felt the enhancement of their interest and confidence. Also, it is notable that the students selected 'their own willingness to study' as a major factor for the success of assisted-learning.

• Journal of The Korean Society of Integrative Medicine
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• v.10 no.2
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• pp.145-153
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• 2022

Purpose : This study aimed to investigate the effects of blended learning on learning satisfaction in nursing students. Methods : This study was conducted with 160 current nursing students in the department of nursing at K university located in city B. All students included in the study understood the purpose of the study and provided informed consent to participate. Data were collected between May 3 and July 9, 2021 and analyzed using SPSS/WIN 22.0. The frequency, percentage, mean, and standard deviation were created, and t-test, ANOVA, and Scheffé test for post hoc analysis were performed. Correlations were analyzed using Pearson's correlation coefficient. The factors influencing learning satisfaction were analyzed using multiple regression. Results : Significant differences were observed for academic stress according to the online classes environmental satisfaction (F=4.10, p=.001), online classes experience (t=4.11, p=.001) and self-directed learning ability according to the grade (F=4.10, p=.001), online classes environmental satisfaction (t=4.11, p=.001). The academic stress of nursing students who experienced blended learning was significantly negatively correlated with self-directed learning ability (r=-.480, p<.001), and learning satisfaction (r=-.236, p<.001). self-directed learning ability showed a significant positive correlation with learning satisfaction (r=.524, p<.001). The regression model for the factors affecting the learning satisfaction of the subjects was statistically significant (F= 3.027, p<.001). The major influential factors of learning satisfaction were grade (𝛽=.154, p=.013), satisfaction with school life (𝛽=.168, p=.032), and satisfaction with non-contact learning environment (𝛽=-.141, p=.028). The explanatory power was 28 %. Conclusion : These results indicate that it is necessary to reduce academic stress and increase self-directed learning ability to enhance learning satisfaction in nursing students through blended learning. In addition, the development and operation of a tailored intervention program is required to help improve learning satisfaction.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.8-18
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• 2022

Objectives: The objective of this study was to explore the effects of the simulation-based learning program on stress, problem-solving ability, self-efficacy, and resilience of final-year nursing students in a college in South Korea. Methods: The design of the study was a one-group pretest-posttest. The participants of this study were final-year nursing students in 2018. A total of 105 students completed it. The intervention was an 8-week simulation-based practice course. The primary and secondary outcome measures were baseline and follow-up questionnaires regarding demographic factors, stress, problem-solving ability, self-efficacy, and resilience. Results: Problem-solving ability (t=6.567, p<.001), self-efficacy in four situations (p<.001) and resilience (t=2.352, p=.021) increased after simulation-based learning than before learning. Stress also increased after simulation-based learning compared to before learning (t=5.960, p<.001). The level of stress, self-efficacy, and resilience were mainly related to participants' satisfaction with their clinical placement, and interpersonal relationships (p<.05). Conclusions: Simulation-based learning is expected to improve nursing students' problem-solving ability, self-efficacy, and resilience. This can lead to induce learning motivation of nursing students, improve their coping strategies for solving problems, and ultimately provide high-quality care.

• Journal of Korean Clinical Health Science
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• v.6 no.2
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• pp.1136-1146
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• 2018

purpose: The study was performed by targeting nursing students in order to examine the level of their self-directed learning ability, self efficacy and learner satisfaction and to identify their effects on learner satisfaction. methods: A structured self-administered questionnaire was used, and a total of 150 questionnaires were distribute. Data were collected from 150 nursing students at D university located in D city, and a total of 141 students were included for the final analysis. Data were collected between November 15, 2017 to December 16, 2017, and questionnaire comprised items to measure general characteristics, self-directed learning ability, self efficacy and learner satisfaction. results: In addition, learner satisfaction was positively correlated with self-direct learning ability, self-efficacy. Finally, self-direct learning ability, self-efficacy and interpersonal relationship were found to explain 42.9% of the variance of learner satisfaction. conclusion: The findings of this study could be utilized as base data when developing a program to enhance nursing students's learner satisfaction and it is suggested that an interventional research of analyzing validity and effectiveness of developed education program would be also required.

• The Journal of the Korea Contents Association
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• v.16 no.11
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• pp.594-604
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• 2016

This study was performed by targeting nurses majoring in nursing science of Korea National Open University in order to examine the level of their class satisfaction, academic self-efficacy and self-directed learning ability and to identify their effects on self-directed learning ability. Data was collected by targeting 231 nurses majoring in nursing science of Korea National Open University and for data analysis, technical statistics, correlation analysis and multiple regression analysis were performed through statistical analysis program. This study revealed that there was significant correlation among the levels of participants' class satisfaction, self-directed learning ability and academic self-efficacy and it was identified that class satisfaction and self-directed learning ability affected academic self-efficacy. The findings of this study could be utilized as base data when developing a program to enhance nursing student's self-directed learning ability and it is suggested that an interventional research of analyzing validity and effectiveness of developed education program would be also required.

• The Mathematical Education
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• v.59 no.4
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• pp.373-387
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• 2020

The purpose of this study is to verify the effects of personalized learning platforms applied with machine learning recommendation modules that upgrade recommended algorithms by themselves through learning big data analysis on students' learning time, self-directed learning ability, mathematics achievement, and attitudes toward mathematics, and the correlation between them. According to the study, customized learning affected learning time, self-directed learning ability and mathematics attitude, while learning time affected self-directed learning ability. Self-directed learning ability has had a significant impact on the attitude of mathematics and mathematical achievements. As a result of the mediated effectiveness test, the indirect impact of customized learning on mathematics attitude and mathematics performance was significant through the medium of learning time and self-directed learning ability.