• The Journal of Korean Academic Society of Nursing Education
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• v.3
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• pp.99-116
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• 1997

In response of the increasing demand for professional degree in nursing, some university in Korea offers RN-BSN program for R. N. from diploma in nursing. However, RN-BSN program in Korea is in formative period. Therefore, the purpose of this survey study is for the comparative analysis of RN-BSN curriculum in Korea and U.S.A. In this study, subjects consisted of 18 department of nursing in university and 5 RN-BSN programs in Korea and 18 department of nursing in university and 12 RN-BSN programs in U.S.A. For earn the degree of Bachelor of Science in Nursing, the student earns 134 of mean credits in U.S.A., whereas 150.3 of mean credits in Korea. The mean credit for clinical pratice is 30.1 in U.S.A., whereas 23.9 in Korea. Students are assigned to individually planned clinical experiences under the direction of a preceptor in U.S.A. In RN-BSN program, total mean credits through lecture and clinical practice for earn the degree of BSN is 35.5(lecture : 27.7, practice ; 7.8)in U.S.A., whereas,48.1 (lecture;42.1, practice;6.0) in Korea. RN-BSN program can be taken on a full-or-part time basis in U.S.A., whereas didn't in Korea. Especially, emphasis is place on the advanced nursing practicum that focus on the role of the professional nurse in providing health care to individuals, families, and groups in community setting in U.S.A. 27.7 of mean credits was earned through lecture in U.S.A., whereas 42.1 of mean credits in Korea. It means that RN-BSN program in Korea is the lesser development in teaching method and appraisal method than in U.S.A. Students of RN-BSN program in U.S.A. can earns credit through CLEP, NLN achievement test, portfolio review session etc as well as lecture. Therefore, the authors suggests some recommendations for the development of curriculum of RN-BSN program in Korea based on comparative analysis of RN-BSN curricula in U.S.A. and Korea. 1. The curriculum of RN-BSN Program in nursing was required to do some alterations. Nursing care, today, is complex and ever changing. According to change of public need, RN-BSN curriculum intensified primary care program in community setting, geriatric nursing, marketing skill, computer language. 2. The various and new methods of earning credit should be developed. That is, the students will earn credits through the transfer of previous nursing college credits, accredited examination of university, advanced placement examination, portfolio review session, case study, report, self-directed learning and so on. Flexible teaching place should ile offered. 3. Flexible teaching place should be offered. The RN-BSN curriculum should accommodate each RN student's geographical needs and school/work schedule. Therefore, the university should search a variety of teaching places and the RN students can obtain their degrees comfortably throughout the teaching place such as lecture room inside the health care agency and establishment of the branch school in each student's residence area. 4. The RN-BSN program should offer a long distance education to place-bound RN student in many parts of Korea. That is, from the main office of university, the RN-BSN courses are delivered to many areas by Internet, EdNet (satellite telecommunication) and other non-traditional methods. 5. For allowing RN student to take nursing courses, program length should be various, depending upon the student's study/work schedule. That is, the various term systems such as semester, three terms, quarter systems and the student's status like full time or part time should be considered. Therefore, the student can take advantage of the many other educational and professional opportunities, making them available during the school year.

• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.165-185
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• 2018

The purpose of the study was to show the development process of the total instructional alignment based on the 2015 revised technology home economics curriculum, and to present the detailed aspects of this task. The results of this study were as follows: First, the clarity phase of the performance established the annual evaluation plan to ensure the consistency of the achievement standard, the learning objectives and the assessment objectives through an analysis of the curriculum. Second, the development phase of the performance tasks and the grading criteria analyzed the contents area and determined the performance assessment task. The performance assessment consisted of a portfolio and project activity types, and also comprised of knowledge markets, as well as e-NIE tasks, including individual tasks and collective tasks. Third, the performance assessment and the results phase were conducted after planning the class operation according to the instructors' directions and arrangement of the schedule into block classes. Afterwards, the performance assessment tasks were revised by the teaching-learning community and class reflection on practical application. As these results demonstrate, developing performance tasks that are centered on the learner's development processes can contribute to teachers' expertise and improvement of instruction.

• 대한공업교육학회지
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• v.43 no.1
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• pp.94-113
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• 2018

The purpose of this study is to develop a using various convex lenses 'VR glasses' instructional materials for area of communication technology of the 2015 Revision Curriculum in middle school. This study was progressed depend on ADDIE model. In the analysis step, a necessity of developing the instructional materials was confirmed through social needs and leaner's needs and literature researches were reviewed about the 2015 Revision Curriculum and virtual reality and confirmed the area of communication technology related to VR glasses. The communication process of information was selected as a communication technology area related to VR glass. In the design step, Based on the analysis stage, instructional objectives were set and instructional method and medium were selected. In the development step was developed instructional materials, what are teaching-learning guidance, power-point presentations, the paper for group learning activities, Individual portfolio, and using various convex lenses VR glasses example. As a result of 'VR glasses' using various convex lenses, the viewing angle was enlarged when the diameter of the convex lens was large, but it was difficult to quantify it. In the implementation step, the instructional materials developed for middle school students was applied. In the evaluation step, instructional materials were modified and improved through a students evaluation, experts evaluation.

• 대한공업교육학회지
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• v.39 no.1
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• pp.128-142
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• 2014

The purpose of this study was to provide a basis information for the education direction of 'creative engineering design' lesson to highschool students and pre-technology teachers by analyzing pre-experienced the d epartment of technology professors' recognitions, according to the newly opened unit 'creative engineering design' in 2009 revised highschool technology home economics education curriculum. The survey questionnaire was composed of 34 questions and collected from 16 department of technology education professors. The data was analyzed by SPSS program. The results of study were as follows : First, in 'creative engineering design' educational objectives, the highest average level(M) of response was problem solving ability, the opportunity of engineering experience and creativity improvement were followed. In the response about 'creative engineering design' educational contents, the average level(M) of the creative thinking method education was the highest(3.94). and the following important level was the write training education for presentation. Second, in the 'creative engineering design' educational areas, the professors preferred the idea conception, design, and production manufacturing area. In the teaching learning method, the average level(M) of design-based learning method was the first. and PBL, problem solving method were favored Third, in the 'creative engineering design' lesson manage, the secure of practice room and material cost, and the check of the progress situations were needed preferentially. In the education assessments, various and combined assessment preferred such as production, portfolio, and presentation. Fourth, in the pre-technology teachers' lesson of the university course, the product manufacturing level was preferred production to improve uncomfortable thing in life. The major difficulty in product manufacturing was the lack of major knowledge and product conception.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.649-655
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• 2020

This study determined effective educational strategies by investigating and analyzing the related educational demands for SMEs (small and medium-sized enterprises) in the 4th Industrial Revolution based area of smart farms. In order to derive the approprate educational strategies, Importance-Performance Analysis (IPA) and Borich's Needs Assessment Model were conducted based on the smart farm technological field. As a result, the education demand survey showed high demand for production systems and intelligent farm machinery. In detail, Borich's analysis showed the need for pest prevention and diagnosis technology (8.03), network and analysis SW linkage technology (7.83), and intelligent farm worker-agricultural power system-electric energy hybrid technology (7.43). In contrast, smart plant factories (4.09), lighting technology for growth control (4.46) and structure construction technology (4.62) showed low demands. Based on this, the IPA portfolio shows that the network and analysis SW linkage technology and the CAN-based complex center are urgently needed. However, the technology that has already been developed, such as smart factory platform development, growth control lighting technology and structure construction technology, was oversized. Based on these results, it is possible to strategically suggest the customized training programs for industrial sectors of SMEs that reflect the needs for efficiently operating smart farms. This study also provides effective ways to operate the relevant training programs.