• Asian Journal for Public Opinion Research
• /
• v.5 no.4
• /
• pp.319-345
• /
• 2018

Effective higher educational management in undergraduate nursing programs is an important issue from the viewpoint of stakeholders. This qualitative research aimed to examine the characteristics of nursing students and curriculum development of undergraduate nursing education from the opinions of Boromarajonani College of Nursing Saraburi, Thailand stakeholders. The population included 4 groups: 1) the alumni who have graduated within the past 5 years and currently work in primary, secondary, and tertiary care units, 2) the supervisors and colleagues of the alumni, 3) nursing lecturers, and 4) the current nursing students. The respondents who are the alumni, nursing lecturers, and current nursing student were selected using a purposive sampling, for the supervisors and colleagues were selected using snowball techniques. Semi-structured interview questions were used for data collection. Group discussions were conducted until saturation on 55 key informants. The qualitative data was analyzed using content analysis. Results showed the viewpoints of stakeholders on the characteristics of future nurse graduates were comprised of four elements: knowledge that meets standards; essential skills for self-development and lifelong learning process; good morals and professional ethics in providing nursing care; and nurse competencies in teamwork, communication, language, research, management, IT, life skills, and global literacy. The viewpoints on the development of the nursing curriculum focus on four elements: the learner, teaching and learning, course content, and instructor tasks. For learners, the admission criteria should include a minimum not only of knowledge, but also positive attitude, science, and art skills, since the nursing profession is both a science and the art of caring. Teaching and learning elements should be authentic, including exposure to real situations, an integrated network, and activities that improve nursing care. Course content was comprised of an updated curriculum, humanized nursing care, student center, theory and practice with moral integration, case-based study, critical thinking, multidisciplinary work, and love for the nursing profession. Instructor tasks are to elicit student ideas, provide opportunities to learn, support infrastructure, support technology use, and extra-curricular activities to develop the competencies of nursing students. Recommendations were that the curriculum administration should review the selection process of student candidates and instructional management to achieve expected outcomes of nursing characteristics in the future. The nurse lecturer should provide authentic and integrated instruction, decrease lecturing, cultivate a lifelong learning process, and sustain the nursing characteristics.

• Journal of the Ergonomics Society of Korea
• /
• v.28 no.1
• /
• pp.37-51
• /
• 2009

The nuclear power industry in the world has recognized the importance of integrating non-technical and team skills training with the technical training given to its control room operators to reduce human errors since the Three Mile Island and Chernobyl accidents. The Nuclear power plant (NPP) industry in Korea has been also making efforts to reduce the human errors which largely have contributed to 120 nuclear reactor trips from the year 2001 to 2006. The Crew Resource Management (CRM) training was one of the efforts to reduce the human errors in the nuclear power industry. The CRM was developed as a response to new insights into the causes of aircraft accidents which followed from the introduction of flight recorders and cockpit voice recorders into modern jet aircraft. The CRM first became widely used in the commercial airline industry, but military aviation, shipboard crews, medical and surgical teams, offshore oil crews, and other high-consequence, high-risk, time-critical industry teams soon followed. This study aims to develop a CRM training program that helps to improve plant performance by reducing the number of reactor trips caused by the operators' errors in Korean NPP. The program is; firstly, based on the work we conducted to develop a human factors training from the applications to the Nuclear Power Plant; secondly, based on a number of guidelines from the current practicable literature; thirdly, focused on team skills, such as leadership, situational awareness, teamwork, and communication, which have been widely known to be critical for improving the operational performance and reducing human errors in Korean NPPs; lastly, similar to the event-based training approach that many researchers have applied in other domains: aircraft, medical operations, railroads, and offshore oilrigs. We conducted an experiment to test effectiveness of the CRM training program in a condition of simulated control room also. We found that the program made the operators' attitudes and behaviors be improved positively from the experimental results. The more implications of the finding were discussed further in detail.

• Journal of vocational education research
• /
• v.37 no.3
• /
• pp.47-63
• /
• 2018

The purpose of this study is to develop the competency model of specialized vocational school teachers as admission officers. Whereas professional admission officers deal with a variety of admission activities in universities, teachers are responsible for admission duties in specialized high schools in Korea. Therefore, it is necessary to identify the core competencies required for teachers responsible for admission duties in specialized high school settings. In order to develop a competency model, factor analysis was completed for the survey results of 191 teachers who teach in specialized vocational high schools in Seoul, Korea. For evaluating validity of the competency model, the responses from those who had high experiences in admission duties and the average teachers were compared. As a result, this study identified a total of 14 competencies in three competency areas. The competencies required for specialized high school teachers include responsibilities for admission officers, ethics for evaluators, communication skills, teamwork, understandings of admissions process for specialized vocational high school, developing evaluation criteria, generating interview questions, increasing interrater reliability, interview skills, simultaneous evaluation of interviewees, quantification of evaluation results, synthesis of evaluation results, and decision making skills.

• The Journal of the Korea Contents Association
• /
• v.21 no.2
• /
• pp.362-373
• /
• 2021

This study sought to explore the enhancement of the introduction of teaching and learning methods for Problem Based Learning (PBL) and the evaluation factors to evaluate them effectively through an understanding lecture in Cultural Content Planning. It was intended to incorporate a practical zero-volume education methodology of problem-oriented learning and sufficient leading learning to reflect storytelling in the entire process of completing a cultural content with culture, cultural content, and content planning. To this end, the role of teaching methods should be faithful to ensure that teamwork and cooperation can be done organically according to the educational field, practice and situation. Students who take classes were asked to meet demand, reflect it through surveys, apply real-world problems, and acquire the entire course. Learners had to cooperate with each other until planning cultural content and completing the results through classes, and they evaluated themselves and colleagues in teamwork until the last result was completed from creative ideas. The results were shared together and the students were able to investigate the necessary PBL evaluation factors for themselves, and the prior research and survey on the method of PBL evaluation was conducted to derive the factors of understanding of cultural content planning. The derived assessment elements were able to identify priorities between the assessment elements using basic statistics, word cloud analysis, and AHP analysis. The components of the assessment derived were communication skills, basic knowledge, reasoning process, expertise, and evaluation techniques. Through this article, I was able to lead the understanding of cultural content planning to problem-oriented learning classes and encourage students to be familiar and smooth.

• The Journal of the Korea Contents Association
• /
• v.14 no.4
• /
• pp.425-434
• /
• 2014

This study aims to analyze school management consultants' competency from the perspective of professional and prospective consultants and to draw implications for their competency building and work. To achieve the purpose of this study, an importance survey and a retention survey of school management consultants' competency were performed. The main results are as follows: school management consultants' key competencies are concept, background and principle of school management consulting, process and method of school management consulting, contents of school management, listening and empathy, communication, problem solving, teamwork and collaboration, interpersonal skills, authenticity, commitment. Professional and prospective consultants' perception of school management consultants' competency were different, and importance and retention of prospective consultants' competency changed through the consulting experience. It is significant that the result of this study can be reflected in school management consultants' training and qualification and conform the 'learning' principle of school management consulting.

• Journal of Engineering Education Research
• /
• v.14 no.1
• /
• pp.74-81
• /
• 2011

In this paper, the author researched to enhance course outcomes while increasing the interest in engineering design through the 'Introduction to Engineering Design Course'. Deviating from the current practice of engaging in content-oriented lectures, the redesign of the weekly lecture has been conducted with a focus on learning achievement in order to enhance design competency, teamwork and communication skills, which are the goals of the PO3, PO6 and PO7, respectively. Moreover, assessment tools have been developed according to learning achievement, and rubrics, the measurement criteria, have been defined according to the respective assessment tools, along with course goals for learning achievement and results analysis. To enhance course learning achievement, as well as to induce interest in and satisfaction with the 'Introduction to Engineering Design Course', a design project utilizing a Boe-Bot robot has been carried out. An evaluation on learning achievement and lecture has identified an increase in learning achievement and interest in design in comparison with that of previous lectures.

• Journal of Korean Academy of Nursing Administration
• /
• v.19 no.1
• /
• pp.95-107
• /
• 2013

Purpose: The purpose of this study was to examine the effectiveness of Action Research (AR) approach in nursing. Methods: Participants were 64 perioperative nurses recruited from C hospital in Gwangju, Korea. The nurses were engaged in the project through 2 cycles of planning, acting, observing, and reflecting. A mixed-methods design was used to examine changes in participants and their knowledge management practice. Quantitative data were analyzed using SPSS 20.0 program and qualitative reflection data underwent content analysis. Results: During the project, participants developed standardized pre-operative checklists and opened an Internet Cafe to better manage their perioperative nursing information. At the end of the project, there was a significant increase in nurses' knowledge management (p=.015) and the rate of surgical material prescription errors decreased from 8.0% to 2.9%. Core AR project team members' teamwork skills and organizational commitment increased significantly (p=.040, p=.301, respectively). The main themes that emerged from the qualitative data were learning how to solve problems in practice, facilitating team activities through motivation, barriers of large participation, and rewarded efforts and inflated expectations. Conclusion: The AR project contributed to empowering participants to solve local problems. AR is a useful methodology to promote changes in practices and research participants.

• Journal of the Korean Society for information Management
• /
• v.20 no.1
• /
• pp.231-250
• /
• 2003

The rapid advances in information technologies have resulted in not only the proliferation of the amount of information available but also the variety of information formats. Information literacy is the set of skills needed to find, retrieve, analyze, and use information. Therefore, information literacy which should be the core goal of the university education has been a new trend of the library instruction. Nevertheless, despite the increasing Interest in the information literacy. there has been little discussion about educational Programs. and there has been little coordination between faculty and librarians on the programs. Under such circumstances, campus-wide teamwork is needed so that the library instruction can become part of the entire learning Processes of university education. This Paper presents an overview of the models adopted by foreign university libraries and also analyses the successful cases of the campus-wide partnership of each model of information literacy programs. Based on these. the outline of the needed procedure for the enforcement of the information literacy in the university of our country is suggested.

• Korean Medical Education Review
• /
• v.12 no.1
• /
• pp.9-22
• /
• 2010

It is the most important thing at present for physicians to posses the qualification of medical professionalism. A lot of medical schools have made all-out efforts to develop leaders of medicine, who will be able to meet the needs of medical professionalism in this complex medical environment. The purpose of this study is to review the cognitive base of medical professionalism leading the curriculum development of medical professionalism. The discussion of medical professionalism started in the 20th century. During the 1960s, there were attempts to reshape the concepts and attributes of medical professionalism. The government began to intervene in the autonomy of physician and the self regulation policy of medical society in 1970s. Physician may be asked to play as a healer and professional (what?) during their medical practice. The fundamental role of healer such as care, compassion, honesty, integrity, confidentiality, ethical behaviors, and respect with patients were nothing fresh to tell even though the age was changed. The attributes of professional which are physician's autonomy, self regulation, teamwork, and responsibility to society has been changed dramatically over the past five decades. In general, medical educators agreed that professionalism is demonstrated through a foundation of clinical competence, communication skills, and ethical and legal understanding, upon which is built application of the principles of professionalism: excellence, accountability, altruism, and humanism. If physicians fail to show professionalism in society, they will confront the crisis which can be under the government control. The only way to keep their autonomy is to practice medical professionalism. So far today, medical schools have laid more stress on competence than value standards in educational systems and it was restricted for medical students to learn the value standards for medical practice. To understand and practice the medical professionalism, it is the most realistic way to solve the complicated medical problems.

• Korean Journal of Computational Design and Engineering
• /
• v.13 no.5
• /
• pp.362-371
• /
• 2008

Generally, a PLM education program in university consists of lectures of theory, software lab and software development raining as an advanced subject. Most industries want more than these, such as practical problem solving capabilities, teamwork skills and engineering communications including human relationship, rhetoric, technical writing, presentation and etc. Problem-Based Learning is a problem-stimulated and student-centered teaming method, and an innovative education strategy for collaborative and self-directed learning by applying real world problems. Education paradigm changes from "teaching" to "learning" accomplished by team working, and students are encouraged to develop, present, explain and defense their ideas, suggestions or solutions of a problem, and the "cooperative teaming" proceeds spontaneously during team operations. Co-operative education program is an into-grated academic model and a structured educational program combining classroom learning with productive work experience in a field related to a student's academic or career goals. Based on the partnership between academic institutions and industries, students are engaged in real and productive "work" in the industry, in contrast with merely observing. In this paper, PBL with Co-op program is suggested as an effective approach for PLM education, and we made and operated a PBL-based education course with industry co-op program. The Co-op education in industry accompanied with the PBL course in university can improve practical problem solving capabilities of students, including modeling and management of P3R(Product, Process, resource and Plant) using commercial PLM software tools. By the result, we found this to be an effective strategy for helping students, professors and industries succeed in engineering education, especially PLM area.