• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.10
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• pp.68-75
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• 2019

This descriptive research study identified the factors affecting the nursing process confidence of nursing students. The study's data was collected from June 13th 2017 to June 30th, 2017. Informed consent was received from 129 students who were in their second year of nursing college. The collected data was analyzed using SPSS WIN 18.0 program. The score for self-directed learning ability was 3.45, the score for a critical thinking disposition was 3.55, and the score for nursing process confidence was 3.68. There was significant positive correlation between nursing process confidence and self-directed learning ability (r=.572, p<.001) and critical thinking disposition (r=.488, p<.001). The factor affecting the confidence in the nursing process was self-directed learning ability(32.2%). Educational methods based on building the self-directed learning ability are needed to enhance the nursing process. There are limitations in discussing the results of this study due to the lack of prior research. Further study is needed to confirm the results of this research and the relationships it revealed.

• The Korean Nurse
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• v.10 no.1 s.51
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• pp.9-11
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• 1971

• (The) Korean Journal of Educational Psychology
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• v.22 no.2
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• pp.367-384
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• 2008

The purpose of this study was to develop picture testing instrument for measuring children's causal reasoning ability on events that can occur in daily life. The measurement instrument contains three domain of human development; haman behavior domain, human psychology domain, and natural/physical domain. Through this study, researchers designed a concept model based on theoretical framework and prior studies and investigated the reliability and validity of the measurement instrument which was developed in accordance with the concept model. For the empirical validation research, a pretest was conducted to 336 elementary school students in grade 2 to 4 in Seoul. Considering reliability and validity of the developed measurement instrument and factor loadings, researchers sorted out 18 questions. And then 18 question test and KICE Critical Thinking Ability Test was conducted to 509 elementary school students in grade 1 to 4 in Seoul. According to the result of the tests, the researchers sorted out final 12 questions. The Cronbach's alpha, reliability of the children's causal reasoning ability test consisted of the final 12 question, was significant as .72. Also, the result of exploratory factor analysis showed that factors of this test were haman behavior domain, human psychology domain, and natural/physical domain. Moreover, the correlation between the KEDI Reasoning Ability Test(2003) scores and the scores of the test developed in the current study was significant as .55. Finally, the result of the analysis about children's grade differences, the development by discrepancy of age was significant in total points and that of each domain. The children's causal reasoning ability test developed by this study can be useful not only for the evaluation of children's thinking ability but also for screening of the handicapped children in thinking ability development.

• Journal of The Korean Association of Information Education
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• v.24 no.4
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• pp.379-390
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• 2020

Recently, interest in online teaching·learning and evaluation tools has increased in the context of Covid-19. In order to use tools effectively, it is necessary to identify the structural influence and causal relationship between the learner's affective and cognitive variables. In this study, to identify a causal relationship between motivation and thinking while using online judge, research and competing model were established and model fit/path analysis were performed. It was found that there was a linear causal relationship from tool usage, self-efficacy, flow, logical thinking, to computational thinking. It was confirmed that 'self-efficacy → flow', or 'flow' had mediating effect on the path from tool usage to thinking, and tool usage was not exerted to thinking through 'flow → self-efficacy'. The causality of 'logical thinking → computational thinking' was identified on the path where tool usage affects thinking ability through learning motivation, but the causality of 'computational thinking → logical thinking' was not identified.

• Journal of the Korean Chemical Society
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• v.45 no.4
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• pp.370-376
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• 2001

In this study, high school students' problem-solving strategy-performing ability was measured by an essay-type test. The relationship between students' logical thinking ability and strategy-performing ability was also investigated. Four classes (N=187) were selected from two high schools in Seoul, and the strategy performance ability test and the Group Assessment of Logical Thinking (GALT) were administered. Evaluation scheme for strategy-performing ability consists of 7 subcategories - understanding given of problems, recalling related law, setting up subgoals, deriving physical quantities, logical progress, mathematical execution, and reviewing. The intercoder agreement for scaling was .92, which indicated substantial strength of agreement. The results revealed that students' ability of understanding given of problems and mathematical execution was relatively high. However, their ability of setting up subgoals and reviewing was very low. The total scores of the strategy performance ability test and all of the scores of each subcategory were significantly correlated with the GALT scores.

• Journal of Korean Academy of Nursing
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• v.34 no.5
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• pp.712-721
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• 2004

Purpose: This investigation examined the effect of PBL on the meta-cognition, critical thinking, and problem solving process. Method: The research design was pre-posttest with a none qui valent control group design. Scenarios for PBL sessions were developed on the basis of textbooks and patients' charts and tested for content validity. Seventy six nursing students who took a 'Nursing Process' course from two nursing schools participated in the experimental group and control group. The experimental group performed PBL during the semester. Meta-cognition and problem solving processes were assessed by questionnaires which were developed using pedagogics. Critical thinking was measured by the CCTST(California Critical Thinking Skill Test) Form 2000. The data was analyzed by repeated measure (pretest-posttest) MANOVA, and correlation analysis. Result: PBL improved the participants' meta-cognition and problem solving process but not critical thinking. The relationship between meta-cognition and the problem solving process was supported but the relationship between critical thinking and problem solving was not supported. Conclusion: These results suggest that PBL has a positive effect on nursing students' educational outcomes. To improve the problem solving ability of nursing students, PBL should be applied to more subjects in the nursing curriculum.

• The Korean Journal of Health Service Management
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• v.10 no.1
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• pp.155-165
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• 2016

Objectives : The purpose of this study was to evaluate the effect of critical thinking disposition and self-esteem to self-leadership in nursing students. Methods : In this study, 273 data was collected from nursing students of K-university in South Korea from Sep. 2015 to Nov. 2015, and the collected data was analyzed using SPSS 22.0 Statistics Program. Results : The results showed that both of critical thinking disposition and self-efficacy according to school year are significant to self-esteem. It was found that critical thinking disposition, self-esteem and self-leadership has a positive correlation. Critical thinking disposition and self-esteem were predictors of self-leadership with 46% of influence. Conclusions : The nursing training program needs to be developed to promote critical thinking and self-esteem in the nursing curriculum, so that the nursing students can demonstrate the ability as a nursing leader in the various fields of clinical practice and health care.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.12 no.8
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• pp.4057-4071
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• 2018

The software centered world following the fourth industrial revolution is rapidly approaching us. Countries around the world attach importance to software's ability as one of the key elements for training future human resources. In order to train software centered human resources, each university has designated Software Education as an essential curriculum for not only major but also non-majors. In the past Software Education was an education for a major, but recent Software Education was changed to the essential education that is necessary for all living in the software centered world. In the past the curriculum was focused on software development and implementation-oriented education, but recent curriculum emphasizes sequential arranging and thinking of problem solving. In order to reflect trends in recent Software Education in detail, we integrate Software Education with major concept of Computational Thinking. In this paper, we analyzed the effect of the main concept of Computational Thinking on Software Education for non-majored learners who received Software Education based on Computational Thinking (here refers to learners who major in humanities, social sciences and arts). In addition, research models of satisfaction, self-efficacy, and occupational change was established as the elements of Software Education, and it was found that there was a relation between Computational Thinking and Software Education.

• Journal of Home Health Care Nursing
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• v.21 no.2
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• pp.147-155
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• 2014

Purpose: Clinical decision-making carried out by nurses is a complex process that influences the quality of care provided and various patient outcomes. This study examined the relationship between critical thinking disposition and clinical decision-making abilities in home health advanced practice nurses. Method: The study had a non-experimental correlational design. Data were collected from 100 home health advanced practice nurses in 20 hospitals. Results: The mean critical thinking disposition score was $3.69{\pm}.39$ out of 5 and the mean score for clinical decision-making abilities was $3.48{\pm}.22$ out of 5. In this correlation analysis, a significant positive correlation (r=.58, p<.001) was found between critical thinking disposition and clinical decision-making abilities of home health advanced practice nurses. Conclusion: In order to improve the clinical decision-making ability of home health advanced practice nurses, we need to improve their critical thinking disposition. In order to make this change, appropriate training program are needed to increase the critical thinking disposition and clinical decision-making abilities of home health advanced practice nurses.

• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.271-281
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• 2011

The environmental education is based on the assumption that accurate knowledge and attitude could be linked to real action, but those have no effect on changing the behavior. To effect the change in behavior, we need to consider the reflective thinking which can make people change their behavior. The strategies to accelerate the reflective thinking are five steps of the reflective thinking process and the interaction through the discussion of students. And also, it is more proper if the contents are based on the real experiences of the students. Thus, this study tried to know whether the improvement of reflective thinking was able to affect to the environmental behavior. The environment education program was applied to the 60 elementary school 6th grade students in Gyeonggi-do and the survey methods were presented in the general experimental curriculum. To study 6th subjects (energy, harmful chemical material, heavy metal and agricultural chemicals, food additive, environmental friendly consumption, and recycle) was developed. This study shows the effect of the program on the environment knowledge, the environment behavior, the level of reflective-thinking and communication ability.