• Journal of Society of Preventive Korean Medicine
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• v.26 no.2
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• pp.37-53
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• 2022

Objectives : This study analyzed the concordance between student self-assessment and peer-evaluation in a role play using the Clinical Performance Examination (CPX) scenario developed based on Korean medical syndrome differentiation. Methods : The subjects of this study are first-year-students majoring in Korean Medicine. The role play based on clinical case was performed in the class of Korean Medicine Classics. Feedback on clinical skill competency got through student self-assessment and peer-evaluation, and this study was compared and analyzed of result. Results : A simple comparison of the results of self-assessment and peer-evaluation in the evaluation results of clinical skill competency may appear to be consistent. However, it was not statistically significant. It is necessary to enhance the discriminative ability in the evaluation of clinical skill competency. It will be possible to improve a bit by relatively increasing the weight of the scores on the items that students expect to respond differently among the evaluation items. In addition, in order to dramatically improve the systemicity and reliability of the evaluation of clinical skill competency itself, it is necessary to introduce the Introduction to Clinical Traditional Korean Medicine (ICTKM) course. Conclusions : Student's self-assessment and peer-evaluation as feedback on clinical skill competency are suitable for the purpose of education and training. However, the reliability of the evaluation was not statistically significant.

• Fashion & Textile Research Journal
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• v.6 no.6
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• pp.740-748
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• 2004

The purpose of this research is to observe the face types of types of haircut design that is the basis for the completion of a hair styling mainly with case of male college student. For the purpose of this, I carried out direct and indirect observation and measurement for faces of 293 male college student who attended universities in Busan, and measured face types which were classified by the group analysis preferred hair style in order to do actual hair cut design. The result of this research is as follow. This paper conducted the element analysis in regard to the direct and indirect items of face, and it pulled out 5 elements. As a result of group analysis with elements as independent variables, they are classified into4 types. For actual hair cut design, 4 types classified by group analysis and nearing models analyzed. This research bring accurate information classified face types.

• Journal of East-West Nursing Research
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• v.23 no.2
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• pp.107-114
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• 2017

Purpose: The purpose of this study is to investigate the influencing factors of self-leadership, academic self-efficacy and instructor-student interaction on self-directed learning in nursing college students. Methods: This study used a descriptive survey design. Participants were 190 nursing college students at three universities in Jeollanam-do and Gyeongsangnam-do. Data were collected from May 10 to June 12, 2016 using self-report questionnaires. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression with SPSS 19.0. Results: The results showed that the self-leadership of the nursing students was 3.49, academic self-efficacy, 3.17, instructor-student interaction, 3.71, and self-directed learning, 3.43, respectively. Self-directed learning of nursing college students was positively associated with self-leadership(r=.65, p<.001), academic self-efficacy(r=.61, p<.001) and instructor-student interaction (r=.36, p<.001). 001). Self-leadership, academic self - efficacy, major satisfaction, GPA 4.0 or above explained 65% of the total variance in self-directed learning among nursing college students. Conclusions: The findings of this study indicated that nursing interventions for increasing self-leadership, academic self-efficacy and major satisfaction should be developed to improve self-directed learning of nursing students. Additional studies for changes in the overall teaching and learning environment to promote the self-directed learning environment in nursing education should be conducted.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.13 no.3
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• pp.343-350
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• 2006

Purpose: This study was done to identify the relationship between self-efficacy and clinical skill competence of nursing students. Method: The participants in the study were 375 student nurses enrolled in 3rd & 4th year of a BSN program in Seoul and Gyeongi province, Korea. Data were collected from December 12, 2004 to November 30, 2005 using a structured questionnaire. Data were analyzed using SPSS 11.0 Win program. Results: The average score for self-efficacy was $3.21{\pm}0.60$, and for clinical skill competence $2.80{\pm}0.42$. The self-efficacy score showed a significant difference according to student's year in college (t=2.494, p=0.013), and GPA score (t=4.299, p=0.000). The clinical skill competence score showed a significant difference according to year in college (t=5.351, p=0.000), GPA score (t=2.997, p=0.003) and satisfaction with course (F=5.214, p=0.006). There was a significant positive correlation between self-efficacy and clinical skill competence (r=0.224, p=0.000). Conclusion: These findings show that there is a need to develop strategies to improve self-efficacy for student nurses in Korea. And also, it is recommended that programs to improve clinical skill competence need to be included in nursing curricula.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.4
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• pp.491-501
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• 2014

Purpose: Nursing is regarded as a female-dominated profession. However, the number of Korean males entering the field of nursing is increasing. This study examines which of the following factors influence professionalism in male and female student nurses: area of nursing, gender identity, gender stereotypes, satisfaction with the field, emotional intelligence, and interpersonal relationships. Method: In total, 133 male and 293 female student nurses were selected from four Korean provinces between July 2013 and February 2014 to participate in this study. The data were analyzed with descriptive statistics, t-tests, ${\chi}^2$-tests of independence, and multiple regression analyses using SPSS/Win 20 software. Results: In males, 47.4% of variance in nursing professionalism was accounted for by grades, interpersonal relationships, gender stereotypes, and satisfaction with the field. In females, 41.9% of variance in nursing professionalism was accounted for by satisfaction with the field, interpersonal relationships, area of nursing, age, emotional intelligence and grades. Common factors that influenced both genders included satisfaction with the field, interpersonal relationships and grades. Conclusion: Although males and females revealed no significant differences in overall mean scores of nursing professionalism, several factors influencing nursing professionalism did differ by gender. Therefore, gender-specific nursing educational and training programs may be necessary to promote professionalism among student nurses.

• The Journal of Korean Physical Therapy
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• v.31 no.5
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• pp.266-272
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• 2019

Purpose: This study compared the effects of Static stretching and Mulligan's Two-leg rotation about the Hamstring flexibility, Hip range of motion, and pain. Methods: The subjects were allocated randomly into two groups: Static stretching group (n=13) and Mulligan's two leg rotation group (n=14). The study was designed with stretching protocols for four minutes and thirty seconds per day five times a week for three weeks in total. Measurements, including the Sit and reach test, Active/Passive Straight leg raise, and Visual analogue scale, were conducted before and after the intervention. The data were analyzed using a paired t-test and independent t-test. Results: The flexibility of the two leg rotation group was higher than the static stretching group after the intervention. The post-sit and reach test value of the two leg rotation group was significantly higher than the pre-sit and reach test value of the static stretching group. In addition, the variance of the sit and reach test of the two leg rotation group was significantly higher than that of the static stretching group. Conclusion: These results showed that two leg rotation techniques have a positive effect on the changes in the sit and reach test and active straight leg raise test. Two leg rotation techniques can be recommended as a self-stretching and easier way to stabilize the lumbopelvic rhythm, reduce the stiffness of the muscle and relieve pain. This is effective in preventing muscle damage, enabling muscle relaxation and reducing the risk of injury to the spine during daily lives and in sports activities.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.13 no.2
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• pp.172-181
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• 2006

Purpose: This study was done to identify observation and performance of nursing role activities by student nurses graduating from 3 year junior colleges or 4 year universities. Method: A descriptive design was used and the participants were 295 student nurses who were graduating. Data were collected using a structured questionnaire. Results: The average score for observation of nursing role activity was $2.16{\pm}0.29$, and for performance $1.61{\pm}0.29$. Among the college students, the mean item score for observation was highest for medication administrator and lowest for provider of spiritual & bereavement care, while for the university students the highest was for provider of care during surgery and lowest for provider of spiritual & bereavement care. The college students had higher scores for observation, and the university students for performance. Conclusion: It is concluded that standardized practice learning programs need to be designed in schools and in clinical practice areas, in order to further develop adaptability to nursing roles.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.9 no.2
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• pp.165-179
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• 2002

Purpose: This descriptive study was done to evaluate the attitude and practice of hand-washing by student nurses. Method: The subjects of the study were 463 senior and junior undergraduate student nurses and RN-BSN students. The questionnaire was developed by the researchers Data were collected from Oct. 16 to Dec. 20. 2001. and analysed by SPSS/WIN. General characteristics. attitude and practice were analyzed by frequency and percentage and differences in attitude and practice according to grade and practice setting were analyzed with $x^2$ test, t-test or ANOVA. Result: 1) The mean frequency of hand-washing was 6.63. Senior students washed more frequently than junior students. 2) The reasons for non-compliance were 'not being accustomed', 'forgetting', and 'not accessible'. 3) The mean time for hand-washing was 23.79 sec., less than the stated appropriate time of 42 18 sec. 4) 90% of the students washed their hands 'after contacting excretions and contaminated items' and few washed 'before giving care to the client'. 5) Most students washed hands rotationally rubbing with soap and water. 6) While washing, they removed their rings more often than their watches. 7) Soap bar (52.8%) and paper towel (69.6%) were most frequently used as decontaminating agent and drying method, but detergent solution (74.2%) and paper towels (60%) were considered as the most appropriate agent and method. 8) Hand-washing was perceived important generally 'to protect from cross-infection'. 'to protect one-self' and 'the most cost effective'. 9) All students responded nurses should practice 'hand-washing.'

• Journal of Preventive Medicine and Public Health
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• v.5 no.1
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• pp.125-132
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• 1972

The status of health administration and medicare insurance program of 58 universities and colleges of 4-year course was studyed in 1971 and the following results were obtained; 1. The average number of students of 30 universities was $4,800{\pm}2,600$ and that of 36 colleges was $780{\pm}620$. 2. The types of health service facilities for the students varied widely according to the institutions, from an elaborate one, university health center, to a poor one, first aid room. 3. Thirty-six out of 58 institutions had some sort of health service facilities, either health center or health service room. And 14 out of 36 institutions had elaborate health service facilities such as university health center or student health center 4. The number of full time staff of the health center and that of the health service room were 2 to more than 10 and 0 to 3 respectively. 5. The range of student health service fee varied widely according to the institutions from \50 to \550 per student, per semester. The average cost of student health service fee at the institutions with health centers was $\300{\pm}150$ and that with health service rooms was $\200{\pm}150$ per student, per semester. 6. Utility rate of the student health service facilities at the institutions with health centers and with health service rooms were 1,200 to 1,400 and 3,900 to 4,100 per 1,000 students per year. 7. There was an obvious increasing tendency of tuberculosis prevalence rate in the students. 8. The institutions which had appointed hospitals for student medicare were 24; where the reduction rate of medical expenses for students varied from 10 to 50 per cent. 9. Students medicare insurance program was adopted by six universities which accomodated more than 2,000 students. 10. The range of student medicare insurance fee varied widely according to the institutions from \140 to \800 per student per year. Each of the six universities which had adopted the insurance program had each own's special regulations to apply for pay claims.

• Korean Medical Education Review
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• v.24 no.2
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• pp.128-140
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• 2022

The purpose of this study was to redesign a problem-based learning (PBL) curriculum and compare the differences between the previous and redesigned PBL based on the results of course satisfaction and student assessments. The PBL was redesigned using curriculum design guidelines (including revisions of curriculum objectives, learning components, learning environments, and assessment methods) that were developed based on previous studies and evaluation results. A comparative study was employed using course satisfaction surveys from the previous and redesigned curricula, and a total of 45 students participated. We also compared student assessment results from concept mapping, learning issue reports, modified essay questions, and reflection journals. We identified four key findings. First, we explored the possibility that the redesigned PBL could be implemented by student facilitators without professors as tutors. Second, the redesigned PBL fostered group dynamics that facilitated developing communication skills and collaborative learning through small-group discussions. Third, the new learning elements added in the redesigned PBL made a meaningful contribution to enhancing students' clinical reasoning based on hypothetico-deductive reasoning. Fourth, concept maps in redesigned PBL contained more complex and various nodes and connections, and the levels of the nodes were more appropriate. The implications of this study can provide meaningful preliminary information for redesigning PBL curricula for medical students to develop their essential competencies through PBL.