• 의학교육논단
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• 제19권1호
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• pp.18-24
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• 2017

This study examined the perception and readiness of nursing educators regarding interprofessional education (IPE), and discussed the validity and application of IPE in nursing. From December 2016 to January 2017, 239 nursing professors and nurses completed a structured questionnaire consisting of general characteristics, the Interdisciplinary Education Perception Scale, the Readiness for Interprofessional Learning Survey (RIPLS), and an IPE action plan. The collected data were analyzed by descriptive statistics and t-test using the IBM SPSS ver. 23.0 program (IBM Corp., Armonk, NY, USA). The analysis revealed that 91.6% of the participants had not experienced IPE, and only 11.7% knew about IPE. However, approximately 80.0% answered that IPE is necessary. The results of this study showed that the score of the perceived need for cooperation was higher in nurses than it was in professors, while the score on competency and autonomy was higher in professors than it was in nurses. With reference to the scores on the RIPLS, those of professors were high on the sub-scales of teamwork and collaboration, professional identity, and roles and responsibility. The results revealed that participants considered the upper-grade undergraduate years as the ideal time for imparting IPE, and it was deemed suitable to include communication, simulation, and clinical practice in IPE. Doctors, pharmacists, and physiotherapists were thought to require cooperation for IPE the most. Despite the presence of several barriers to IPE, the participants thought that IPE can achieve learning outcomes such as interprofessional communication and cooperation, conflict resolution, and teamwork. It is necessary to cooperate with professionals in the complex clinical environment as professional areas are specialized and subdivided. Therefore, it is necessary to examine the application of IPE in undergraduate education and in on-the-job training.

• 한국식품영양학회지
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• 제19권1호
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• pp.14-21
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• 2006

The purpose of this study was to investigate the necessity for the extension of education and the desirable educational period of department of food and nutrition in junior college. Questionnaire was answered by the students, professors, dietitians, and the graduates. The result is summarized as follows: 52.1% of the subjects recognized that 2 year-period of education is too short, and professor group felt significantly shorter than any other groups. Both groups of professors(45.7%) and dietitians(43.5%) had more significantly recognized the necessity for the extended period of education than the groups of students(23.0%) and the graduates(21.5%) As the causes of the necessity for the extended period of education, 48.6% of the subjects answered 2 year-period of education is too short to study and practice on the major, and professor group highly recognized that the students need more time to study and practice for the major than time to prepare for the dietitian's certificates(p<0.001). Both Groups of professors(77.8%) and the graduates(65.1%) had significantly higher answer than groups of dietitians(56.1%) and the students(56.5%) to the question that 3 year-period of education is proper(p<0.001). Therefore the educational system should be reorganized into the three year-period of education as soon as possible for the effectiveness of the education of the dietitians, for the higher acquisition of dietitian's certificate, for the increase of field education, for the development of the student's creativeness and for the various courses after the graduation.

• 한국치위생학회지
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• 제15권1호
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• pp.161-169
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• 2015

Objectives: The purpose of the study was to examined the demand for the change in Korean dental hygiene curriculum. This study compared the dental hygiene curriculum of domestic and overseas university and tired to provide the basic data for the development of standard curriculum that meets the education policy changes. Methods: Data were obtained from a cross-sectional survey of 1,192 participants including dental hygiene professors, dental hygienists and students. Data were collected by mail, telephone call from the professors and research assistants, email, and direct visit from June 10 to August 10, 2013. The questionnaire consisted of 4 questions of general characteristics of the subjects and 13 questions of dental hygiene curriculum. Results: The professors answered the development of integrated dental hygiene curriculum as the first priority(48.9%) and dental hygienists(51.6%) and students(42.6%) chose the development of new dental hygiene curriculum(p<0.001). In the analysis of validity of dental hygiene curriculum, the professors gave 3.29 to the validity of evaluation for basic job performance, and the clinical dental hygienists and the students gave 3.05 and 3.26 points, respectively(p<0.001). In relation to the necessity of the change of the dental hygiene curriculums, the professors gave 4.17 points which implied that curriculum change is the most important and necessary thing to do. The clinical dental hygienists and the students gave 3.90 and 3.47 points, respectively(p<0.001). Conclusions: The above-mentioned findings suggest that the revision of the current Korean dental hygiene curriculums is required. Therefore organizations related to dental hygiene including professor association and Korean Dental Hygienists Association should carefully rebuild the curriculum to improve the competency of dental hygienists. They should take the initiative in the development of a standardized curriculum.

• 한국치위생학회지
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• 제21권1호
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• pp.77-88
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• 2021

Objectives: This study aimed to analyze the dental hygiene students and professors' knowledge and attitudes related to medical ethics and their level of perception of professional ethics education. Methods: This was a cross-sectional survey study of 330 students and professors in the field of dental hygiene using a structured questionnaire. The sub-factors of knowledge and attitudes related to medical ethics were classified into patient relations, medical and social relations, and individual specialized fields, and analyzed for comparison. Results: In the university curriculum, the professional ethics completion rate was 34.8% for students and 22.1% for professors, but 98.5% of respondents said that professional ethics is important. Their knowledge and attitudes related to medical ethics were average, ranging from 5 points to 3.37 points, followed by "relationships with patients (3.75 points)", "medical and social relations (3.19 points)", and "individual specialties (3.16 points)." Conclusions: Students and professors who major in dental hygiene recognize the importance of professional ethics, but the level of knowledge and attitude related to medical ethics has been found to be moderate. Therefore, it is suggested that medical ethics, including professional ethics, should be treated as an essential subject in the university curriculum.

• 기본간호학회지
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• 제21권4호
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• pp.446-456
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• 2014

Purpose: Purpose: This study was undertaken to develop directions for research on nursing practice education and also for standardization of contents of Fundamental Nursing Practice (FNP) by identifying and analyzing the present content and inconsistency in FNP textbooks. Method: Eleven FNP textbooks published between 2007 and 2013 were selected and itemized nursing contents were compared and analyzed. Nursing professors and practicingnurses prioritized contents identified from an actual condition survey based on theoretical reason and clinical guides for each item. Results: Inconsistencies were found for 34 domains with 219 sub items and of them, 21 domains and 84 items needed to be standardized. Number of items that showed consistency between professors and nurses ($ICC{\geq}.800$) was 29 (34.5%) and for complete consistency (ICC=1), 4 (4.8%). Number of items that showed inconsistency between the groups (ICC<.600) was 30 (35.7%) and very low consistency (ICC=0), 10 (11.9%). Conclusion: The results indicate a difference between understood validity of content by professors and by nurses and technical differences among FNP textbooks. Therefore confirmation of the items needing to be standardized and differences in understanding content by professors and by nurses shows a need for standardization of practice education between course and clinical practice. These results provide basic data for developing standardized form of FNP education.

• 한국컴퓨터정보학회:학술대회논문집
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• 한국컴퓨터정보학회 2019년도 제60차 하계학술대회논문집 27권2호
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• pp.349-350
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• 2019

인구 감소에 따른 입학자원의 감소로 인해 대부분의 대학이 어려움을 겪고 있는 교육 환경 속에서 대학이 생존과 양질의 교육을 위해 모색하고 있는 것 중의 하나는 융합교육이다. 본 연구에서는 수요자 모두가 만족할 수 있는 융합교육을 실시하기 위하여 교수자와 학습자의 융합교육에 대한 인식과 희망 융합 학문 분야 등을 조사 분석하여 전문대학의 융합교육에 필요한 학문 분야별 요소들을 도출하고자 하였다. 특히, IT 분야에 대한 교수자와 학습자들의 융합 희망 분야에 대한 인식 비교를 통해 향후, IT 분야 융합교육의 운영에 대한 방안을 모색하는데 그 목적이 있다.

• 대한치과기공학회지
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• 제20권1호
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• pp.13-19
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• 1998

This study was performed to identify the current problem of The National Qualification Examination for Dental Technician and to provide suggestion for improvement of The National Qualification Examination System. This study was based on the questionaries answered by the professors in the department of dental technology of college and the members of Korea dental technician's society. The result could be summarized in the following. 1. The examination should be held not only in Seoul but in other areas simultaneously. 2. Prepartation of The National Qualification Examination should be entrusted to a committee composed of selected members of The Korea Dental Technician Association and selected members of professors in the department of dental technology. 3. The carrving practical examination should be continued and the method of grading should be change to ensure fairness, objectivity and balance. Specially colored wax can be used to prevent cheating in test. 4. The examination on the subject of "The Introduction Dental Anatomy" should be different for dental technicians and dental hygienists. And the subjects need to be divided into "Dental Morphology" and "Oral Anatomy".

• 대한간호학회지
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• 제8권1호
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• pp.111-130
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• 1978

This study of nurse educator's attitudes which found aspects of professional nursing was carried out from September 10 to 30, 1977. Subjects were 205 respondents from a total population of 314 nurse educators from the level of instructors to professors in all the diploma (post high school 3 year), professional junior college (3 year level) and university (4 year) nursing schools in Korea. Specific objectives were to determine their attitudes about the 1. social position of nursing as a profession, 2. nurses attitudes towards their word, 3. factors influencing the development of nursing, 4. the future of nursing, 5. nursing educational problems, 6. their own educational position's intrinsic job satisfaction and 7. their salary and benefits. The instrument used was a questionnaire developed from consultations with nursing educators and sociologists, and based on earlier. worts by Burke (1976), Mason (1974) and Hong 1969. Data were analysis by computer using one-way analysis. Statistically significant findings included the following; 1. Responses were positive toward all seven aspects of professional nursing. 2. Compared to diploma nursing school staff whose responses were positive, professional and university school faculty response toward the social position of nursing were neutral. 3. Faculty with clinical experience of 10 to 19 years were most positive in their responses about nurses' attitudes towards their work. In all three types of schools, in comparison to professors, associate professors' responses were more positive about nurses' attitudes toward their work. Faculty with longer clinical experience expressed high agreement with statements about factors which influence the development of nursing. Without any differences between school, all faculty had positive attitudes towards the future of nursing, the younger the staff member, the more positive were the responses. 4. faculty in diploma schools and those with 10 to 19 years clinical experience expressed high agreement with statement about nursing educational problems, 6. their own educational position's intrinsic job satisfaction and 7. their salary and benefits. The instrument used was a questionnaire developed from consultations with nursing educators and sociologists, and based on earlier. worts by Burke (1976), Mason (1974) and Hong 1969. Data were analysis by computer using one-way analysis. Statistically significant findings included the following; 1. Responses were positive toward all seven aspects of professional nursing. 2. Compared to diploma nursing school staff whose responses were positive, professional and university school faculty response toward the social position of nursing were neutral. 3. Faculty with clinical experience of 10 to 19 years were most positive in their responses about nurses' attitudes towards their work. In all three types of schools, in comparison to professors, associate professors' responses were more positive about nurses' attitudes toward their work. Faculty with longer clinical experience expressed high agreement with statements about factors which influence the development of nursing. Without any differences between school, all faculty had positive attitudes towards the future of nursing, the younger the staff member, the more positive were the responses. 4. faculty in diploma schools and those with 10 to 19 years clinical experience expressed high agreement with statement about nursing educational problems while responses from faculty from professional schools and those without clinical experience were neutral. 5. Responses showed general satisfaction with intrinsic aspects of teaching in all school. Associate professors were positive about satisfaction with salary and other benefits but full professors' responses were neutral.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제20권2호
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• pp.215-230
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• 2006

대학수학 학습에 필요한 성공요인, 실패요인에 대한 조사와 수학과 컴퓨터에 대한 태도검사를 학생들에게 실시하여 그 결과를 분석한 다음 외국학생들에 대한 연구결과와 비교해보고 학습지도에 활용하는 방법을 제시하고 있다. 학기초나 수업을 시작할 때 수학의 필요성과 중요성을 강조하고 구체적으로 학교 수준에 맞는 성공, 실패 항목을 지적하고 필요한 대책을 강구하며 컴퓨터의 도움이 수학학습에 필요하므로 학생들이 이용할 수 있는 컴퓨터 실습실을 만들어 주고 소프트웨어도 지원하여 도움을 받을 수 있도록 학교 당국에 협조를 구할 수 있는 근거를 제시하고 있다.

• 대한한의학회지
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• 제42권4호
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• pp.176-184
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• 2021

Objectives: The purpose of this study is to introduce the procedures and methods for mission and vision development at a College of Korean Medicine (CKM), which established its mission and vision using Delphi techniques and big data analysis on various members and stakeholders. Methods: A total of 754 participated in the Delphi survey. A Delphi survey was conducted with professors, students, parents, and alumni stakeholders to establish Daegu Haany University CKM's mission and vision. The data were analyzed through content analysis and big data analysis of keywords. Results: As a result of the study, the most important keywords to be included in the mission and vision were "professionalism" and "morality." Included in the mission were the concepts of "morality" and "professionalism," which were emphasized by the four groups. All surveyed stakeholders regarded "scientific," and "global" as important themes to be included in the vision. Conclusions: The present study confirmed that there were themes commonly prioritized by all stakeholders for college mission and vision, and a difference in demand for educational goals between professors and students was also affirmed. Therefore, institutions of higher learning should develop their mission and vision by appropriately reflecting the needs of the interest groups.