• Korean Security Journal
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• no.51
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• pp.61-78
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• 2017

This study aims to empirically validate the relationship between organizational learning transfer climate and the transfer of training and to enhance the transfer of training among South Korean coast guards. The empirical data was collected through 526 South Korean coast guards admitted to the institute, and support by managers and peers, and potential for organizational change were selected as independent variables for multiple regression. As a result, the transfer of training is positively correlated with support of mangers and peers, and potential for organizational change, thus suggesting factors like supervisor participation and long-term educational planning as policy implications for the effective transfer of training to work environment. Though findings from research cannot be generalized to the broader population due to limitations of sampling, this study does find its significance in that organizational learning transfer climate was considered as a key factor influencing the transfer of learning for the first time.

• Journal of Korean Academy of Nursing Administration
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• v.19 no.4
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• pp.513-524
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• 2013

Purpose: This study was conducted to identify ethical climate factors in hospitals and analyze their influence on job satisfaction and organizational commitment. Methods: A convenience sample of 196 nurses from one national university hospital in J city participated in this descriptive study survey. Instruments included the Ethical Climate Questionnaire, Job Satisfaction Scale, and Organizational Commitment Scale. Cronbach's ${\alpha}$ and factor analysis were done to test reliability and construct validity of the scales. Data were collected from March 15 to March 25, 2013 and analyzed using descriptive statistics, one-way ANOVA, t-test, Pearson correlation, and multiple regression with SPSS/WIN 18.0. Results: Seven ethical climate factors were identified; laws and professional codes, social responsibility, company rules and procedures, self-interest, personal morality, efficiency, and friendship. Factors influencing job satisfaction were friendship (${\beta}$=.25), social responsibility (${\beta}$=.20), laws and professional codes (${\beta}$=.20), and educational level (${\beta}$=.27), explaining 37.6% of variance in job satisfaction. Factors influencing organizational commitment included social responsibility (${\beta}$=.29), friendship (${\beta}$=.27), laws and professional codes (${\beta}$=.23), and age (${\beta}$=.19), with explanatory power of 44.6%. Conclusion: Results can be used as preliminary data for developing new strategies to establish positive ethical climates in hospital environments and thus enhance nurses' job satisfaction and organizational commitment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.11
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• pp.425-435
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• 2019

The purpose of this study was to examine the knowledge, awareness, safety-climate and performance of standard precautions for healthcare-associated infection control and to identify the factors that influence the performance of standard precautions among nurses in small- and medium-sized hospitals. The subjects of this study were 151 nurses who worked for more than 1 year in 6 small to medium-sized hospitals (less than 300 beds). The data was collected using self-report questionnaires from January 15 to February 15, 2018. The collected data was analyzed using the SPSS Statistics 22.0 program. The mean score for safety climate and performance of standard precautions showed significant differences according to the working department. There were significant positive correlations among knowledge, awareness, safety climate, and performance of standard precautions. The factors influencing the performance of standard precautions were safety climate and awareness. The explanatory power of the performance of the two variables was 23.3%. Based on the findings, it is necessary to improve the safety-climate and continuous educational program, and administrative support should be provided to improve nurses' performance of standard precautions for healthcare-associated infection control in small- and medium-sized hospitals.

• Korean Medical Education Review
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• v.23 no.2
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• pp.80-89
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• 2021

Professional identity formation (PIF) is an essential concept in professional education. Many scholars have explored conceptual frameworks of PIF and conducted empirical studies to advance an understanding of the construct in medical education. Despite its importance, it is unclear what educational approaches and assessment practices are actually implemented in medical education settings. Therefore, we conducted a literature review of empirical studies reporting educational practices for medical learners' PIF. We searched the Web of Science database using keywords and chose 37 papers for analysis based on inclusion and exclusion criteria. Thematic analysis was conducted. Most empirical papers (92%) were from North America and Western Europe and used qualitative research methods, including mixed methods (99%). The papers reported the use of reflection activities and elective courses for specific purposes, such as art as an educational activity. Patient and healthcare experiences were also found to be a central theme in medical learners' PIF. Through an iterative analysis of the key themes that emerged from the PIF studies, we derived the following key concepts and implications: (1) the importance of creating informal and incidental learning environments, (2) ordinary yet authentic patient experiences, (3) a climate of psychosocial safety in a learning environment embracing individual learners' background and emotional development, and (4) the reconceptualization of PIF education and assessment. In conclusion, research on PIF should be diversified to include various cultural and social contexts. Theoretical frameworks should also be diversified and developed beyond Kegan's developmental framework to accommodate the nonlinear and dynamic nature of PIF.

• Journal of Korea Entertainment Industry Association
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• v.15 no.4
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• pp.243-254
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• 2021

This study analyzed the abuse of authority among the types of power abuse in educational institutions in order to create an educational climate in which democracy and equality are respected and to create a better education and an equal society. First, we analyzed the concept and cause of power abuse through literature research, and then explored the cases of members of educational institutions according to the type of abuse of authority through qualitative research to derive implications. As a result, abuse of authority within educational institutions were found as follows: additional work without consultation, transfer of duties, coercive and unilateral instructions using status, instructions violating laws and guidelines, private instructions for personal convenience, specific institutions, personal rights, and privacy. Based on this analysis, a policy was proposed. First, an agreed standard for abuse of authority, an institutional mechanism to mediate conflicts and complaints over abuse of authority, mandatory installation and legislation of the best decision body, active and transparent disclosure of information, and a shift to open and listening administration are needed. Second, analyzing and seeking ways to reduce overuse of authority in educational institutions will be the cornerstone for leading education's democracy and equality by creating a culture of mutual respect and communication among members of the organization. Hope that follow-up studies will be carried out and that the Gap-jil in educational institutions will be reduced to create a better educational environment.

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.161-183
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• 2018

The purpose of this thesis is to study the Korea's Education Foundation Act and Japan's Education Foundation Act in a comparative way. The frame of comparison consists of three dimension: syntax analysis, way of legal conceptualization, and the educational climate and institutionalization. Major findings are as following: 1. Legal subjectives are clear in Korea but not clear in Japan 2. Civil relationship rules Korean education while public legal order rules Japanese education. 3. Partnership rules Korean education while administrative initiative rules Japanese education. 4. Curricular mandate is given to teachers in Korean education while to administrative hierarchy in Japanese education. 5. Public nature of schools means public credential in Korean education while public monopoly in Japanese education. 6. Professionalism is adopted for Korean teachers while missionary perspective adopted for Japanese teachers. 7. Korean education is expected to be secular while Japanese education is expected to reconcile with the traditional religious belief in Japan 8. Develop education still strongly orients the Korean education while education for sustainable development the Japanese education In summary, civil law frame is adopted in Korean education while in Japan public law frame is adopted in legalizing their Education Foundation Act. National climate influenced the education legislation in the two countries. Japan has strong missionary climate while Korea has secular perspective to education. Thess differences colored the way of literary expression in the legal text of the Education Foundation Act in the two countries.

• Journal of Science Education
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• v.46 no.3
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• pp.278-292
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• 2022

Researchers in science education have recently focused on service learning as an important educational approach to address environmental challenges including climate change. However, there are a limited number of studies focused on service learning in science education in Korea. In this study, based on existing related literature, the theoretical background of service learning is introduced and a conceptual framework that can be applied in the science education environment in Korea as a new approach to address environmental challenges is proposed. Given this, 112 relevant academic documents collected by searching a global database were analyzed. As a result, the theoretical background of service learning rooted in Dewey's experiential learning is introduced. Specifically, service learning is defined as a form of experiential learning that supports students in helping communities with structured services related to learning content, while at the same time fostering their in-depth understanding of content and engaging in civic and social responsibility as members of their community. In addition, a conceptual framework for service learning to address environmental challenges that can be applied to the science education environment in Korea is proposed. The proposed framework classifies the members of service learning into schools, students, and communities, and presents knowledge, experience, and learning through critical reflection as its core elements. It is important to actively implement service learning in science education to address various environmental challenges including climate change, biodiversity loss, air pollution, and deforestation, as just a few pressing challenges. Therefore, based on the proposed conceptual framework for service learning, studies that apply and verify diverse forms of educational approaches to addressing environmental challenges in local communities at school sites are needed.

• Journal of Christian Education in Korea
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• v.74
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• pp.7-31
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• 2023

The climate crisis threatens Earth's ecosystems and biodiversity. In particular, it can be said that the cause of the global crisis began with human greed. An educational alternative is needed to change the Christian worldview that causes greed. The purpose of this study is to find ways to apply democratic citizenship education to Christian education as an alternative to overcome the climate crisis. The contents of the study to achieve the purpose were first the essence of Christian citizenship education was examined by dividing it into citizenship education, democratic citizenship education, and Christian citizenship education. Second, The model of democratic citizenship education was established by defining its goals, content, methods, and directions within the context of Christian citizenship education. Third, the application plan of Christian education for democratic citizenship education was classified into 7 categories and proposed; environmental education to overcome the climate crisis, ethical education to restore the public role of the church, education to form God's character, education to realize the village education community, education that promotes Christ's peace and Christ education that fosters consideration for multicultural individuals, and literacy education to prevent the negative impacts of digital media culture. Next, the plan to apply democratic citizenship education to Christian education is, first, to reduce human greed and restore God's creation order through environmental education that can overcome the climate crisis. Second, through ethics education to restore the church's public nature, it is necessary to restore the church's role for the church's moral empathy and publicity. Third, through the education that forms the God's character, it is necessary to form a mature character of faith in which personality and faith are harmonious and balanced. Fourth, schools, villages, and churches form a community through education that realizes a village education community so that the members of the village can obtain educational results. Fifth, through education that aims for the peace of the God Christians should be able to live as Christian democratic citizens who achieve peace in the kingdom of God. Sixth, through education that considers multicultural people, faith education that helps them overcome discrimination, exclusion, and hatred toward multicultural people with the love of Jesus Christ and seek a life of coexistence. Seventh, through literacy education that prevents the harmful effects of digital media culture, personal ability to read and write in media should ultimately be improved to the ability to practice socially.

• Journal of Korean Academy of Nursing Administration
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• v.18 no.1
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• pp.33-45
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• 2012

Purpose: The purpose of this study was to identify the role experience of preceptor nurses in general hospitals. Methods: Data were collected from 10 experienced preceptor nurses through in-depth interviews about their experiences. The main question was "How do you describe your experience as a preceptor in the process of role adaptation?" Qualitative data from field and transcribed notes were analyzed using Strauss & Corbin's grounded theory methodology. Results: The core category of experience in the process of role adaptation as a preceptor nurse was identified as 'being responsible to teach from beginning to end'. The participants identified five interactional strategies; 'abruptly having to take the role as a preceptor unwilling', 'difficulties in field training with variable situations', 'preceptor and new nurse with love and hate relationships', 'bring up preceptee as a child', 'redefining the concept of preceptor'. Conclusion: The results of this study provide useful information for understanding the role of preceptor nurses in general hospital who have to teach new nurses with patience and responsibility. It will be needed to establishment of preceptor's role and educational standards, and policy for their rewards by nurse manager. Additionally, making cooperative educational climate in nursing ward is important for teaching new nurse.

• KIEAE Journal
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• v.10 no.6
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• pp.139-144
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• 2010

The demands are increasing for the efficient heating and cooling system and thermal comfort environment because of changes in climate and environment, and deterioration of buildings and facilities can cause education budget to increase. So the study to apply heating and cooling system to university is urgently needed to improve an optimum energy saving system, educational environment and convenience of maintenance. For this reason, we selected a university campus in Seoul then came to understand the current situation and found some problems. We drew alternatives from comparative analysis of them. It selects representative building and carries out economic analysis to evaluate characteristics of energy consumption and economics on each type of heating and cooling system. As a result we drew the optimum system from those processes as previously stated. We studied 3 available systems, absorption chiller, EHP(Electric Heat Pump) and GHP(Gas Engine Heat Pump). According to LCC analysis suppose that the value of EHP is 1, it came out that the value of absorption chiller is 1.5 and the value of GHP is 2.2. This study, suggesting the optimum heating and cooling system, will support educational and research activities furthermore effect to maximize energy efficiency. Ultimately it is expected that it will contribute to make eco-friendly Green Campus.