• 한국환경보건학회지
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• 제41권2호
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• pp.102-115
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• 2015

Objectives: A learning organization was designed and implemented on the basis of the selection criteria and essential elements of knowledge translation theory. Methods: The learning organization was designed on the basis of biosafety harmonization criteria and risk management strategy and was implemented as the learning organization for biosafety management by the National Institute of Health, Korea Centers for Disease Control & Prevention. The effect of knowledge translation in the research institutions by evidence-based policy was verified. Results: The result of applying the knowledge translation theory involving all stakeholders showed a positive reaction in establishing and implementing biosafety management strategy and embodied risk assessment criteria and evoked sympathy with the necessity of learning and using of expert knowledge about risk assessment and risk management. All stakeholders initiated voluntarily action toward new human-network construction and communication between similar organizations. The learning organization's capability expanded the base of knowledge translation. Conclusion: These results showed that a learning organization could enhance the autonomous safety management system by diffusion of knowledge translation.

• 치위생과학회지
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• 제23권4호
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• pp.330-342
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• 2023

Background: As the medical knowledge base grows at an accelerating rate, evidence-based clinical performance becomes increasingly important for providing quality care. Previous studies have highlighted the need to promote job crafting to actualize evidence-based practical skills in the medical field. This study aimed to investigate the degree of evidence-based practice among dental hygienists and assess the impact of job crafting on the evidence-based practical skills of dental hygienists. Methods: Dental hygienists working at dental hospitals and clinics in Seoul and Gyeonggi Province were surveyed between February 28 and April 6, 2023. The sample was comprised of 267 participants. The hypotheses were tested independent t-tests, one-way analysis of variance, Pearson's correlation coefficients, and multiple regression analyses using SPSS 29.0. Results: The degree of job crafting by dental hygienists demonstrated significant differences based on educational attainment, workplace size, and workplace type. Evidence-based practical skills exhibited significant variations based on educational attainment and job position. All job crafting subfactors demonstrated positive correlations with evidence-based practical skills. The job crafting subfactors affecting the evidence-based practical skills of dental hygienists were 'increasing structural job resources' and 'increasing challenging job demands,' which together explained 38.7% of the variance in evidence-based practical skills. Conclusion: This study demonstrates that job crafting was positively and significantly correlated with evidence-based practical skills. To strengthen the job crafting ability of dental hygienists, improving environmental conditions and fostering an organizational culture that motivates continued participation in education is necessary. The development and promotion of programs that enable learning of the latest evidence should be actively pursued. Additionally, regular attendance at workshops and participation in organizational evidence-based practice education programs are necessary.

• 한국콘텐츠학회논문지
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• 제21권10호
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• pp.613-621
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• 2021

본 연구의 목적은 근거기반실무를 활용한 응급간호 수업 운영의 효과를 확인하기 위함이다. 본 연구는 단일군 전후설계연구이다. 본 연구는 일개 대학교의 3학년 간호대학생 54명을 대상으로 시행되었으며, 자료수집기간은 2019년 9월 2일부터 12월 2일이었다. 근거기반실무를 활용한 응급간호 수업은 근거기반실무의 5단계를 활용하여, 13차시로 진행되었다. 수업 운영은 강의, 팀기반학습, 사례기반학습으로 구성하였다. 자료분석은 SPSS/WIN 21.0 프로그램을 이용하였으며, 기술통계와 paired t-test를 이용하여 분석하였다. 근거기반실무를 활용한 응급간호 수업 후, 근거기반실무 신념(t=-2.76, p=.008), 근거기반실무 역량(t=-5.035, p<.001)은 통계적으로 유의하게 향상되었다. 반면 비판적사고성향은 통계적으로 유의한 차이가 없었다. 연구 결과는 근거기반실무를 활용한 응급간호 수업이 간호 학생의 근거기반실무 신념과 역량을 향상시키는 효과적인 교육전략임을 확인할 수 있었다.

• 대한물리치료과학회지
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• 제28권1호
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• pp.33-45
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• 2021

Background: Children with cerebral palsy have difficulty acquiring motor skills through motor learning due to lack of motor planning of the central nervous system and musculoskeletal dysfunction. Motor learning is the acquisition or modification of movements with the aim of developing skilled movements and behaviors. Cerebral palsy improve motor function through motor learning, and effective motor learning mainly depends on practice parameters such as learning feedback. Therefore, we investigate the effect of motor learning in children with cerebral palsy and try to present the possibility of clinical application. Design: A systemic review. Methods: Research papers were published from Jan, 2010 to Dec, 2020 and were searched using PubMed and Medline. The search terms are 'task specific training' OR 'motor learning' OR 'feedback(Mesh term)' OR 'goal activity' AND 'cerebral palsy(Mesh term)'. A total of eight papers were analyzed in this study. The paper presented the quality level based on the research evidence, and also presented PEDro (Physiotherapy Evidence Database) scores to evaluate the quality of design studies in randomized clinical trials. Results: The results showed that motor learning coaching in children with cerebral palsy improved motor function in post and follow up tests. Also, self-control feedback of motor learning is more effective than external control feedback. 100% external control feedback of motor learning is effective in the acquisition phase and 50% external feedback of motor learning is effective in the retain phase. Conclusion: These results suggest that it will be an important data for establishing evidence on the effect of motor learning arbitration methods in children with cerebral palsy to develop clinical applicability and protocols.

• 한국초등과학교육학회지:초등과학교육
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• 제37권2호
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• pp.173-187
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• 2018

The purpose of this study is to clarify the specific terms of epistemic and epistemological by reviewing the literature on epistemological understanding of science learning, examine the necessity of epistemic discourse analysis based on the view of social epistemology, and provide an exemplar of practical epistemology analysis for elementary children's science learning. The review was conducted in terms of meaning and terminology about epistemic or epistemological approach to science learning, epistemology of/for science, and methodologies for epistemic discourse analysis. As an alternative way of epistemic discourse analysis in science classroom I employed practical epistemology analysis (by Wickman), evidence-explanation continuum (by Duschl), and DREEC diagram (by Maeng et al.). The methods were administered to an elementary science class for the third grade where children observed sedimentary rocks. Through the outcomes of analysis I sought to understand the processes how children collected data by observation, identified evidence, and constructed explanations about rocks. During the process of practical epistemology analysis the cases of four categories, such as encounter, stand-fast, gap, and relation, were identified. The sequence of encounter, stand fast, gap, and relation showed how children observed sedimentary rocks and how they came to learn the difference among the rocks. The epistemic features of children's observation discourse, although different from scientists' discourses during their own practices, showed data-only conversation, evidence-driven conversation, or explanation inducing conversation. Thus I argue even elementary children are able to construct their own knowledge and their epistemic practices are productive.

• 한국초등과학교육학회지:초등과학교육
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• 제29권4호
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• pp.414-426
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• 2010

For this study, inquiry-based learning program was developed for promoting elementary students' scientific justification activities based on their uses of scientific evidences. The program was applied to the 5th grade science class to examine the types of evidences and major features of scientific justification activities. Analysis of the data showed that the evidences used by students were classified into knowledge-based evidence, experience-based evidence and authority-based evidence. As for students' justification features, this study reports three major cases: a case evolving evidence and justification to become more valid and logical, as inquiry activities progressed, other case maintaining less valid and illogical evidence and justification, and final case revealing passive and reluctant participation in the inquiry activities. Overall, students' participation in scientific justification process became more valid and relevant, while there were some students who were unable to make the relevant relations between evidences and claims they made. The educational implications were discussed to consider more effective ways to improve the scientific classroom environment through social knowledge construction.

• 대한간호학회지
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• 제46권5호
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• pp.697-709
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• 2016

Purpose: This study was conducted to develop and test a structural model of evidence-based practice (EBP) implementation among clinical nurses. The model was based on Melnyk and Fineout-Overholt's Advancing Research and Clinical Practice through Close Collaboration model and Rogers' Diffusion of Innovations theory. Methods: Participants were 410 nurses recruited from ten different tertiary hospitals in Korea. A structured self-report questionnaire was used to assess EBP knowledge/skills, EBP beliefs, EBP attitudes, organizational culture & readiness for EBP, dimensions of a learning organization and organizational innovativeness. Collected data were analyzed using SPSS/WINdows 20.0 and AMOS 20.0 program. Results: The modified research model provided a reasonable fit to the data. Clinical nurses' EBP knowledge/skills, EBP beliefs, and the organizational culture & readiness for EBP had statistically significant positive effects on the implementation of EBP. The impact of EBP attitudes was not significant. The dimensions of the learning organization and organizational innovativeness showed statistically significant negative effects on EBP implementation. These variables explained 32.8% of the variance of EBP implementation among clinical nurses. Conclusion: The findings suggest that not only individual nurses' knowledge/skills of and beliefs about EBP but organizational EBP culture should be strengthened to promote clinical nurses' EBP implementation.

• 한국BIM학회 논문집
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• 제6권4호
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• pp.35-41
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• 2016

Learning effect is an observation that the more times a task is performed, the less time is required to produce the same amount of outcomes. The construction industry heavily relies on repeated tasks where the learning effect is an important measure to be used. However, most construction durations are calculated and applied in real projects without considering the learning effects in each of the repeated activities. This paper applied the learning effect to the repeated activities in a small sized apartment construction project. The result showed that there was about 10 percent of difference in duration (one approach of the total duration with learning effects in 41 days while the other without learning effect in 36.5 days). To make the comparison between the two approaches, a large number of BIM based computer simulations were generated and useful patterns were recognized using machine learning algorithm named Decision Tree (See5). Machine learning is a data-driven approach for pattern recognition based on observational evidence.

• Educational Technology International
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• 제9권2호
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• pp.123-142
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• 2008

The purpose of this study was to examine how computer conferencing might facilitate collaborative learning for students to engage in meaningful discussion. The participants in this study consisted of the instructor and the students in a graduate level course. Different sources of evidence were used to triangulate the data: in-depth interviews, content analysis of transcripts of discussion, and other archival data including course syllabus, presentation materials, and lecture notes. Participants perceived web-based learning as collaborative process, providing opportunities to share the idea, respect and evaluate different perspectives, and co-construct new insights. Analysis of the data revealed several challenges related collaboration in a web-based learning environment: absence of a sense of community, technical problems, adaptability to different types of learner, and managing the discussion. The data also indicated that a variety of strategies were used to facilitate learning: building a sense of community, technical support, developing instructional methodologies, class size, and design of the content.

• STI Policy Review
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• 제9권1호
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• pp.30-54
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• 2018

The government of Indonesia has initiated the Master Plan of National Research (RIRN) 2017-2045 as a policy umbrella of national research activity. The initiative has been in place since 2015, yet the process required a long period of coordination. And with the extensive movement of evidence-based policymaking (EBPM), there has been a call of expectation towards policymakers to accurately use scientific evidence in their policymaking process. However, the complexity of policymaking process renders the ideal notion of EBPM questionable. This research attempts to understand how the EBPM as an idea can shape the interactions of actors in the policymaking process by using the discursive institutionalism as the analytical framework. By conducting ten interviews with actors involved in the making of RIRN and close examination of the policy documents for content analysis, this research describes the institutional features of EBPM discourse in Indonesia, which are reflected in the interactions of policy actors in the policymaking process of RIRN. This research also offers descriptive and learning narratives on the role of discourse in the policymaking process.