• 한국사회복지학
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• 제57권1호
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• pp.61-91
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• 2005

본 연구는 한국의 교육현장과 실천현장을 연결하기 위한 목적의 일환으로 한국의 사회복지실천 현장에서 우리의 사회복지사들이 실제 수행하고 있는 실천활동을 분석해 보기 위한 탐색적 연구이다. 이를 위해, 연구자는 현재 한국의 다양한 사회복지 현장에서 활동하고 있는 사회복지사들(669명의 조사 대상자 중 361명이 응답)이 가장 많이 활용하고 있는 실천기술이 무엇인가를 한국의 실천현장에 뿌리를 두고 경험적으로 조사했다. 활용도가 높은 기술 132개의 목록을 제시했으며 그 기술들 안에 존재하는 주요 기술 축 7개를 탐색적 요인분석을 통해 도출했다. 다음으로 이들 각 기술 축 안에 존재하는 하위 기술군들이 요인분석을 통해 도출되었으며, 이들 하위 기술군을 대표하는 핵심기술지표 42개가 제시되었다. 마지막으로 다양한 실천현장별로 각기 다른 실천기술 축을 확인해 분류하였다. 결과의 함의와 후속 연구를 위한 제언이 제시되었다.

• 대한지역사회영양학회지
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• 제3권2호
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• pp.281-291
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• 1998

Job analysis was done by the method of interview and survey to find out the human attributes needed for dietitans' job performance. The knowledge, skills, abilities and other characteristics including personality were major items in the questionnaire. The questionnaire was distributed to 340 schools and hospital dietitians. Among these, 201 were compeletely filled out, returned and statistically analyzed according to the frequency scale and importance scale respectively. The results were as follows : 1) The age, education, job experience and monthly pay of hospital dietitians were higher than those of school dietitians. This was partly due to the reflection of short chronicle of school foodservice. 2) The most important human attributes for rwo groups were commonly shown as sincere and faithful personality, good human relationship and responsibility for business outcome. 3) Computer skill and menuplanning ability were human attributes of the most frequently used by school dietitians, whereas knowledge of diet therapy, clinical nutrition, and pathology of disease were frequently used by hospital dietitians. 4) The correlation coefficients between two groups were as follows : Spearman's rho value of personality, skills and abilities, and knowledge were 0.806, -0.432,-0.203 respectively, according to the importance scale. 5) An overall view from t test between two groups, various human attributes, especially knowledge were more frequently used by hospital dietitians.

• 의학교육논단
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• 제23권1호
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• pp.11-22
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• 2021

This review of the literature explored the experiences and effects of peer-assisted learning in basic medical education. Peer-assisted learning is most commonly utilized to teach clinical skills (including technical skills) and medical knowledge (76.4%). It has also been used, albeit less frequently, to facilitate small-group discussions including problem-based learning, to promote students' personal and professional development, to provide mentoring for career development and adaptation to school, to give tutoring to at-risk students, and to implement work-based learning in clinical settings. Near-peer learning is a common type. The use of active learning techniques and digital technology has been increasingly reported. Students' leadership had frequently been described. Student tutor training, programs for teaching skills, institutional support, and assessments have been conducted for effective peer-assisted learning. There is considerable positive evidence that peer-assisted learning is effective in teaching simple clinical skills and medical knowledge for tutees. However, its effects on complex skills and knowledge, small-group discussions, personal and professional development, peer mentoring, and work-based learning have rarely been studied. Additionally, little evidence exists regarding whether peer-assisted learning is effective for student tutors. Further research is needed to develop peer-assisted learning programs and to investigate their learning effects on student tutors, small-group discussion facilitation, personal and professional development, peer mentoring, and peer-led work-based learning in the clinical setting in South Korea. Formal programs and system advancement for a student-led learning culture is needed for effective peer-assisted learning.

• 성인간호학회지
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• 제20권6호
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• pp.932-940
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• 2008

Purpose: The purpose of this descriptive study was to compare ways of coping and physical symptoms of realistic optimist with unrealistic optimist in university students. Methods: The participants for this study were students from three university, located in Seoul and Gangwon province. The data were collected by a questionnaire given to the students. Results: The most frequently used coping skills of realistic/unrealistic optimist was the pursuit of social support. Realistic optimists are likely to use not only active coping skills but also passive coping skills, on the other hand unrealistic optimists tend to less use all coping skills. But in physical health, it doesn't show a significant differences except gastro-intestinal symptoms between two group. Conclusion: Based on the finding of this study, it is needed nursing intervention for strengthening realistic optimism for helping university students cope with stress and health.

• 성인간호학회지
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• 제26권6호
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• pp.653-667
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• 2014

Purpose: This study was aimed to develop frequently-used clinical scenarios and scoring rubrics to assess core basic nursing skills in adult health nursing clinical practice for clinical evaluation based on program learning outcomes (PO). Methods: This study was a methodological research combining focus group interviews and questionnaires to select and construct scenarios. Data were collected from clinical practitioners, adult health nursing professors, and new nurses from November, 2013 to April, 2014. The developed scenarios and rubrics were applied to nursing students by way of showing an example. Results: The 12 frequently-used clinical scenarios were developed. The proportion of the evaluation rubrics were 30% for clinical instructors where as 70% for college instructors. In order for students to achieve the important learning outcomes from the courses for clinical practice, four program outcomes (POs) were selected as well as a rubric for each POs was developed. Students who had situation-based clinical practices showed higher levels of satisfaction on mastery of core basic nursing skills and communication skills. Conclusion: This findings of the study suggested the strategies for complementing pitfalls in clinical setting and achieving PO during students' clinical practicum.

• 성인간호학회지
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• 제19권5호
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• pp.37-46
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• 2007

Purpose: The purpose of this descriptive study was to identify predictors on health promoting behaviors of university students. Methods: The participants were 310 students by convenience sampling in G city. The data were collected through a questionnaire given to the students between September 10 to November 6, 2006. Descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients, and stepwise multiple regression were used to analyze the data. Results: The mean score for the level of health promoting behaviors and optimism was 2.60(${\pm} .31$) and 2.70(${\pm} .55$) respectively. The most frequently used coping skill was the pursuit of social support. There were positive correlations between health promoting behaviors and optimism, between health promoting behaviors and active coping skill, and between health promoting behaviors and passive coping skill. In stepwise multiple regression analysis, the most powerful predictor of health promoting behaviors was active coping skill. Conclusion: The results suggest that coping skills with optimism can be considered when developing a health promotion program for university students.

• 성인간호학회지
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• 제24권6호
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• pp.627-634
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• 2012

Purpose: The purpose of this study was to identify registered nurses learning needs about physical assessment. Specifically, what are the perceived competency, frequency of skill use and the unmet training needs. Methods: The study was an exploratory survey study. The sample was 104 registered nurses. Data were collected through three instruments: The Perceived Competency in Physical Assessment Scale, the Frequency of Physical Assessment Scale, and the Training Needs of Physical Assessment Scale which incorporated 30 core Physical Assessment skills. Descriptive statistics, t-test, and Pearson's correlation coefficient were used to analyze the data. Results: Auscultation of heart and lung sounds and inspection of the spine were rated by the subjects as physical assessment skills they feel least competent and also were less frequently performed. The most competent area for physical assessment was neurological system. The respiratory and abdominal system was identified as two systems that more education would be needed. Nurses with less than one year of working experience reported needing more training. Nurses with more than five years of clinical work experience performed physical assessment more frequently than nurses with less than five year of work experience. The perceived competency was positively related to the frequency of physical assessment. Conclusion: Continuing education is necessary to further train registered nurses regarding physical assessment skills and the program needs to be focused on the area which nurses are less competent for and have high training need.

• 디지털융복합연구
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• 제16권5호
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• pp.267-276
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• 2018

학생의 의사소통을 위한 간호 교과과정 내 표준화된 지침이 요구된다. 이에, 표준화 환자를 활용한 간호시뮬레이션 시 학생의 의사소통의 양태를 분석하였다. 2017년 3월부터 6월까지 간호학생 41명의 장염 환아 간호시뮬레이션을 녹화하고 질문지로 자료수집을 하였다. 이는 훈련된 연구원이 필사하고 의사소통 과정 분석에 근거해 내용, 빈도 분석한 결과, 학생은 간호사로서 중립적인 정보 교환을 위한 의사소통을 주로 사용하였고 자기노출(소개), 개방적 질문, 확인, 정보제공, 의견제시, 조언, 눈맞춤 등을 사용하였다. 간호 대상자가 불만을 제기하는 등의 불편한 상황에서 학생은 긴장하거나 경직되었으며 공감적 이해, 치료적 스킨십과 같은 높은 수준의 의사소통은 제한적으로 사용하였다. 이를 바탕으로 간호 전문성과 간호 서비스의 질적 향상을 위한 치료적 의사소통과 관련된 교육 전략의 필요성을 제언한다.

• 한국과학교육학회지
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• 제25권5호
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• pp.624-633
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• 2005

본 연구는 그래프 능력과 과학 탐구 능력 및 과학 학업 성취도의 상관 관계를 알아본 것이다. 그래프 능력과 과학 탐구 능력인 정적인 .41의 상관을 보였으며 이러한 결과는 선행연구의 결과들을 지지하는 것이다. 또한 그래프 능력은 과학 학업 성취도와 거의 통계적으로 상관이 없는 것으로 밝혀졌다. 그래프는 과학 학습에서 중요한 의사소통의 도구이다. 또한 그래프 능력은 과학 탐구 능력과 어느 정도 상관관계도 보이고 있다. 따라서 고등학생들의 그래프 능력의 부족한 부분을 신장시켜 과학 학습에 장애가 되지 않도록 해야 될 것이다.

• 한국어교육
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• 제29권3호
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• pp.145-163
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• 2018

The purpose of this study was to identify the necessity of research for increasing French language learners and to examine their use of listening strategies according to their proficiency as a basic study for their continuous learning and communication skills. In the case of French language Korean learners, both the beginner and intermediate learners used the upper cognitive strategy most frequently. However, the cognitive strategy, which has been mentioned as a frequently used strategy in previous studies, was found to be the least used in this study. This finding can be attributed to differences in mores and mastery of prior studies and research subjects. The cognitive strategy was lower in both the beginner and intermediate levels, but the level of use increased significantly in the intermediate level compared to the beginner level, showing only statistically significant differences in the usage patterns according to the proficiency level among the four listening strategies.