• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.825-838
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• 2018

The purpose of this study is to develop a survey tool of scientific character for elementary student which connects science education and character education effectively by figuring out traits of elementary students' character being presented in teaching and learning context of elementary school science. For this, we adapted the theocratical model from the previous research which defined scientific character as the competencies being able to practice in concrete teaching and learning context of science. Based on this model, we developed the survey tool as 'Scientific Character Inventory for Elementary Student' to assess elementary students' scientific character as the competences to practice the virtues being pursued in the context of elementary school science and verified its reliability and validity. As a result of an exploratory and confirmatory factor analysis, we confirmed all the items could be summarized into 28 items and eight constructs such as scientific problem-solving, self-management, self-reflection, communication, interpersonal skill, community participation, global citizenship, and environmental ethics awareness. We found that minimum reliability coefficient of constructs was over than 0.5 and reliability coefficient of the total items was 0.878. And also, there was modest relationship between each construct and the total score of scientific character. These results show that the developed survey tool can be useful in evaluating the effectiveness of science character education. This study is meaningful in that it systematically reveals constructs of scientific character which can be raised in concrete context of science teaching and learning so as to suggest the survey tool to assess this.

• Journal of Convergence for Information Technology
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• v.12 no.4
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• pp.56-66
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• 2022

The purpose of this study was to investigate the job satisfaction and quality of life of nurses in a integrated nursing care service ward (INCSW) and a general ward (GW). A total of 88 nurses working in INCSW and GW were invited and followed up for 6 months over 3 times. There was no significant difference in job satisfaction between INCSW and GW for 6 months, while there was a difference in quality of life: overall quality of life (1st p=.033, 2nd p=.030), and overall general health (1st p=.049). Comparison of two groups by period in job satisfaction, there were statistically significant differences of the item 'recognition from the organization and professional achievement' (2nd versus 3rd, p=.037) and 'interpersonal interaction with respect and recognition' (1st versus 3rd, p=.005; 2nd versus 3rd, p=.006) in the INCSW. Comparison of two groups by period in quality of life, there was a statistically significant difference of the item 'overall quality of life' (1st versus 3rd, p=.025; 2nd versus 3rd, p=.010) in the INCSW. Development of various nursing strategies (such as manpower arrangement that reflects the nursing skill levels, patient needs, job training and organizational culture before placement) can be helpful for improving nurses job satisfaction and quality of life in INCSW and GW.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.11 no.1
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• pp.110-123
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• 2000

The short-term music therapy was performed for adolescents with conduct disorder admitted to Seoul National Mental Hospital for 3 months from Jun to September, 1998. This case study focused mainly on two female patients who participated regularly in the group music therapy. The music therapy process was divided into three phases；beginning, opening up, and closing. This music therapy session consisted of three parts；hello song as beginning, various musical activities, and sound & movement activity as closing. Free musical improvisation, song discussion, musical monodrama, and sound & movement were the mainly applied techniques. Free improvisation was used to enhance, motivate, identify and contain the adolescents' feelings and ideas. Song discussion was used to convey their thoughts and to support each other. Musical monodrama was used to make them have insights into interpersonal relationships. Sound & movement was used to enhance spontaneity. It made them explore their body and voice as an expressive medium. Throughout three months period of music therapy, patient A's communication skill, socialization, and behavior areas were assessed with improvement. She could use music as a symbolic form and was able to share her feelings about herself and her family. Patient B's self-expression and cognitive areas were assessed with improvement. She became more spontaneous and could verbalize her emotions during the group session. Music as a non-verbal and therefore often a non-threatening medium wherein so much can be expressed provided two female patients an atmosphere where a sense of trust may be regained.

• Journal of Home Health Care Nursing
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• v.6
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• pp.33-45
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• 1999

The purpose of this study was to develop a basic framework and criteria for evaluation of quality care provided to patients with the attributes of disease in the home care nursing field, and to provide measurement tools for home health care in the future. The study design was a developmental study for evaluation of hospital-based HCN(home care nursing) in Korea. The study process was as follows: a home care nursing study team of College of Nursing. Yonsei University reviewed the nursing records of 47 patients who were enrolled at Yonsei University Medical Center Home Care Center in March, 1995. Twenty-five patients were insured at that time, were selected from 47 patients receiving home care service for study feasibility with six disease groups; Caesarean Section (C/S), simple nephrectomy, Liver cirrhosis(LC), chronic obstructive pulmonary disease(COPD), Lung cancer or cerebrovascular accident(CVA). In this study, the following items were selected : First step : Preliminary study 1. Criteria and items were selected on the basis of related literature on each disease area. 2. Items were identified by home care nurses. 3. A physician in charge reviewed the criteria and content of selected items. 4. Items were revised through preliminary study offered to both HCN patients and discharged patients from the home care center. Second step : Pretest 1. To verify the content of the items, a pretest was conducted with 18 patients of which there were three patients in each of the six selected disease groups. Third step : Test of reliability and validity of tools 1. Using the collected data from 25 patients with either cis, Simple nephrectomy, LC, COPD, Lung cancer, or CVA. the final items were revised through a panel discussion among experts in medical care who were researchers, doctors, or nurses. 2. Reliability and validity of the completed tool were verified with both inpatients and HCN patients in each of field for researches. The study results are as follows: 1. Standard for discharge with HCN referral The referral standard for home care, which included criteria for discharge with HCN referral and criteria leaving the hospital were established. These were developed through content analysis from the results of an open-ended questionnaire to related doctors concerning characteristic for discharge with HCN referral for each of the disease groups. The final criteria was decided by discussion among the researchers. 2. Instrument for measurement of health statusPatient health status was measured pre and post home care by direct observation and interview with an open-ended questionnaire which consisted of 61 items based on Gorden's nursing diagnosis classification. These included seven items on health knowledge and health management, eight items on nutrition and metabolism, three items on elimination, five items on activity and exercise, seven items on perception and cognition, three items on sleep and rest, three items on self-perception, three items on role and interpersonal relations, five items on sexuality and reproduction, five items on coping and stress, four items on value and religion, three items on family. and three items on facilities and environment. 3. Instrument for measurement of self-care The instrument for self-care measurement was classified with scales according to the attributes of the disease. Each scale measured understanding level and practice level by a Yes or No scale. Understanding level was measured by interview but practice level was measured by both observation and interview. Items for self-care measurement included 14 for patients with a CVA, five for women who had a cis, ten for patients with lung cancer, 12 for patients with COPD, five for patients with a simple nephrectomy, and 11 for patients with LC. 4. Record for follow-up management This included (1) OPD visit sheet, (2) ER visit form, (3) complications problem form, (4) readmission sheet. and (5) visit note for others medical centers which included visit date, reason for visit, patient name, caregivers, sex, age, time and cost required for visit, and traffic expenses, that is, there were open-end items that investigated OPD visits, emergency room visits, the problem and solution of complications, readmissions and visits to other medical institution to measure health problems and expenditures during the follow up period. 5. Instrument to measure patients satisfaction The satisfaction measurement instrument by Reisseer(1975) was referred to for the development of a tool to measure patient home care satisfaction. The instrument was an open-ended questionnaire which consisted of 11 domains; treatment, nursing care, information, time consumption, accessibility, rapidity, treatment skill, service relevance, attitude, satisfaction factors, dissatisfaction factors, overall satisfaction about nursing care, and others. In conclusion, Five evaluation instruments were developed for home care nursing. These were (1)standard for discharge with HCN referral. (2)instrument for measurement of health status, (3)instrument for measurement of self-care. (4)record for follow-up management, and (5)instrument to measure patient satisfaction. Also, the five instruments can be used to evaluate the effectiveness of the service to assure quality. Further research is needed to increase the reliability and validity of instrument through a community-based HCN evaluation.

• Journal of Distribution Research
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• v.17 no.3
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• pp.59-92
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• 2012

With accumulated research evidence, there is little doubt that leadership behavior is related to a wide variety of positive individual and organizational outcomes. Indeed, leadership behavior has been empirically linked to increased employee satisfaction, organizational commitment, extra effort, turnover intention, organizational citizenship behavior, and overall employee performance. Although leadership behavior has been linked to a number of positive organizational outcomes, research regarding the antecedents of such behavior is limited. Especially there is little research dealing with the antecedents of inter-organizational leadership behavior. This study interests in inter-organizational ethical leadership among marketing channel members. In both the mass media and the academic association, there has been a surge in interest in the ethical and unethical behavior of leaders. Although the corporate scandals in recent years may explain much of the mass media and popular focus, academics' interest has been limited by evidence that ethical leadership behavior is associated with both positive and negative inter-organizational processes and performances. This study tried to contribute to this body of knowledge by examining antecedents of ethical leadership. Ethical leadership is defined "the demonstration of normatively appropriate conduct through personal actions and interpersonal relationships, and the promotion of such conduct to followers through two-way communication, reinforcement, and decision-making." Ethical leaders not only inform individuals of the behefits of ethical behavior and the cost of inappropriate behavior, such leaders also set clear standards and use rewards and fair and balanced punishment to hold followers accountable for their ethical conduct. Despite the assume importance and prominence of ethical leadership among organizations, there are still many questions relating to its antecedents and consequences. One is whether the likelihood of an leading organization being perceived as an ethical leader among other following organizations in marketing channels can be predicted using its characteristics and inter-organizational relationship maintenance skills. Identifying trait and skill antecedents will aid in the development of strategies for selecting and developing ethical leaders and determining the best means to reinforce ethical behaviors. The purpose of this study is to investigate the effects of three categorized variables on ethical leadership of channel leader. To be concrete, this study develops a model of the antecedents of three conceptually distinct forms of channel leader characteristics, such as organizational traits, inter-organizational relationship maintenance strategies, and supplier management strategies, and tests the hypothesized differential effects on ethical leadership of marketing channel leaders. The reason why this study deals with discount store channel is that there is very strong inter-dependence between a discount store and its suppliers. Their strong inter-dependence makes their relationship as the relationship between a leader and suppliers and creates an atmosphere that leadership occur without difficulty. The research model is as follows. For the purpose of empirical testing, 295 respondents of suppliers of discount store channel in Korea were surveyed. The procedures included scale reliability, and discriminant and convergent validity were used to validate measures. Also, the reliability measurements traditionally employed, such as the Cronbach's alpha, were used. All the reliabilities were greater than .70. This study conducted confirmatory factor analyses to assess the validity of our measurements. All items loaded significantly on their respective constructs(with the lowest t-value being 15.2), providing support for convergent validity. We then examined composite reliability and average variance extracted(AVE). The composite reliability of each construct was greater than .70. The AVE of each construct was greater than .50. This study tested research model using Partial Least Square(PLS). The estimation of the structural equation model revealed an acceptable fit of the model to the data($r^2$=.851). Thus, This study concluded that the model fit was considered acceptable. The results of PLS are as follows. The results indicated that conscientiousness, openness, conflict management, social networks, training, fair reward had positive effects on ethical leadership of channel leaders. On the other hand, emotional insecure had negative effect and agreeableness, assurance, and inter-organizational communication had no significant effect on supply chain leadership.

• Journal of Korea Entertainment Industry Association
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• v.14 no.7
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• pp.429-437
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• 2020

This study is aimed at exploring the current state, necessity and activation of curriculum related to image making program in domestic colleges. To achieve this, an empirical survey was carried out to college students to provide basic data for the development of image making education program in the college curriculum as a measure to guide job interviews with them and improve interpersonal skills of employees-to-be. To achieve this, a survey was carried out to 400 college students in Gwangju and Jeonnam areas. The analysis was conducted to verify the collected data using SPSS v. 21.0 through the process of data coding and data cleaning. The results are as follows. First, the necessity of image making program curriculum showed that they needed the image making program in the college curriculum, the image making program curriculum to get a job and manage an image of employees-to-be after graduation, and other people's help to figure out the images objectively. Second, the educational importance of image making program showed that attitude (behavior) was the highest, followed by manners & greeting, look, speech, relationship, clothes, hairstyle, and makeup. In terms of the important educational factors of image making program, look was the highest, followed by makeup, hairstyle, attitude (behavior), relationship, speech, clothes, and manners & greeting, which look was the most important. Third, the educational influence of image making program showed that the influence on employment was the highest, followed by the influence on relationship, and the influence on life. Fourth, the educational activation of image making program showed that the appropriate educational time for image making program they want was from the second year. Education hours they want were once a week for one semester. And the curriculum they want was liberal arts or an optional course of liberal arts. In terms of image making program-related curriculum contents, manner & greeting was the highest, followed by makeup & coordination, job fair, education to acquire a skill qualification, and training for domestic companies, which their biggest wish was manner & greeting. And image making program leaders they want were major professors. In terms of image making program-related education, speech or voice was the highest, followed by education to analyze communication, education to analyze and practice matching hairstyles and makeup, Education on corporate interviews, and education on walking or posture correction, which their biggest wish was speech or voice and education to analyze communication.

• Journal of Korean Academy of Nursing
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• v.4 no.2
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.