• Journal of Engineering Education Research
• /
• v.26 no.6
• /
• pp.3-18
• /
• 2023

The purpose of this study is to identify the difference between the current retention level and the required level of engineering students' career competency that they think they need based on their perceptions. Ultimately, the results of this study are used as basic data when designing the major/general education program and the curricular/extra-curricular career program. The task of this study is to identify the difference between the current retention level and the required level of engineering students' career competency. And based on this, it is to confirm the educational needs of engineering students for the career competency. For this purpose, literature research on career competency education in universities was reviewed in the theoretical background. Next, previous studies on career competency and sub-competence derived from career competency-related studies and detailed questions were analyzed. Based on this, an initial evaluation tool for career competency of engineering students was developed. Finally, through expert review, a career competency evaluation tool with a total of 43 items in 10 competency groups was developed. A career competency evaluation questionnaire was conducted for 197 engineering students who participated in the 2022 Engineering Education Festa, and as a result of the IPA analysis, 'global competency' was found to be the competency with the largest difference between importance and execution. Next, 'major job competency' and 'career development competency' appeared in order. Reflecting the results of this study, it is expected that mutually organic design of competency-based liberal arts curriculum and major curriculum that can cultivate global competency, major job competency, and career development capability will be carried out through learning activities and field practice.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.19 no.1
• /
• pp.87-96
• /
• 2013

Purpose: Competency-based curriculum has attracted many nursing institutions' attention, pursuing the enhancement of competency and the quality of education. The goal of this study was to not merely scrutinize the nomenclature of competency and competency model as a concept of pedagogy as well as nursing science, but also form a well understanding of development process for nursing competency-based curriculum and nursing competency modeling. Methods: A comprehensive review on related literatures was conducted in each section of 1) competency-based curriculum, 2) competency and competency model, and 3) contents of competency. Results: The nomenclature of competency including nursing competencies, competency modeling and competency-based curriculum were clarified and summarized. Through analyzing and reviewing former studies related to competency, desirable nursing competency modeling and nursing competency-based curriculum were proposed and described. Conclusion: Learner-centered curriculum should be established based on nursing education that emphasizes intellectual skills acquisition and the enhancement of future-oriented professionalism. Competency modeling should reflect the fact that teaching-learning strategies should focus on the integration of nursing theories and clinical practices. Nursing competency modeling is essential in order to develop a genuine competency-based curriculum while in-depth practical research should be followed so that nursing theories and clinical practices work together in a coordinated fashion.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.2
• /
• pp.261-269
• /
• 2018

This study was conducted to identify the effects of repeated cardiopulmonary resuscitation (CPR) training using smart learning on nursing students' knowledge, self-efficacy, and clinical competency. A quasi-experimental nonequivalent control group, pretest-posttest design was used. The subjects of the study were 102 nursing college students who had received CPR training for 6 months. The CPR training was divided into smart learning, lecture education, and practical education. Data were collected from November to December, 2016 and analyzed by descriptive statistics, ${\chi}^2$-test, t-test and one way ANOVA using the SPSS/WIN 21.0 program. The scores of cardiopulmonary resuscitation knowledge were higher in the lecture education group than the practical education group and the smart learning group. Scheffe's post hoc test revealed a statistically significant difference among groups (F=8.23, p=<.001). The self-efficacy of the practical education group was higher than that of the lecture education group and smart learning group, but this difference was not significant (F=2.46, p=.091). The clinical competency of the practical education group and smart learning group were higher than that of the lecture education group. Scheffe's post hoc test revealed that the value of clinical competency differed significantly among groups (F=59.90, p=<.001). Overall, the results showed that effective education differs based on nursing students' knowledge, self-efficacy, ad clinical competency. Combination training would be required for more effective repeated cardiopulmonary resuscitation training.

• Journal of Korea Society of Digital Industry and Information Management
• /
• v.19 no.1
• /
• pp.153-172
• /
• 2023

We look into the theory of experiential learning, which allows learners to design and organize their own lives, as well as to develop the necessary competencies for students who will be living in intelligent information society. We also investigate the teaching and learning methods, as well as the educational contents of artificial intelligence education, and develop an approach to artificial intelligence education that will develop learners' capabilities. As a result, we have investigated the pedagogical needs for artificial intelligence education in elementary and secondary schools, critically reviewed the discussions on experiential learning-based education for artificial intelligence education in elementary and secondary schools, and proposed a plan. Experiential learning achieves comprehension and knowledge acquisition naturally, as well as subject connection and integration. When preparing for artificial intelligence education, practical methods and procedures for developing capabilities in artificial intelligence education, focusing on in-depth learning, inter-subject linkage and integration, life-related learning, and reflection on the learning process, should be considered unavoidable.

• Journal of Industrial Convergence
• /
• v.20 no.2
• /
• pp.61-70
• /
• 2022

The study developed a psychiatric and mental health nursing practice program based on blended learning as nursing students' field practice in psychiatric and mental nursing practice was limited due to the prolonged COVID-19 pandemic. This is a study to evaluate the effect on communication competency, self-efficacy for group work, and learning transfer motivation through a psychiatric and mental health nursing practice program based on blended learning. From October 18, 2021 to December 11, 2021, 64 nursing students participated in the study using a structured Google questionnaire. The collected data was analyzed by descriptive statistics and paired t-test using the SPSS 25.0 program. As a result of the study, based on blended learning, the subjects' communication competency, self-efficacy for group work, and learning transfer motivation were significantly increased after compared to before psychiatric and mental health nursing practice education. Through the results of this study, it was possible to confirm the effect of the psychiatric and mental health nursing practice program based on blended learning.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.3
• /
• pp.161-170
• /
• 2018

This descriptive study was conducted to examine the factors affecting core competency, learner motivation, and learner satisfaction of nursing students and to develop effective teaching methods. The subjects of this study were 134 nursing students. The core competencies of nursing students were higher in 3rd grade than in 2nd grade, and the core competency, motivation, and learner satisfaction of the nursing students were higher than those of below average students. The explanatory power of a core competency model constructed using the self-directed learning readiness, teacher-student interaction, and academic achievement was 45.1%. Additionally, the explanatory power of a learner motivation model based on self-directed learning readiness, teacher-student interaction, academic achievement, and learner motivation was 47.5%, while that of a learner satisfaction model constructed using the teacher-student interaction and learner motivation was 43.4%. In conclusion, it is necessary to improve teacher-student interaction and self-directed learning readiness to increase core competency and learner motivation. To increase learner satisfaction, it is necessary to intervene to encourage learner motivation and to make the teaching-student interaction efficient.

• Journal of Engineering Education Research
• /
• v.24 no.2
• /
• pp.12-19
• /
• 2021

Recently, the need of the future education in youth and univesity is rapidly increasing according to 4th industrial revolution. However, the maker and design education as a kind of youth and university future education has the following problems: it is implemented as an interesting convergence education including software education, it is managed by integrating youth and university competencies, it is composed in the form of blended class of consilient subject and nonsubject, it requires considering satisfaction in competency measurement and management, it is connected with entering school and getting job. To solve these problems, a case study on competency-based maker and design education using marine robot, which is based on the process-based learing method, integrated competency of youth and university, blended-type curriculum in terms of online and offline, is executed. To verify the competency-based maker and design education, the satisfaction survey in subject and nonsubject is performed. Study results show the example of the marine robot-based maker and design education and the need for additional study.

• The Journal of Korean Association of Computer Education
• /
• v.20 no.1
• /
• pp.75-86
• /
• 2017

E-learning has become one of the popular educational method in these day. In recognition of the growing e-learning, numerous researchers of S&T have utilized for the training aimed at enhancing competency. In the circumstances, previous studies have yield interesting results regarding certain factors that competency based programs may increase effectiveness of education. Therefore this research described here contributes to design competency modeling and education roadmap for human resource in S&T. The study uses survey, FGI, delphi technique, and expert workshop for selecting the main competencies. In particular, the results are including training roadmap of 5 level in each of two groups as researchers and S&T managers. These findings can be possible to develop customized programs and supported long-term career development path plan for human resource in S&T.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.15 no.2
• /
• pp.149-158
• /
• 2009

Purpose: This study investigated critical thinking disposition and clinical competency of senior nursing students in 3 nursing colleges whose education methods were different; lecture based education, partially problem based learning (PBL) applied education or whole problem based learning applied education. Method: Participants were 399 diploma nursing students, and 92 undergraduate nursing students. The instruments used for this study were critical thinking disposition scales and clinical competency scales. Results: There was no statistical difference on critical thinking disposition except healthy skepticism between the 3 colleges. Clinical competency of the lecture based college was the highest. A significant positive correlation between critical thinking disposition and clinical competency were found in students whose scores of critical thinking disposition were greater than the median. Conclusion: This finding indicates that there is a need for further research on diverse nursing students who are studying by a various methods, prior to acceptance of a paradigm shift in nursing education from conventional lecture based methods to PBL applied methods.

• Journal of the Korea Convergence Society
• /
• v.11 no.9
• /
• pp.65-72
• /
• 2020

This study conducted to investigate the core competency of dental hygiene based on learning outcomes for establishing an educational evaluation and certification system for dental hygiene. The sub-categories of core competencies, the overall score of professional behavior and ethical decision-making ability (category 1) and the ability to apply scientific and professional clinical hygiene and knowledge and skills of clinical dental work (category 2) was highest. and the level of communication skills (category 3) was 4.48 points, and the level of evidence-based integrated thinking and problem solving skills (category 5) was 4.35 points. Furthermore, there was a strong correlation between the core competency sub-categories, and it is necessary to identify the core competency between health care service occupations and to qualitatively study the core competency of dental hygienists working in clinical practice.