• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.75-83
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• 2022

Most of the courses that teach the Python programming language are liberal arts courses that all students in general universities must complete. Through this, non-major students who have learned the basic programming process based on computational thinking are strengthening their convergence capabilities to apply SW in various major fields. In the previous research results, various evaluation methods for understanding the concept of computational thinking and writing code were suggested. However, there are no examples of evaluation problems, so it is difficult to apply them in actual course operation. Accordingly, in this paper, a Python basic programming curriculum that can be applied as a liberal arts subject for non-majors is proposed according to the ADDIE model. In addition, the case of evaluation problems for each Python element according to the proposed detailed curriculum was divided into 1st and 2nd phases and suggested. Finally, the validity of the proposed evaluation problem was analyzed based on the evaluation scores of non-major students calculated in the course to which this evaluation problem case was applied. It was confirmed that the proposed evaluation problem case was applied as a real-time online non-face-to-face evaluation method to effectively evaluate the programming competency of non-major students.

• Journal of Korean Dental Hygiene Science
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• v.1 no.2
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• pp.21-39
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• 2018

The purpose of this study was to examine the learning competencies of students at a college from September 1 to November 30, 2017, in an effort to provide some information on how to foster learning competencies in college years, which lay the foundation for work and social lives. 1. The learning competencies of the subjects consisted of academic vision, student identity, cognitive regulation, emotional regulation, learning management and creating learning environments. Out of five points, they scored the highest in academic vision and student identity with 3.34, followed by learning management with 3.20, creating learning environments with 3.18, emotional regulation with 3.16 and cognitive regulation with 3.14. 2. There were statistically significant differences in academic vision according to age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 3. There were statistically significant differences in student identity and cognitive regulation according to gender, age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 4. There were statistically significant differences in emotional regulation according to age, the area of major, the academic credential of their fathers, commuting time, career plans and daily mean study hours. 5. There were statistically significant differences in learning management according to gender, age, the area of major, grade point average, the academic credential of their fathers, career plans and daily mean study hours. 6. There were statistically significant differences in creating learning environments according to gender, age, the area of major, the academic credential of fathers, commuting time, career plans and daily mean study hours. As they were poorest at the cognitive regulation area among the areas of learning competencies, self-directed learning programs that deal with how to study, learning process, how to take notes and arrange them, how to link different pieces of acquired knowledge and how to map out study plans should be developed to give support to students.

• Journal of the Korean Association of Geographic Information Studies
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• v.25 no.2
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• pp.59-71
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• 2022

This study considered regional differences in the university-industry collaboration of Korean universities and performed cluster analysis to identify the spatial range with high university-industry collaboration connectivity. By university establishment type, it was found that the university-industry collaboration capacity of the major national university was superior overall, especially in the technology transfer & commercialization sector and the infrastructure sector, compared to private universities and general national universities. The spatial pattern of university-industry collaboration capacity showed relatively clear differences by city and province. In terms of university-industry collaboration capacity by sector, it was confirmed that the regional gap was not large in the talent training sector and the infrastructure sector, but the regional gap was relatively large in the technology transfer & commercialization sector and the start-up sector. As a result of the cluster analysis to identify a spatial range with high connectivity in terms of similarity and spatial proximity of university-industry collaboration patterns, it is divided into 15 clusters. It is found that most of major national universities are included in one of 15 clusters where all sectors of university-industry collaboration are strong. Therefore, as a policy measure to achieve regional innovative growth through enhancing the effectiveness of university-industry collaboration, we propose the establishment of a hub & spoke network-type collaboration system in which a major national university acts as a hub and nearby local universities play a spoke role.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.397-405
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• 2021

With the recent phenomenon of the Intelligence Information Society, the cyber security paradigm has begun to change. In particular, the increase of the interconnectedness of the hyperlinked society has extended the scope of damage that can be caused by cyber threats to the real world. In addition to that, it can also be a risk to any given individual who could accompany a crisis that has to do with public safety or national security. Adolescents who are digital natives are more likely to be exposed to cyber threats, which is mainly due to the fact that they are significantly more involved in cyber activities and they also possess insufficient security comprehension and safety awareness. Therefore, it is necessary to strengthen cyber security capabilities of every young individual, so that they can effectively protect themselves against cyber threats and better manage their cyber activities. It examines the changes of the security paradigm and the necessity for cyber security education, which is in direct accordance to the characteristics of a connected society that further suggests directions and a basic system of cyber security education, through a detailed analysis of the current state of Domestic and Overseas Cyber Security Education. The purpose of this study was to define cybersecurity competencies that are necessary within an intelligent information society, and to propose a regular curriculum for strengthening cybersecurity competencies, through the comparison and meticulous analysis of both domestic and overseas educational systems that are pertinent to cybersecurity competencies. Accordingly, a cybersecurity competency system was constructed, by reflecting C3-Matrix, which is a cyber competency system model of digital citizens. The cybersecurity competency system consists of cyber ethics awareness, cyber ethics behavior, cyber security and cyber safety. In addition to this, based on the basic framework of the cybersecurity competency system, the relevant education that is currently being implemented in the United States, Australia, Japan and Korea were all compared and analyzed. From the insight gained through the analysis, the domestic curriculum was finally presented. The main objective of this new unified understanding, was to create a comprehensive and effective cyber security competency curriculum.

• 대한공업교육학회지
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• v.41 no.1
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• pp.44-67
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• 2016

The purposes of this study were to measure resilience, major satisfaction and employment preparation of technical high school students, and to analyze the structural relationship among resilience, major satisfaction and employment preparation of them. The population was technical high school students. The study was carried out through questionnaire survey method. The survey questionnaire was sent by mail. A survey questionnaire consists of 38 items. 391 questionnaires were used for analysis. Both descriptive and inferential statistics were employed for data analysis. And the data was analyzed by using structural equation modeling to examine structural relationship. The results of this study were as follows: First, resilience of technical high school students was high. In the domain of resilience, 'diversity of interest' was the highest, and 'emotional management' was the lowest. And resilience of meister high school students was higher than that of specialized high school students. Resilience of male students was higher than that of female students. Second, major satisfaction of them was moderate. In the domain of major satisfaction, 'major prospect' was the highest, and 'satisfaction of societal dimensions' was the lowest. And major satisfaction of meister high school students was higher than that of specialized high school students. Major satisfaction of male students was higher than that of female students. Third, employment preparation of technical high school students was moderate. In the domain of employment preparation, 'employment attitude' was the highest, and 'job performance competency' and 'employment information' were moderate. And employment preparation of meister high school students was higher than that of specialized high school students. Employment preparation of male students was higher than that of female students. Forth, resilience of technical high school students had a positive effect on employment preparation. Also major satisfaction of them had a positive direct effect on employment preparation. And the mediating effect of major satisfaction was significant in pathway from resilience to employment preparation. Lastly, a multi-group analysis by school type revealed that the mediation effect of major satisfaction did not differ by school type.

• Journal of Korean Academy of Nursing Administration
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• v.15 no.4
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• pp.571-580
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• 2009

Purpose: The purpose of this study was to explore roles of cancer care coordinator's by developing job description, job specification and job process map using dynamic job analysis. Method: The development process consisted of three stages of vertical job analysis and three stages of horizontal job analysis by modifying Song(1997)'s dynamic job analysis. Focus group interview was used to validate the content of the job analysis. Results: Cancer care coordinator's job description was categorized into six major categories, fourteen intermediate categories and one hundred forty specific jobs. Major categories are professional nursing practice, consultation and counsel, coordination and collaboration, education, research and leadership. Cancer care coordinator's job specification included master's degree with over five years of clinical experience preferably relevant clinical area, professional knowledge on pathophysiology of cancer, case management and cost control, competency for communication and counselling skills and clinical decision making. Cancer care coordinator's job process map was framed with time(horizontal) and activities(vertical). Conclusion: The Outcomes of this study will guide to develop possible areas of oncology advanced practice nurses in hospital setting and facilitate the use of oncology nurse practitioners by developing care coordinator roles in cancer care.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.2
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• pp.115-124
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• 2016

Purpose: The purpose of this study was to examine the degree of intensive and critical care nursing competence in senior nursing students. Methods: The research method for this study comprised a descriptive survey study with a convenience sample of 113 senior nursing students from one university. The instrument entitled ICCN-CS-1, which measures intensive and critical care nursing competence, was translated by the authors following WHO guidelines for translation process. The data were collected using ICCN-CS-1. Results: The mean score of intensive and critical care nursing was above the intermediate level. The competence indices of knowledge, skill and attitude/value were also above the intermediate level, which suggests that their competence is good. For two intensive and critical care nursing domains, the nursing students' mean score of clinical competence is higher than that of professional competence. The competence of intensive and critical care is also influenced by nursing students' satisfaction in their major and clinical practice as well as their confidence in clinical practice. Conclusion: The senior nursing students' competence of intensive and critical care nursing is above the intermediate level. A consideration of the influencing factors of satisfaction of nursing major/ICU practice and confidence of ICU practice is needed in intensive and critical care nursing education.

• Korean Medical Education Review
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• v.19 no.3
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• pp.138-144
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• 2017

After Yeungnam University's College of Medicine was established in 1979, the curriculum for a preclinical medical education course was developed and implemented. Several modifications have since been made to the curriculum which was driven by changes in national policies and in the medical education environment. In recent years, it has become necessary to complement the weaknesses or shortcomings in the curriculum that were discovered during the basic medical education assessment process of the medical college. Since 2009, Yeungnam University has run two medical courses: a 6-year college of medicine course and a 4-year medical school course. However, as a result of changes in national policy, Yeungnam University decided to offer only the 6-year college of medicine course with an entirely new curriculum which will be implemented in 2017. The new curriculum for the preclinical medical education course consists of 36 credits of cultural essentials courses, 44 credits of major required courses, and 2 credits of major elective courses. The curriculum development requires the support of the university and/or college, the ensured independence of the curriculum development organization, and the cooperation and attention of fellow professors. Continuous efforts are needed to check, evaluate, and improve the curriculum.

• Korea Journal of Hospital Management
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• v.14 no.3
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• pp.49-66
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• 2009

Purpose : This study was aimed at examining the relationships of university students' self-efficacy to creative disposition and creative thinking ability. Method : A descriptive study was conducted with a sample of 320 students enrolled 4-year-undergraduate academic programs major in nursing as well as elderly care management in one University located in Pusan, Korea. This study used: (a) 24 items of Self-Efficacy Scale originally developed by Kim & Cha(1996), and (b) 39 items of creative thinking ability and 16 items of creative attitudes in a Self-Report Form of Integrative Creativity Scale developed by Bak & Kang(2006). The data were analyzed by using Pearson correlation and hierarchical multiple regression methods. Result : University students' self-efficacy has significantly positive impact on creative thinking ability(p<.001) with 26.4% of the variance and creative disposition(p<.001) with 48.9%. Creative thinking ability as well as the disposition related to creativity that university students possessed were significantly influenced by efficacy on self-control and efficacy on taking difficult tasks. Conclusion : This result supports Social Cognitive Theory and Investment Theory of Creativity in terms that self-efficacy is the factor affecting fostering creative ability and demonstration of creativity potential to the real. This also implies that healthcare educational programs reinforcing students' self-efficacy would contribute to breed them to healthcare professionals with creative competency.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.357-365
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• 2019

Purpose: The purpose of this study was to investigate predictors of emotional labor and resilience on clinical competence in nursing students. Methods: A cross-sectional, descriptive study was distributed to 120 nursing students. Structured questionnaires addressing emotional labor, resilience, and clinical competence were employed. Descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation coefficient, and regression were used to analyze the data. Results: A total of 116 surveys were analyzed. Satisfaction of clinical practice and major showed statistically significant differences in clinical competence (F=6.59, p=.002; F=11.32, p<.001, respectively). Clinical competence was positively associated with resilience (r=.67, p<.001). Regression analyses showed that satisfaction of clinical practice and major, and resilience were statistically significant in predicting clinical competence with the explanatory power of 46.4% (F=20.91, p<.001). Conclusion: The results showed that resilience was the critical predictor of clinical competence in nursing students. It is therefore necessary to develop resilience programs to help improve clinical competence in nursing students.