• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.253-272
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• 2013

The purpose of this study was to supplement the NURI Curriculum by investigating the practicing level of the NURI Curriculum for 5-year olds according to the demographic backgrounds of early childhood teachers. The subjects of this study were 201 early childhood teachers who work at kindergartens and child care centers located in Gyeonggi Province and were in charge of 5-year olds. The instrument used was a questionnaire measuring the practicing level of the NURI Curriculum. The results of this study were as follows. First, the practicing level of the NURI Curriculum for 5-year olds generally showed high scores. A total average of 3.24 on a 4 scale was found. In each case, educational contents have the highest score, 3.40, and educational evaluation has the lowest score, 3.03. Secondly, teachers' age, teaching career and educational background had an affect on the practicing level of the NURI Curriculum for 5-year olds, but their certificate and institution type did not. That is, the higher the teachers' age, teaching career and educational background, the higher the practicing level of the NURI Curriculum for 5-year olds.

• Journal of Agricultural Extension & Community Development
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• v.8 no.1
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• pp.121-132
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• 2001

The purpose of the study was to search for the developmental plan of the environmental agriculture by investigating the farming consciousness and the actual condition of farmers engaged in environmental agriculture. A case study along with personal interviews were carried out to investigate the farming consciousness and actual conditions of environmental agriculture in Hongsung area. The results of the study were as follow; 1) Farmers engaged in environmental agriculture had higher educational level and was generally younger in age than that of farmers in general. There were many Christians among the farmers engaged in environmental agriculture, however, there was no significant difference in terms of religion and farming career between the groups of practicing and non-practicing environmental agriculture. 2) Farmers practicing environmental agriculture were more interested in preservation of agricultural environment than the higher prices of agricultural products. 3) Most of the farmers practicing environmental agriculture wanted to take technical education on environmental agriculture and were highly interested in the preserving traditional agricultural style. 4) Farmers practicing environmental agriculture were more satisfied with a present farming life as well as government's agricultural policy than non-practicing farmers, and had plan for increasing scale of farm.

• The Korean Journal of Emergency Medical Services
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• v.12 no.3
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• pp.87-98
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• 2008

Purpose : This study was designed to figure out the necessity of continuing basic CPR education for the higher grade students of elementary school. The assessment contents were knowledge, practice ability, precision level of CPR skills and continuation of the educational efficiency. Methods : Twenty two students of 4th and 5th grade of elementary school in K city in Chungcheongnam-do were recruited for this study. The study method was a control group of non-synchronized design. A preliminary study was done on October 27 in 2006. The main study was performed from February 14 to May 11 in 2007. The researcher adopted the method of Kyung-hui, Kang (1998) such as awareness, attitude and knowledge in control group, emergency medical technician test protocol, Anne/SkillReporter$^{(R)}$ in case of the basic CPR knowledge. Four times of measures were done in shortly after practicing CPR, 4 weeks after the education, 8 weeks after the education, and 12 weeks after the education. By using SPSS/PC+ (version 12.0), the researcher analyzed the collected data based on frequency, percentage, repeated measurement, ANOVA (analysis of variance), and sidak (multiple comparison - sidak). Results : 1) The confidence of people in the control group in terms of practicing CPR showed a statistically meaningful difference (t = 10.230, p = .000) before/after CPR education. Therefore, hypothesis No.1-1 was accepted. 2) The educational necessity of people in the control group showed no statistically meaningful difference (t = -1.695, p = 0.105) before/after CPR education. Therefore, hypothesis No.1-2 was rejected. 3) The knowledge points of people in the control group showed a statistically meaningful difference (t = -7.731, p = .000) before/after CPR education. Therefore, hypothesis No.2 was accepted. 4) The confidence of people in the control group in terms of practicing CRP showed no meaningful difference (F = 2.789, p = 0.072) as time passed. Therefore, hypothesis No.3 was rejected. 5) The knowledge of people in the control group showed a meaningful difference (F = 9.090, p = .000) as time passed. Therefore, hypothesis No.4 was accepted. 6) The capability of people in the control group in terms of practicing CPR showed a statistically meaningful difference (F = 42.795, p = .000) as time passed. Therefore, hypothesis No.5 was accepted. 7) The precision level of CPR skill of people in the control group showed a statistically meaningful difference (F = 25.198, p = .000) as time passed. Therefore, hypothesis No.6-1 was accepted. 8) The precision level of chest compression skill of people in the control group showed a statistically meaningful difference (F = 5.188, p = .003). Therefore, hypothesis No.6-2 was accepted. Conclusion : In a nutshell, CPR education for the 4th and 5th graders of elementary schools had an influence on their confidence in practicing CPR and on their knowledge. This study showed that as time passed. the educational effect declined in terms of knowledge point, capability of practicing CPR, and the precision level of CRP skill. The results of the study could be postulated into the fact that re-education within 8 weeks after the first education was essential to retaining the educational effect. Therefore, we need to vitalize the CPR education for elementary school students repeatedly on a regular basis in order to continue the educational effect after they were grown-ups and to make them play their roles as a first aider.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.37-54
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• 2009

This study investigated vocabulary learning strategies used by EFL middle school learners in Korea and examined the relationship between the middle school learners' vocabulary learning strategy (VLS) use and their vocabulary proficiency level. One hundred and forty-one students in a public middle school participated in the study and the data for this study were collected from a vocabulary learning strategy questionnaire and a vocabulary proficiency test. Based on the result of the vocabulary proficiency test, the participants were divided into three proficiency groups: high-, mid- and low- level proficiency groups. The overall findings of the study revealed that the participants used cognitive strategies most frequently and social strategies least frequently. The most frequently used individual strategies were 'using a bilingual dictionary,' 'studying the sound of a word' and 'practicing words through verbal repetition.' The least frequently used ones were 'interacting with native speakers' and 'studying or practicing the meaning of a word in a group.' The research results also showed that the vocabulary proficiency level has a significant influence on the vocabulary strategy use. The more proficient learners used vocabulary learning strategies more actively. More specifically, the high proficiency level group used metacognitive strategies the most. The middle and low proficiency groups used cognitive strategies the most. It is suggested that language teachers should facilitate the vocabulary learning process by helping learners develop appropriate strategies.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.1
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• pp.36-43
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• 2011

Purpose: The purpose of this study was to identify the level of role expectation and role performance in school health teachers recognized by nursing students experiencing health teacher practice and to compare role expectation and performance according to their characteristics. Method: The subjects in this study were 530 nursing students from 42 universities in Korea. The data was collected by a structured self-administered questionnaire and analyzed using descriptive statistics, t-test, and ANOVA by SPSS 17.0 program. Results: The student recognition in role expectation for school health teachers showed a high level and its level in the role performance was moderate. The students recognized the role expectation was greater than the role performance in school health teachers. The students' points of view for role expectation and performance were statistically different according to their practicing locations, practicing school sizes, and their expressions of health teacher's images. Conclusion: To improve health teacher training and to provide a high quality education, practice manuals, educational support, cooperation between the university and practice school, and support of human resources as school health teachers are necessary.

• Health Policy and Management
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• v.34 no.1
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• pp.94-102
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• 2024

Background: There is controversy surrounding the claim that current nursing workforce policies exacerbate the geographic imbalance of nurses in Korea, but very few studies have confirmed this assertion. Therefore, this study aimed to identify factors influencing the distribution of nurses at the regional level, including variables related to nursing workforce policies. Methods: This study analyzed the distribution of 225,462 practicing nurses across 250 regions in Korea as of 2020. National statistics were collected for these 250 regions, and regression analysis was conducted. Results: Factors influencing the distribution of practicing nurses included the number of annual inpatient days, integrated nursing care service beds, public healthcare institutions, tertiary hospitals, and general hospitals. Additionally, the number of nursing graduates and healthcare institutions with nurse staffing grade 1 and 2 had an impact on nurse distribution in non-capital regions. Conclusion: To prevent exacerbating the geographic imbalance of nurses, careful decisions should be made regarding the expansion of integrated nursing care service beds. Furthermore, it is necessary to increase the number of nursing students in non-capital regions and prioritize the improvement of wages and working conditions for nurses in those areas.

• Korean Journal of Clinical Pharmacy
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• v.26 no.4
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• pp.283-290
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• 2016

Experiential education is a core curriculum of 6-year pharmacy education. Practicing pharmacists lie at the heart of experiential education serving as preceptors for undergraduate pharmacy students during experiential education. Preceptors are, however, confronted with a challenge of caring for patients and teaching students at the same time in a time-constrained environment. To improve the effectiveness and outcomes of experiential education, practicing pharmacists are required to demonstrate educational competence. Even small teaching moments can provide students with valuable learning opportunities that they could not have from on their own. Thus, it is vital to provide education and training for preceptors to advance their teaching skills. This article will describe practical and effective teaching skills that preceptors could adopt in the experiential education for pharmacy students. It is important that preceptors should use different teaching skills for different learners, according to their level of experience and knowledge, learning styles and needs, as well as the type of the practice. Therefore, possessing diverse teaching skills provides flexibility to adapt teaching to each student's learning levels and needs, and to the charateristics of the practice environment. Preceptors' level of confidence and comfort in using teaching skills can be enhanced through continuous practice and training, which consequently leads to the improved effectiveness of experiential education and student's satisfaction with the education.

• Journal of Preventive Medicine and Public Health
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• v.40 no.2
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• pp.177-184
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• 2007

Objectives : This study was conducted to investigate the levels of psychosocial stress, job stress and their related factors among medical doctors practicing at local clinics. Methods : A survey using a self administered questionnaire was administered to 1,456 doctors practicing at private clinics via post for 2 months (2006. 1 - 2006. 3). Psychosocial stress, job stress, demographic factors, job related factors and health related behaviors were investigated. Among the eligible study population, the respondents were 428 doctors (29.4%). Results : The average scores of psychosocial stress and job stress were 2.19 and 3.13, respectively. The levels of psychosocial stress and job stress were statistically lower in older respondents, those who worked shorter or who were more satisfied with their job, and those with higher socioeconomic status. The level of psychosocial stress was related with smoking status, drinking status and exercise. The level of job stress was related with smoking status and exercise. In multiple linear regression analysis using psychosocial stress as a dependent variable, age, working hours per day, job satisfaction and perception on socioeconomic status were significant independent variables. In analysis using job stress as a dependent variable, age, working hours per day and job satisfaction were significant independent variables. Conclusions : Stress affects the doctor-patient relationship, productivity and overall health level of people. Therefore, it is important to manage and relieve the stress of doctors. It is suggested that more advanced studies on stress level and related factors and ways to improve the stress and health related behaviors of medical doctors should be conducted.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.25 no.4
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• pp.231-239
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• 2018

Purpose: This study was done to understand nursing students' exposure of needlestick and sharp injuries (NSSI), level of anxiety as well as experience of practicing injection with human beings during Fundamentals of Nursing (FN) practice. Methods: Data consisted of self-report questionnaires completed by 571 nursing students who had completed an injection practice in FN. The questionnaire included questions on general characteristics, exposure to NSSI, experience of practicing injections with human beings, level of anxiety and other experiences. Data were analyzed using descriptive statistics and content analysis. Results: Of the students, 17.5% experienced NSSI and 83.2% performed invasive injection procedures in the FN practice. The level of anxiety was 4.62-6.46/10 points when injecting a classmate and 1.27-1.93/10 points when using manikins. The feeling most often reported was worried about making a mistake that could hurt my classmate (57.2%). Conclusion: Nursing students are exposed to NSSI and experience a high degree of anxiety in invasive injection practice. These results indicate that it is necessary to develop and implement standardized NSSI prevention and anxiety reduction programs in FN.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.1
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• pp.27-36
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• 2017

Purpose: The purpose of the non-equivalent control group pretest-posttest study was to test the effects of self-directed nursing practice using peer-tutoring, on the level of confidence, performance and learning satisfaction of nursing students in practicing core nursing skills. Methods: The data were collected from 80 junior nursing students at a nursing college in Daejeon before and after 3 weeks of intervention on practicing six core nursing skills, according to the highest order of priority. The subjects were divided into the peer-tutoring practice group (PTPG, n=40) and the lecturer-guided practice group (LGPG, n=40). The data were analyzed using mean, frequency, and t-test. Results: The PTPG scored statistically higher than the LGPG on the performance of 'indwelling urinary catheterization' and 'wearing protection equipment while entering quarantine room & disposing waste'. The PTPG scored statistically higher than the LGPG on the confidence of 'indwelling urinary catheterization' and 'inserting intravenous catheterization'. The PTPG scored statistically higher on learning satisfaction than LGPG. Conclusion: The results showed that self-directed nursing practice using peer-tutoring could be effective for nursing students in improving proficiency in core nursing skills and might be applied to core nursing skills training.