• Journal of Digital Contents Society
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• v.15 no.3
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• pp.439-447
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• 2014

This study seeks to validate the development and the effectiveness of a web-based online education program used to enhance communication skills of college students. Communication skills are important skills demanded of college students seeking employment that play a significant role in self-introduction, presentations, interviews, and continuous interaction in the workplace. 105 students in the third and fourth year of D University were selected for the experimental and control groups in which the experimental group met once a week for one semester in 2013 for a total of 16 weeks(twenty minutes) while the control group was left untreated. The variable of effectiveness for the results of this study was based on the criteria of communication and performance behavior skills. The results show that the communication skills and performance behavior skills proficiency of the experimental group compared to the control group, have made dramatic improvements. Therefore, the web-based communication skills training program for college students was found to be effective in the enhancement of the communication skills of college students. For the future, we expect further sustained development of various effective capabilities programs along with the promotion of web-based online education.

• Perspectives in Nursing Science
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• v.9 no.2
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• pp.136-145
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• 2012

Purpose: The purpose of this study was to verify the educational effectiveness of the Objective structured clinical examination (OSCE) module development activities on nursing students in the areas of performance skill, knowledge, self-directed learning readiness, and problem solving ability for medication skill. Methods: This study was a nonequivalent control group non-synchronized post-test design. The subjects (N=47), who agreed to participate in this study, were assigned to either the experimental (n=24) or control group (n=23). The experimental group was trained with OSCE module development activities for four days. The control group was trained with a traditional demonstration and practice class for the same amount of time as the experimental group. Medication performance skill and knowledge tests and surveys were done to measure self-directed learning readiness, and learning satisfaction after the experimental treatments. Results: The experimental group which participated in the OSCE module development activities showed significantly higher performance skill, self-directed learning readiness, and problem solving ability for skin test and insulin medication than that of the control group of traditional education. Conclusion: It is recommended to use the OSCE module development activities for nursing students in nursing education-learning in order to improve nursing skills.

• Journal of muscle and joint health
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• v.22 no.3
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• pp.245-257
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• 2015

Purpose: The purpose of this study was to apply intervention mapping (IM) to develop a community-based disease self-management support program for patients with osteoarthritis. Methods: IM was applied as follows: i) a needs assessment has been carried out by a literature review, survey and interview with osteoarthritis patients; ii) on the basis of the needs assessment, identification of expected outcomes and change objectives for the target population; iii) selection of theory-based methods and practical applications to influence self-management and the determinants of behavior; iv) design of the intervention by developing activities and materials such as osteoarthritis self-management guide and smart patient pocket book. The activities were integrated into an existing healthcare activities; v) implementation and evaluation plan has been developed. Results: The program is aimed at improving health status through activating patients by a patient-centered and tailored intervention for patients with osteoarthritis; consists of 8 sessions with coaching and cognitive emotional psychological skills; includes smart patient, communication, osteoarthritis, medication adherence, pain control, depressive mood control, physical activity and healthy diet. Conclusion: The IM is a systematic and feasible method for developing the program. The next step is to evaluate the impact of the intervention on activation, and health status.

• Journal of Korean Academy of Rural Health Nursing
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• v.7 no.1
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• pp.29-37
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• 2012

Purpose: The purpose of this study was to develop and evaluate a self-management program for community dwelling patients with chronic mental illness so that they could improve their daily living skills and interpersonal relationships. Methods: A nonequivalent control group pre-post test design was used. The participants with chronic mental illness were recruited from a community mental health center. Twenty-two participants were assigned to the intervention group and 19 to the control group. The self-management was provided by 8 trained nursing students, and consisted of 8 sessions including education and practice. Each session was composed of strategies to improve self-care of community dwelling patients with chronic mental illness. Baseline and post-intervention measurements were done using a daily living skill performance scale and interpersonal relationship instrument. Results: Scores for daily living skill performance were not statistically significant, but scores for interpersonal relationship were statistically significant. Conclusion: The results of this study show that the self-management program had a positive impact on patients with chronic mental disorders. Therefore, it is suggested that the program could be used as an effective nursing intervention for patients with chronic mental disorders being cared for in community mental health centers.

• Journal of the Korea Convergence Society
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• v.9 no.11
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• pp.479-489
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• 2018

This study aimed to analyze the effects of nursing students' self efficacy, communication skill, and nursing skill on their application of the fundamental nursing practice program with clinical scenario. This study used a nonequivalent control group pretest-posttest design. The participants were second year nursing students; the experimental group had 35 participants and the control group had 46. The clinical scenario based program was applied and evaluated the self efficacy, communication ability, and nursing ability. The results of the study showed an increase in self-efficacy in the experimental group, and this increase was statistically significant as compared to that in the control group (t=2.06, p=.042). Communication skill increased in the experimental group, but it was not statistically significant as compared to the control group (t=.28, p=.778). Nursing skills slightly increased in the experimental group compared to that in the control group (t=2.46 4, p=.016). The fundamental nursing practice combining the clinical scenario can help students' understanding of clinical situation and nursing skills.

• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.504-514
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• 2013

Purpose: This study was to identify the educational effects of self directed learning applying basic nursing practice contents of e-learning on nursing students' knowledge, self-confidence, and learning satisfaction. Method: This study applied a quasi-experimental pre-test and post-test control group design with 63 freshman nursing students (31 experimental group, 32 control group) of G. university in Incheon, Korea as subjects. The e-learning content was about the application of topical medications, central line care, and blood transfusion. All were available at the web site in school. Self-directed e-learning was more than 120 min.(3 times a week, 2 weeks)during Sep-Nov in 2011. In both groups, there were no significant difference in general characteristics, self-directed learning readiness, knowledge, and self-confidence for the pre-homogeneity. Results: The experimental group showed a higher level of improvement in knowledge and learning satisfaction but not significantly. However, the self-confidence was significantly improved in the experimental group. Conclusion: When self-directed learning using e-learning contents added to the conventional practical class, it may be beneficial for the nursing students to learn skills effectively.

• Women's Health Nursing
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• v.5 no.1
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• pp.21-35
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• 1999

The purpose of this study is to investigate the effect of breast-feeding education on skills, attitude, and duration of breast-feeding among primipara mothers. The educational session was offered during the period of June through September at the T medical center in T city. One hundred thirteen primiparas were selected for this study, 61 who received breast-feeding education(lecture, demonstration, and additional telephone counselling) served as the experimental group and 52 who did not as the control. Data collection was done by self-reporting method. the reliability of the instrument was from .77 to .87. Duration of breast-feeding was classified into I through V according to the WHO classification at the time point of 4 weeks of postpartum. The results were as follows : 1. The score for the experimental group on the skills of breast-feeding techniques was significantly higher than those of the control(t=9.12, p=.000). 2. The score for the experimental group in the attitude toward breast-feeding was significantly higher than those of the control(t=6.12, p=.000). 3. Duration of breast-feeding for the experimental group was significantly longer than that of the control at the time of 4 weeks of postpartum($x^2$=20.79, p=.001). In conclusion, the breast-feeding practice can be promoted effectively through the breast-feeding education.

• Journal of Science Education
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• v.33 no.2
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• pp.290-303
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• 2009

The purpose of this study was to analyze communication, problem solving and self-directed learning of elementary and secondary scientific gifted students. In addition, this study investigated correlation on the subdomains of communication, problem solving and self-directed learning. The subjects of this study were 252 students(97 elementary students and 155 secondary students) who had been enrolled at Center for Science Gifted and Talented Education. Elementary and secondary scientific gifted students' self-directed learning skill was the highest score among core abilities. The result of analysis on self-directed learning subdomain presented the highest score in basic self control of elementary students. The secondary scientific gifted students showed the highest score in effort attribution to result. Subdomains of core capacity has very high correlation. This fact shows very high correlation among core abilities. The results of this study are suggesting that the systematical life skills education based on concrete factors is effective to improve communication, problem solving and self-directed learning of scientific gifted students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.6
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• pp.280-290
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• 2018

This study was a non-equivalence-based Quasi experimental study comparing the difference in communication ability, emotional intelligence (EQ), self-esteem, and interpersonal abilities between an experimental group with communication training and a non-control group. The subjects of the study were nurses working for D university hospital located in C city and comprised an experimental group of 21 people and a control group of 21 people. From April to May 2017, the experimental group took communication training programs, which were designed to improve communication capacity, emotional intelligence, self-esteem, and interpersonal ability for a total of four sessions (for 2 hours a week), and pre-post examination was conducted for the validity of the study. For data analysis, the SPSS for Windows 23 was used for the mean and standard deviation of pre-post tests, and U-test of the independent sample Mann-Whitney and the Wilcoxon code order test of the corresponding sample were carried out. The study results indicate that, compared with the control group, the experimental group showed communication capacity (Z=-3.361, p<.05), emotional intelligence (Z=-2.209, p<.05), self-esteem (Z=-1.633, p<.05), and interpersonal relationship (Z=-2.577, p<.05). After the communication training program, scores of communication capacity, emotional intelligence (EQ), self-esteem, and interpersonal competence of the experimental group increased significantly, and all hypotheses were supported. These results suggest that nurses' use of communication training experience in performing nursing work in a clinical setting would improve communication skills, emotional intelligence (EQ), self-esteem, and interpersonal skills and provide therapeutic communication and effective nursing, thereby enhancing patients' satisfaction and contributing to the improvement of nursing quality.

• Journal of Digital Convergence
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• v.14 no.5
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• pp.493-500
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• 2016

This study aims to verify the relationship between a motivational climate and self-management perceived by athletes. 195 male and 153 female athletes participated in this study. Firstly, reliability and validity are verified for questionnaires, and descriptive statistics, one way ANOVA, and regression analysis are used. The result of the correlation analysis says that all the factors have meaningful relations among them. The analysis on the effects of the motivational climate on self-management indicates that the mastery climate perceived by the athletes has affected statically the sub-factors of self-management such as mental management, training, management, personal relationship management, life management, health management, and intrinsic behavior control. However, the competitive climate didn't help self-management. Based on the study, it was suggested that through the mastery climate, a leader should make athletes manage and control themselves in terms of conquest strategies, self-assessment, problem-solving and decision-making skills, self-control, goal setting, efforts to strengthen oneself, and plan.