• Research in Community and Public Health Nursing
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• v.28 no.1
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• pp.55-68
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• 2017

Purpose: The purpose of this study is to develop and evaluate a joint health self-management program for knee osteoarthritis elders in communities. Methods: This program was developed based on the IMB (information-motivationbehavioral skills) model. The program methods include education, setting and achieving goals, sharing experiences, telephone counseling, and self-monitoring. The topics of the program include joint assessment, exercise, massage, joint protection, medication, depression management, diet, and healthcare approach. The research was conducted following the principles of the nonequivalent control group pretest-posttest design. Participants were 26 subjects in the experimental group, and 27 subjects in the control group. The experimental group participated in the self-management program, and the control group received general education. Results: Both post-test scores of personal motivation, social motivation, behavior skill, self-management behavior, joint pain, joint stiffness, physical function disability, right knee extension, left knee extension, and depression were significantly different between the experimental group and the control group. Conclusion: The results of the study can be used to develop and standardize a systematic joint health self-management program. Further research is highly recommended to develop a strategy to continuously facilitate self-management of osteoarthritis patients' procedures.

• The Journal of Information Systems
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• v.5
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• pp.345-371
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• 1996

Previous studies on user training have largely focused on assessing models which describe the determinants of information technology usage or examined the effects of training on user satisfaction, productivity, performance, and so on. Scant research efforts have been made, however, to examine those effects of training by using theoretical models. This study presented a conceptual models to predict intention to use information technology and conducted an experiment to understand how training for computer skill acquisition affects primary variables of the model. The data were obtained from 32 student subjects of an experimental group and 31 students of a control group, and the information technology employed for this study was a university electronic mail system. The study results revealed that attitude toward usage and perceived behavioral control helped to predict user intentions ;; outcome expectations were positively related to attitude toward usage ; and self-efficacy was positively related to perceived behavioral control. The hands-on training for the experimental group led to increases in perceived ease of use, self-efficacy and perceived behavioral control. The changes in those variables suggest more causal effects of user training than other survey studies.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 1996.10a
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• pp.29-48
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• 1996

Previous studies on user training have largely focused on assessing models which describe the determinants of information technology usage or examined theeffects of training, on user satisfaction, productivity, performance and so on. Scant research efforts have been made, however, to examine those effects of training by using theoretical models. This study presented a conceptural model to predict intention to use information technology and conducted an experimentto understand how training for computer skill acquisition affects primary variables of the model. The data were obtained from 32 student subjects of an experimental group and 31 students of a control group, and the information technology employed for this study was a university's electronic mail system. The study results revealed that attitude toward usage and perceived behavioral control helped to predict user intentions ; outcome expectations were positively related to attitude toward usage ; and self-efficacy was positively related to perceived behavioral control. Thd hands-on training for the experimental group led to increases in perceived ease of use, self-efficacy and perceived behaviroal control. The changes in those variables suggest more causal effects of user training than other survey studies.

• Journal of the Korea Convergence Society
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• v.10 no.12
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• pp.453-463
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• 2019

The purpose of study was the non-equivalent control group pretest-posttest design to test the effect of self-directed nursing practice based peer-tutoring of same sophomore, on the level of confidence, performance and self-efficacy of core nursing skills in nursing students. The subjects were 68 nursing students in K City from May 1^th to June 12^th in 2019. The participants were shared into the peer tutoring practice group (experimental group, n=34) and the lecturer guided practice group (control group, n=34). The results of study, the experimental group scored significantly higher on the foley catheterization performance (t=11.60, p<.001), confidence (t=4.123, p<.001) and wearing protection equipment performance (t=5.91, p<.001), confidence (t=4.24, p<.001) and enema performance (t=2.82, p=.008), confidence (t=2.09, p=.044) and self-efficacy (t=4.52, p<.001) than control group. Therefore, the results justified that self-directed nursing practice based peer-tutoring could be effective in improving the performance, confidence and self-efficacy of core nursing skills in nursing students. Based on this, I suggest the study that examines the effects of peer-tutoring by applying it to various majors.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.43-56
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• 2011

The purpose of this study is to examine the effects of small group inquiry skills on improving science process skills and attitudes toward science in elementary school science. The research questions of this study were as follows. First, effects of small group inquiry skills on improving science process skills in elementary school science. Second, effects of small group inquiry skills on improving attitudes toward science in elementary school science. The subjects of this study is two classes from 6th grade elementary classes in Busan. The experiment class practiced small group inquiry skills, while the control class practiced self inquiry. To verify the effect of the experiment, ANOVA was conducted. The main findings of this study are as follows. First, the small group inquiry skills gave a significant influence on increasing the science process skills, including the basic science process skills and the integrated science process skills, of students. Especially, among subordinate factors of science process skills between groups, it was effective to increase abilities of observing, reasoning, interpreting data, formulating hypothesis. It is necessary for teachers to make an effort to teach according to steps of the small group inquiry skills and to support inquiry activities, in order to increasing the science process skills. However, frequency of additional lessons have a little influence on increasing the science process skills. Second, there is meaningful change in the attitudes toward science for those who studied the small group inquiry skills. Also, they affected subordinate factors of the attitudes toward science, like the attitudes toward science inquiry, the happiness about science class. This study shows that the small group inquiry skills give a positive influence on the science process skills and attitudes toward science in elementary school science.

• Journal of Naturopathy
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• v.13 no.1
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• pp.1-13
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• 2024

Background: There is a need for the development of non-verbal music therapy programs to enhance the social skills of children with intellectual disabilities who face challenges in verbal communication. Objective: The purpose of this study is to propose a music therapy program aimed at improving the social skills of children with intellectual disabilities and to evaluate its clinical effectiveness. Method: This study designed a Social Skills Training based Musical Instrument performance (SST-MIP) intervention program that integrates existing musical instrument performance and social skills in music therapy and targeted children with intellectual disabilities. Clinical effectiveness was evaluated. A total of 51 participants were randomly assigned to either the experimental group (29 participants) or the control group (22 participants). The experimental group participated in the SST-MIP intervention program once a week for 50 minutes over 32 weeks. The level of social skills of the participants was measured using the Social Skills Rating System (SSRS - teacher form, elementary level). Results: The average SSRS score of the experimental group increased by 109.2% from 10.7 to 22.4 (p <.001), while the control group showed a relatively modest increase of 30.7% from 11.3 to 14.7 (p <.05). After the SST-MIP intervention, the SSRS score of the experimental group was 57.2% higher than that of the control group, with significant improvements in specific areas of social skills: self-control (79.6%), assertion (56.8%), and cooperation (43.2%). Conclusion: The SST-MIP has been found to significantly enhance the social skills of children with intellectual disabilities. The proposed SST-MIP intervention is expected to be a useful tool for training social skills in children with intellectual disabilities who struggle with verbal communication.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.459-469
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• 2022

This study aims to provide basic data for the development of teaching methods to improve the performance confidence of performing core basic nursing skills in nursing students while availing of online education owing to COVID-19. Data were collected from 146 students in the Department of Nursing at N University located in C city. The collected data was analyzed using descriptive statistics, difference, correlation analysis, and multiple regression by using SPSS 23.0 program.. The subjects' performance confidence of core basic nursing skills was dependent on self-directed learning readiness (r=.368, p<.001), intrinsic goal motivation (r=.232, p=.005), extrinsic goal motivation (r=.344, p<.001), task value (r=.237, p=<.001), control of learning beliefs (r=.262, p=<.001), and self-efficacy for learning and performance (r=.443), p<.001) with a significant positive correlation. The results indicate that the factors influencing the subjects' performance confidence of core basic nursing skills were the 4th grade (β=0.413, p<.001), extrinsic goal motivation (β=0.307, p<.001), and self-efficacy for learning and performance (β=0.316, p=.005), and the explanatory power was 35.8% (F=8.354, p<.001). The research results showed that it is necessary to develop and apply various online-centered teaching and learning methods to increase the extrinsic goal motivation and self-efficacy for learning and performance of nursing students to enhance their performance confidence of core basic nursing skills. This will serve as a basis for preparing effective online centered nursing education strategies to improve performance confidence of core basic nursing skills.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.35-42
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• 2016

The purpose of this study is to examine the effect of action learning approaches on problem-solving skills and learning agency of nursing undergraduate students. This experimental study is designed for a nonequivalent control group. The program was put into practice 2 times a week for 4 weeks. The number of subjects in this research consists of 105, where 53 of the experimental group participated in action learning program and 52 of the control group didn't do. The data was analyzed by ${\chi}^2$-test, Chi-Square test, t-test and paired t-test. The effects of action learning approaches on learning outcomes in nursing process courses are as follows: The problem solving ability of the experimental group has been more elevated than that of the control group. The experimental group has made increase in self directed learning skills. The action learning approaches on learning outcomes in nursing process courses are convenient in nursing process courses. This study has significance in that it identified the availability of the action learning program and that it would be useful teaching and learning method to achieve learning outcomes.

• Journal of Korean Public Health Nursing
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• v.26 no.3
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• pp.465-477
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• 2012

Purpose: The purpose of this study was to investigate the influence of breakfast characteristics of university students on their self-regulated learning, attentional control, and fatigue in order to provide-basic data for establishing desirable eating habits, self-regulated learning skills using attentional control, and advisable learning habits of university students. Method: The level of fatigue was estimated using the Visual analogue scale (VAS) and Critical flicker frequency (CFF). Attentional control was measured using the Attentional Control Questionnaire (ACQ) adapted by Yoon. Self-regulated learning was surveyed by the Self-Regulated Learning Test developed by Chung. Data from atotal of 142 university students were collected from November 30 to December 9, 2011. Result: 69% of the subjects skipped their breakfast. Attentional control has a negative correlation with fatigue (r=-.179, p=.033) and a positive correlation with self-regulated learning (r=.352, p<.001). The multiple regression model of self-regulated learning consists of attentional control (t=3.218, p=.002), commuting time (t=-3.076, p=.003), understanding the importance of breakfast (t=-2.413, p=.008), and skipping breakfast(t=-2.195, p=.030) and its R-square was 21.8%. Conclusion: Learning efficiency of university students should be improved by means of attentional control, which is related to self-regulated learning. Also, it is essential for university students to establish healthy lifestyles including regular eating habits and attentional control, in order to improve their self-regulated learning.

• Journal of Industrial Convergence
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• v.18 no.6
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• pp.119-127
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• 2020

This study was conducted to confirm the effectiveness of the simulation-based orientation program for students preparing for clinical practice in child nursing for the first time. A quasi-experimental non-equivalent control group, pre-posttest design was used. The subjects were 70 3rd grade nursing students who started clinical practice. The simulation-based orientation was applied to 35 students in the experimental group, and the existing lecture style orientation was applied to 35 students in the control group. Data collection was conducted on the nursing competence, perceived stress, self-efficacy, and communication skills before and after orientation. The collected data were analyzed using the SPSS WIN 23.0 program. As a result of the study, the simulation-based orientation program before child nursing practice of nursing college students was found to improve nursing competence (t=5.390, p<.001). Perceived stress, self-efficacy, and communication skills all increased after practice, but were not statistically significant. Therefore, it is necessary to fully consider the situation of students when constructing and operating the contents of the simulation-based orientation.