• Journal of Korean Academy of Nursing
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• v.20 no.1
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• pp.16-37
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• 1990

A cost analysis for hospitalized patients was carried out based upon Patient Classification System(PCS) in order to determine an appropriate nursing fee. The data were collected from 21 nursing units of three teaching hospitals from April 1 to June 30, 1989. first, all of the 22,056 inpatients were classified into mildly ill(Class Ⅰ), moderately ill(Class Ⅱ), acutely ill(Class Ⅲ), and critically ill(Class Ⅳ) by the PCS which had been carefully developed to be suitable for the Korean nursing units. Second. PCS cost accounting was applied to the above data. The distribution of inpatients, nursing costs, and nursing productivity were as follows : 1) Patient distribution ranged from 45% to class Ⅰ, 36% to class Ⅱ, 15% to class Ⅲ, and 4% to class Ⅳ, the proportion of class Ⅳ in ‘H’ Hospital was greater than that of the other two hospitals. 2) The proportion of Class Ⅲ and Ⅳ in the medical nursing units was greater than that of surgical nursing units. 3) The number of inpatients was greatest on Tuesdays, and least on Sundays. 4) The average nursing cost per hour was W 3,164 for ‘S’ hospital, W 3,511 for ‘H’ hospital and W 4,824 for ‘K’ hospital. The average nursing cost per patient per day was W 14,126 for ‘S’ Hospital, W 15,842 for ‘H’ hospital and W 21,525 for ‘K’ hospital. 5) The average nursing cost calculated by the PCS was W 13,232 for class Ⅰ, W 18,478 for class Ⅱ, W 23,000 for class Ⅲ, and W 25,469 for class Ⅳ. 6) The average nursing cost for the medical and surgical nursing units was W 13,180 and W 13,303 respetively for class Ⅰ, W 18,248 and W 18,707 for class Ⅱ, W 22,303 and W 23,696 for class Ⅲ, and W 24,331 and W 26,606 for class Ⅳ. 7) The nursing costs were composed of 85% for wages and fringe benefits, 3% for material supplies and 12% for overhead. The proportion of wages and fringe benefits among the three Hospitals ranged from 75%, 92% and 98% for the ‘S’, ‘H’, ‘K’ hospitals respectively These findings explain why the average nursing cost of ‘K’ hospital was higher than the others. 8) According to a multi- regression analysis, wages and fringe benefits, material supplies, and overhead had an equal influence on determining the nursing cost while the nursing hours had less influence. 9) The productivity of the medical nursing units were higher than the surgical nursing units, productivity of the D(TS) - nursing units was the lowest while the K(Med) - nursing unit was the highest in 'S' hospital. In ‘H’ hospital, productivity was related to the number of inpatients rather than to the characteristics of the nursing units. The ‘K’ hospital showed the same trend as ‘S’ hospital, that the productivity of the medical nursing unit was higher than the surgical nursing unit. The productivity of ‘S’ hospital was evaluated the highest followed by ‘H’ hospital and ‘K’ hospital. Future research on nursing costs should be extended to the other special nursing areas such as pediatric and psychiatric nursing units, and to ICU or operating rooms. Further, the PCS tool should be carefully evaluated for its appropriateness to all levels of institutions(primary, secondary, tertiary). This study took account only of the quantity of nursing services when developing the PCS tool for evaluating the productivity of nursing units. Future research should also consider the quality of nursing services including the appropriateness of nursing activities.

• 대한공업교육학회지
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• v.41 no.2
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• pp.24-47
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• 2016

The purpose of the this study is to analyze consulting demands in vocational education and training (VET) high schools participating the apprenticeship system in Korea. The results of the study are as follows. Firstly, there are 9 sections of consulting that teachers in charge of apprenticeship program in VET high schools demanded. Especially, the demands for the consulting that related with 'student evaluation', 'apprenticeship program development and organization planning of schools' curriculum', 'selection and management of enterprises', 'organization of apprentices classes and student management', 'teaching & learning activities and textbook development' were relatively high. Secondly, there were differences in demands of consulting by VET high schools' current management status. By the type of organization, demands for consulting of both 'training center in main school' of organization and 'training center in common' of organization were higher than 'independent school' of organization generally. By the type of apprenticeship program hours, demands for consulting of both 'above 1400 hours' and '1200 ~ 1400 hours' were higher than 'less than 1200 hours' generally. By the type of OJT operation, demands for consulting of 'a type of OJT that is operated in long term(more than 2 weeks)' were higher than 'a type of OJT that is operated weekly' generally. As a result from above, there are some pre-requisites for the stable operations of VET high schools. 1) The apprenticeship program shall be developed not to interrupt school's regular curriculum. 2) For the smooth management between apprenticeship program and school curriculum, the academic calender has to be established so as the type of OJT operation. 3) The cooperation among the participating schools in part of the organization is unavoidable.

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.415-435
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• 2007

A transition from elementary to secondary school, and among grades, among learning contents is a essential problem in education. A connectivity between learning contents is important in student's growth and development. A gap between lower grades and higher grades in elementary school is no less extensive than a gap between elementary mathematics and secondary mathematics. In this paper, we start with a critical mind about a transition and connectivity between lower grades and higher grades in elementary school. In order to compare between elementary grades, we firstly focus 4th grade mathematics which finish lower grades and start higher grades at the same time. First, we make up a questionnaire to 4th grade students and teachers in charge 4th grade. A questionnaire is composed of questions about the degree of difficulty in the learning(and teaching) of 4th grade mathematics comparing with 3rd grade mathematics. Second, we compare to lower grades lessons(1st grade) and 4th grade lessons using a qualitative method. we analyze the lesson contents, activities and time through 'analysis of the learning course'. And we compare the pattern of eliciting questions, question patterns, nomination patterns and feedback patterns between 1st grade and 4th grade lessons. We hope that this paper is a fundamental sources in investigating a connectivity between lower grades and higher grades in elementary mathematics in the future.

• YAKHAK HOEJI
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• v.59 no.6
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• pp.270-277
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• 2015

There is a lack of evidence on the impact of pharmacist interventions in diabetes care in South Korea. The aim of this study was to investigate the effects of pharmacist counseling on clinical and humanistic outcomes in patients with type 2 diabetes. An uncontrolled before-and-after study was conducted at the outpatient diabetes clinic in a teaching hospital in Gyeongnam, South Korea between January 2 and November 30, 2014. A total of 37 patients were enrolled. During the study periods, the participants and pharmacists met every 2 weeks via follow-up telephone calls in addition to face-to-face meetings upon returning for care visit. At each meeting, a structured patient counseling was performed and the average duration of each meeting was 15~30 minutes. The participants were requested to record daily self-care activities. At the end of this study, patients' satisfaction on pharmacist care was evaluated using the questionnaire developed by us. Compared to baseline, significant reductions (mean${\pm}$standard deviation, p<0.05) in HbA1c were observed at each follow-up period: $-0.32{\pm}0.72%$ from baseline to 3 months; $-0.52{\pm}0.76%$ from baseline to 6 months; $-0.72{\pm}0.76%$ from baseline to 9 months. Over the same follow-up period, the proportions of patients achieving target HbA1c (defined as HbA1c<6.5%) were 3.1%, 10.3%, and 20%, respectively. The proportions of patients who never missed a dose during the same follow-up period were 43.8%, 31.0%, and 20.0%, respectively. The results from the patient satisfaction survey indicated that pharmacist counseling improved patients' knowledge about diabetes and possible drug interactions. Especially, the information on a healthy diet and lifestyle was the most satisfying. To conclude, follow-up telephone calls combined with face-to-face meetings improved clinical and humanistic outcomes in patients with type 2 diabetes mellitus.

• Journal of Digital Convergence
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• v.9 no.4
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• pp.253-265
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• 2011

A number of organizations have had big interests in studies concerning leadership and not only academia but also psychological areas do also. Until now, leadership has been accentuated by managers or team leaders especially. Recently, however, the concept of self-leadership directing one's own activities through self-control or self-management is being focused on in practices and in academia. This study is to investigate the influence between self-leadership strategies as predictors and learning performance in IT classes as dependents variables mediated by attitude of attendance focused on the social science students in two universities (Korea(116 samples) and India(36 samples)). And this research tried to compare difference between two university students. As a result of empirical analysis, Korean learners making an effort by themselves show a tendency to think constructively. Namely, even though the level of difficulty may be high, by positive self-talk, respondents usually make an effort to get high academic performance. In case of Indian respondents, students who are in behavior-oriented show higher academic performance. Research results can give us direction of task-taking attitudes in firms or learning attitudes in teaching organizations and implications to human resource managers who are in charge of improving learning performance or productivity.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.847-857
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• 2017

This study examined the effect of the Collaborative Problem-Solving for Character Competence (CoProC) instruction model within the context of secondary science education. The participants of this study were comprised of 143 Korean students, each of whom was in the 10th grade spread across four class cohorts. These cohorts were further divided into an experimental group (comprised of 73 students from two different classes), which received the CoProC program; and a control group (70 students from two other classes), which did not. In order to assess the effect of CoProC instruction model upon participants' character competence, we designed and administered a Character Competence Test for participants. The CoProC instruction model consists of 3 fundamental steps: Preparation, Problem-solving, and Evaluation. Key character competence targeted in the CoProC program include caring, collaboration, communication, responsibility, respect, honesty, self-regulation, and the development of positive self-image. Thus, these same qualities were targeted and analyzed in the Character Competence Test, which was administered before and after the CoProC activities. The results show a significant increase in the experimental group's competency for caring, collaboration, responsibility, respect, and self-regulation when compared to the control group. Based on these results, we have found that CoProC instruction model to be an effective teaching intervention toward cultivating character competence in a secondary science education setting.

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.1-14
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• 2010

The purpose of this study is to find the meaning of the good class, and based on this, situation of environmental education in high school is researched. Through those above processes, desirable direction of the environment class is suggested. For this study, we are trying to reflect the characteristics of environmental education on the general good classes, and from this, the meaning of good environment class is known. Moreover, for this study, we choose environment classes from four high schools leading by environment major teacher. From those four classes, we analyzed these things: educational situation of environment class, teachers' interviews. All of these are for analyzing environment class with the view of good environmental class. A well-formed environment class manifests the features of environment education in all aspects of teaching and learning process, including learning objectives, learning materials, procedures, and evaluations. Furthermore, it should be 'student-centered' class in which active interaction among the learners or between the instructor and the students is considered most important. Students are not the passive receiver, but rather, they actively participate in the learning process by reorganizing the knowledge as they experience and become independent learners who are actively involved in the problem-solving process. In this way, we can generate a great deal of students' interest and motivation, which in turn makes the class interesting, enjoyable, full of energy and still effective. If there is the class reflecting the factors of environmental education above good class' ways, it will be the good environment class. In the current situation of environment class, the rate of student's class participation and study activity was low. This tendency is not too different between four groups except students' support to teachers. This result means that learners' will to participate in their classes actively is not high. Moreover, about 46.3% of students did not understand some parts of new knowledge and about the parts, students' solution was 'does nothing' and the rate was also so high. Teachers tried to make their class with considering students' interest, and focusing their learner's real life. However, learners are all general education high school students, so teachers have aversion about making their students heavy activities.

• Communications of Mathematical Education
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• v.23 no.1
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• pp.109-128
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• 2009

This study aimed to investigate students' learning process by examining their perception process of problem structure and mathematization, and further to suggest an effective teaching and learning of mathematics to improve students' problem-solving ability. Using the qualitative research method, the researcher observed the collaborative learning of two middle school students by providing problem-posing activities of five lessons and interviewed the students during their performance. The results indicated the student with a high achievement tended to make a similar problem and a new problem where a problem structure should be found first, had a flexible approach in changing its variability of the problem because he had advanced algebraic thinking of quantitative reasoning and reversibility in dealing with making a formula, which related to developing creativity. In conclusion, it was observed that the process of problem posing required accurate understanding of problem structures, providing students an opportunity to understand elements and principles of the problem to find the relation of the problem. Teachers may use a strategy of simplifying external structure of the problem and analyzing algebraical thinking necessary to internal structure according to students' level so that students are able to recognize the problem.

• Perspectives in Nursing Science
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• v.8 no.2
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• pp.129-138
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• 2011

Purpose: The purpose of this study was to identify the current status of evidence-based research, education, and practice, and to suggest a directions for the future development of evidence-based nursing. Methods: To examine the current status of evidence-based nursing research, experimental research among studies published in the Journal of Korean Academy of Nursing from 2008 to 2010 were analyzed. We suggested a direction for the future development of evidence-based research based on the analysis and literature reviews. We also suggested a direction for the future development of evidence-based education and practice based on literature reviews. Results: The results showed that designs and methods of studies were insufficient to use evidences derived from the studies in terms of evidence-based research, and experimental studies consistent with themes were found to be deficient. In the future, the methods and rationale for the design of experimental studies need to be clearer In addition, a test for intervention effects through repetitive studies and a connection between the intervention effects and a protocol for clinical practice will be required. In terms of evidence-based education, curriculum revision and development of teaching methods including contents related to evidence-based practice and research methodology in undergraduate and graduate programs will be required. Evidence-based practice in Korea was less actively done than with that of foreign countries. Some large hospitals have recently attempted systemic activities to promote evidence-based nursing practice in clinical settings. To activate evidence-based practice, the perception of nurses for evidence-based practice needs to be changed and support for education and administration of the program is required. Also, evidence-based practice guidelines, protocols, and assessment tools need to be developed. Conclusion: Evidence-based nursing in Korea is in the process of evolving. To realize evidence-based nursing, we need to develop nursing science based on evidences of closer communication and cooperation in terms of nursing research, education, and practice.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.39-58
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• 2019

The purpose of this study was to investigate the home economics pre-service teachers' verbal interactions during their teaching practicum. For this purpose, the class interactions of four pre-service teachers were recorded, and the data were analyzed using advanced Flanders' verbal interaction analysis. The major findings are as follows: First, the item with the highest proportion of occurrences consisted of the pre-service teachers' 'lectures', 'nonverbal conditions' and 'asks questions'. 'forms a positive learning atmosphere' and 'praises or encourages' exhibited fewer occurrences, and there was little 'giving direction', 'criticizing students or justifying authority'. Second, the instances of class interactions appeared in the form of 'asks questions-student talk response' or 'lecture-asks questions', and in the last class were 'ask questions-student talk initiation' and 'accepts or uses ideas of students'. Third, trends of verbal interactions tend to be generally indirect, and students' remarks have appeared acceptable and compassionate. Fourth, according to expert analysis, 'class management questions' and 'diffusion questions' have increased. Pre-service teachers can guide students through their learning activities, and students can expand their thinking through the teachers' questions. As these results demonstrate, self-study analyses of pre-service teachers and active support in field are needed.