• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.836-846
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• 2018

The purpose of this study was to evaluate nursing educational objectives achievement, critical thinking disposition, and clinical competence and their relationships in nurses within five years after graduation. Subjects were 82 nurses who graduated one nursing college within five years and 68 managers in nursing unit of hospital. Questions were given to nurses. They reported their achievement of educational objectives of the nursing college, critical thinking disposition and clinical competence. Nursing unit managers received the same questions to evaluate nurses working at their unit. Data were collected from January to march 2014 and analyzed by descriptive statistics, t-test, ANOVA, Pearson correlation and multiple regression with SPSS/WIN 23.0 program. Mean scores for achievement of educational objectives, critical thinking disposition, and clinical competence were $3.60{\pm}0.60$, $3.46{\pm}0.28$, and $4.17{\pm}0.56$, respectively. Educational objectives achievement showed significant correlations with critical thinking disposition (r = 0.52, p <. 001) and clinical competence (r = 0.52, p < .001). Regression analysis showed that critical thinking disposition (${\beta}=.30$, p = .018) and clinical competence (${\beta}=.26$, p = .029) were significant factors for predicting educational objectives achievement. Manager's evaluation score for educational objectives achievement and clinical competence was higher than graduated nurses' report (p < .001). This could be used as a feed- back to reset educational objectives and upgrade the curriculum. These study results could be used to, establish strategies to improve educational objectives achievement.

• The Journal of the Korea Contents Association
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• v.22 no.9
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• pp.322-327
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• 2022

Based on goal-achievement and embodied cognition theories, this research investigates how goal-achievement status, which is specified into goal under-achievement, achievement, and over-achievement, influences one's preference for the degree of hardness (vs. softness) in products. The results reveal that consumers who have not yet reached or who just met their goals compared to those who over-achieved their goals want their products (e.g., pillows, mattresses, chairs) to be firm rather than soft. Existing embodied cognition studies have mostly focused on how physical experiences affect consumers' judgments and product preferences, whereas this research shows that consumers can automatically pursue physical experiences according to their goal achievement status.

• The Journal of the Convergence on Culture Technology
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• v.5 no.2
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• pp.329-336
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• 2019

The study was to identify the factors affecting accomplishment of outcome-based education of nursing students. Study subjects were recruited 364 nursing students of junior and senior. We collected data using self-reported questionnaire of communication competence, critical thinking disposition, self-leadership, research competence and accomplishment of outcome-based education. accomplishment of outcome-based education showed statistical differences according to grade, understanding of outcome-based education, satisfaction of outcome-based education, and experience of clinical practicum. Accomplishment of outcome-based education was positively correlated with communication competence, critical thinking disposition, self-leadership and research competence. The influences of accomplishment of outcome-based education were satisfaction of outcome-based education (${\beta}=0.33$, p<0.001), self-leadership (${\beta}=0.21$, p<0.001), research competence (${\beta}=0.18$, p<0.001), critical thinking disposition (${\beta}=0.17$, p<0.003), communication competence (${\beta}=0.14$, p=0.006), and experience of clinical practicum (${\beta}=0.10$, p=0.023). These variables explained 38.1% of total valiance on the accomplishment of outcome-based education. It would need to develop and apply formal and non-formal educational courses for enhancing self-leadership, research competence, critical thinking disposition, and communication competence.

• Journal of the Korea Convergence Society
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• v.10 no.9
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• pp.249-255
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• 2019

This study focused on application and examination of the goal attainment scale(GAS) to participants diagnosed as schizophrenia spectrum and other psychotic disorders. The participants were instructed to set their own goals and evaluate them using the GAS. Scores of each participant's GAS were later calculated to determine the level of goal attainment. A single group pre-post test design and linear mixed effects models were used to examine application and effectiveness of the GAS. The results found that the average GAS scores increased along with observations and the rate of the increase were statistically significant. In addition, this study indicated the importance of self-determined goal setting, goal attainment, and supports of the process. Practical implication and limitation of this study were also discussed.

• Nuclear industry
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• v.16 no.5 s.159
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• pp.42-51
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• 1996

울진 원전 1$\cdot$2호기가 88년과 89년에 각각 상업 운전을 개시한 이래, 지난 3월 18일로 총 1천억kWh의 발전량을 달성했다. 울진 1$\cdot$2호기는 이 기간 동안 최장 382일을 포함해 네 차례의 OCTF를 달성하는 등 설비 운영과 관리에서 탁월한 실적을 나타냈다. 원자력발전량 1천억kWh 달성의 경과와 의의를 들어본다.

• The Journal of Korean Institute for Practical Engineering Education
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• v.1 no.1
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• pp.72-78
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• 2009

The program educational objectives(PEO) are defined as the goals that students should achieve in 3~4 years after graduation. Assessment tools for evaluating program educational objectives might be different for every program. In this paper, we developed and proposed assessment tools which include not only direct assessments through the present study but also indirect assessment through question rubrics. With the proposed assessment tools, we conduct a mimic evaluation for graduates and their employers in order to evaluate the degree of achievement of each PEO.

• Journal of Engineering Education Research
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• v.10 no.1
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• pp.34-59
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• 2007

The purpose of this study was to analyse the correlation between students' perceptions on the achievement of program outcomes and grades. The subjects of this study were 4 programs at two engineering universities in Seoul. As a result, there is no significant correlation between students' self-assessment of the achievement of program outcomes and grades. Therefore, engineering colleges have to improve the way of assessing the students' achievement of program outcomes.

• The KIPS Transactions:PartD
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• v.15D no.3
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• pp.337-346
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• 2008

Many of today’s companies adopt Business Process Management to make their business processes efficient and at the same time pursue certain business values in order to make known that they are working for public interests and to enhance their images and competitiveness. On the other hand, to improve achievement of business values, not only the basic business activities but also the capability of measuring value achievement and ways to reflect the measuring results for process improvement should be built into their business processes. In this study, we propose a value achievement measuring framework that includes the design elements necessary for measuring value achievement and demonstrate its efficacy with an application example.

• KOREAN POULTRY JOURNAL
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• v.20 no.6 s.224
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• pp.55-59
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• 1988

'육종개량에 뒤따르는 닭의 새로운 요구를 충족시켜 주지 못하여 목표 달성에 실패했다.'

• Agrochemical news magazine
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• v.18 no.3 s.138
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• pp.4-6
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• 1997