• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.5
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• pp.626-635
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• 2017

This study aimed to identify the factors affecting confidence in performance of fundamental nursing skills in nursing students. Participants were 318 nursing students who haven't had clinical practice experiences to the point of data collection in two universities in B and U cities. Data were analyzed using t-test, ANOVA, Scheff? test, Pearson's correlation coefficients, and stepwise multiple regression. The mean scores of self-directed learning ability, satisfaction with practicum, and confidence in performance of fundamental nursing skills were $3.38{\pm}0.40$, $3.93{\pm}0.59$, and $3.40{\pm}0.61$, respectively. Correlations were found between confidence in performance of fundamental nursing skills and self-directed learning ability (r=.289, p<.001) and satisfaction with practicum (r=.353, p<.001), and between self-directed learning ability and satisfaction with practicum (r=.393, p<.001). Factors influencing the confidence in the performance of fundamental nursing skills were satisfaction with practicum (${\beta}=.24$, p<.001), self-directed learning ability (${\beta}=.15$, p=.010), and attitude to practicum participation (${\beta}=.13$, p=.027). These factors explained 15.6% of the variance in the participants' confidence in performance of fundamental nursing skills. Therefore, effective nursing educational programs need to be developed in order to foster confidence in the performance of fundamental nursing skills of nursing students by enhancing self-directed learning ability, satisfaction with practicum and active attitude to practicum participation.

• Journal of the Korean earth science society
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• v.25 no.6
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• pp.409-417
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• 2004

This study investigated the effects and development of instruction module using ICT on earth field at elementary school science. The effects by 5th graders appeared as follows; First. ICT-applied teaching method proved to enhance the science teaming achievement regardless of their grades compared to the ordinary one. Second, Instruction module using ICT devoted to improve 'self-directed learning characteristics' at all grades by comparition of the ordinary teaching method. The 5th graders showed the improvements in the fields of' openness', 'self-conception', 'initiative', 'future inclination', 'creativity', 'self-assessment ability' all of which belong to self-directed teaming characteristics. They did not, however, show meaningful effect on improving 'learning eagerness' and 'responsibility' improvement. Thirdly, ICT-applied teaching method proved that it is more effective for developing 'creativity' than the ordinary one at all sample grades. The effectiveness was presented highly at 'fluency', 'originality' all of which belong to creativity. They did not, however, show meaningful effect on improving 'flexibility'.

• Journal of Digital Convergence
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• v.17 no.5
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• pp.407-416
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• 2019

This study was to investigate the factors affecting the learning strategies of the students in the Department of Health Science. The data collection was conducted through a self-reporting questionnaire to 373 college students majoring in health and health care at two universities in J.do. and the collected data was analyzed using the SPSS/WIN 23.0 program. The study found that there were significant differences in learning strategies depending on Motive of application and major satisfaction level, and there were significant differences in academic stress with the grade, gender, Motive of application, major satisfaction, and academic self-efficiency, and self-directed learning depending on the grade, motive of application, and major satisfaction level. The results showed that the correlation between learning strategy and academic self-efficacy(r=.478, p<.001) and self-directed learning(r=645, p<.001), academic stress(r=-.193, p<.001). Self-directed learning(${\beta}=0.61$), major satisfaction (satisfaction) (${\beta}=0.31$), and major satisfaction (usually)(${\beta}=0.24$) affect the learning strategy, with 42.6% overall explanation. Based on the results of the study, the search for ways to improve major satisfaction levels and self-directed learning skills could have a positive impact on improving the learning strategy of college students in the health sector.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.409-417
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• 2023

This study was attempted to confirm the effects of covert narcissism, self-directed learning ability, academic achievement on self-leadership in nursing students. This study targeted 247 nursing students in B and Y cities. Data analysis was analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and multiple regression analysis using the SPSS 22.0 program. The average self-leadership of the subjects was 3.14±0.62 points, and the difference in self-leadership according to general characteristics was significant in major satisfaction (F=11.111, p<.001). There was positive correlation between self-leadership and self-directed learning ability (r=.630, p<.001), academic achievement (r=.532, p<.001), and negative correlation between covert narcissism (r=-.206, p=.001). The factors influencing the subject's self-leadership were identified as covert narcissism (β=-.147, p=.031), self-directed learning ability (β=.468, p<.001) and academic achievement (β=.282, p<.001) and the explanatory power was 46.9%. Based on the results of the study, the necessary of developing an effective education program considering the self-leadership and related factors of nursing students was suggested.

• Journal of Practical Engineering Education
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• v.15 no.1
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• pp.89-95
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• 2023

This study is a descriptive research study to analyze the effects of grit in nursing students on self-directed learning ability and adjustment to university life. Data was collected from 260 nursing students including first and second-year nursing students in Region C University. The data was analyzed to find relationships among grit, self-directed learning ability, and college life adjustment using frequency analysis, descriptive statistics, t-test, ANOVA, and multiple regression analysis. The results showed the subdomains of grit in which grit in nursing students affected self-directed learning ability were consistency of interest (t=2.423, p<.05) and perseverance of effort (t=3.761, p<.001). The explanation power of the regression model was 40.2%, which was a statistically significant result (F=23.609, p<.001). The subdomains of grit in which grit in nursing students affected adjustment to college life were the consistency of interest (t=3.112, p<.001) and perseverance of effort (t=3.930, p<.001). The explanation power of the regression model was 43.2%, which was a statistically significant result (F=30.608, p<.001). These results show that it is necessary to develop educational programs to enhance individual nursing students' grit, self-directed learning ability, and college-life adjustment.

• Journal of the Korea Convergence Society
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• v.9 no.12
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• pp.495-507
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• 2018

This study was done to develop and validate a path model for the causal relationship of nursing information literacy competency and problem solving, self-direct learning, and clinical performance ability of nursing students. Subject were 208 nursing students in the fourth grade of nursing school. Data were collected from June 4 to June 18, 2018. The nursing information literacy competency of nursing students showed direct effects on problem solving ability (${\gamma}=.70$, p<.001) and direct effects on self-directed learning ability (${\gamma}=.53$, p<.001). Nursing information literacy competency showed direct (${\gamma}=.31$, p<.001) and indirect effects (${\gamma}=.31$, p=.007) on clinical performance ability. These variables explained for 46.2% of clinical performance ability. Therefore, it is recommended to develop an education program that can enhance the nursing information literacy competency for improving the problem solving, self-directed learning, and clinical performance ability of nursing students.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.487-494
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• 2023

The purpose of this study was to examine the relationship between self-directed learning readiness, stress coping, and academic resilience among freshman nursing students, and investigate the impact of self-directed learning readiness and stress coping on academic resilience. Data were collected from March 15 to March 26, 2022, using 205 questionnaires that were analyzed using SPSS/WIN 25.0. The results showed that the average self-directed learning readiness score of the participants was 2.61, the average stress coping score was 2.14, and the average academic resilience score was 2.36. Academic resilience was found to be positively correlated with self-directed learning readiness (r=.573, p<.001), problem-focused coping (r=.305, p<.001), seeks social support coping (r=.321, p<.001), and hopeful thought coping (r=.344, p<.001). The variables that affected academic resilience were self-directed learning readiness (β=.498, p<.001), seeks social support coping (β=.203, p=.001), and major satisfaction (β=.117, p=0.034), and these variables explained 44.8% of the variance in academic resilience. Therefore, to enhance academic resilience among nursing students, it is necessary to develop programs that improve self-directed learning readiness and promote active stress coping strategies.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.1
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• pp.17-27
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• 2010

In this study, the assessment and the factor analysis of the self-directed learning readiness for engineering students were conducted. As measurement tool was used the self-directed learning readiness scale of Guglielmino's SDLRS questionnaire in Korean translation. It was surveyed under 519 students of Faculty of Engineering of Korea University of Technology and Education. Responded questionnaires were 496. As a result, seven factors were identified: (1)openness to learning, (2)initiative and inquiring mind, (3)independence and basic learning skills, (4)creativity, (5)accepting responsibility for learning, (6)love of learning, (7)positive orientation of the future. And the scale was confirmed in validity. It was confirmed that the mean value of openness to learning and of love of learning were higher than average, while mean value of independence and basic learning skills, accepting responsibility for learning were lower than average, there was the difference in SDLRS by students' personal backgrounds, but there were statistically significant differences in seven factors.

• Convergence Security Journal
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• v.14 no.6_1
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• pp.33-43
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• 2014

In this study, diagnosis of the problem of self-directed learning for the improvement of the language, reasoning n eeded for NCOs typical for students currently enrolled as a cadet NCOs and suggested some lessons to improve this model. Proposed presentation, the three curriculum of presentation and discussion related to the configuration intervie w, self-directed learning was to be his students. In one of the ways to solve the problems experienced in a self-pac ed learning learner was used in this process is often the scaffolding system, is shown that can lead to improved abil ity to apply the result of expression of the three class model.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.262-270
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• 2021

The purpose of this study was to identify factors influencing the transfer of learning for nursing students in clinical practice. This study is a descriptive survey research conducted with 113 nursing students. Self-directed learning, motivation to transfer, and transfer of learning were measured. Data were analyzed by descriptive analysis, independent t-test, and ANOVA. The transfer of learning were significantly different according to the interpersonal relationship (t=10.43, p=.002), the satisfaction of nursing major (t=3.81, p=.006), satisfaction of nursing skills laboratory (t=4.61, p=.004). Transfer of learning had a correlation with self-directed learning, motivation (r=.46, p=<.001), and motivation to transfer (r=.60, p=<.001). In addition, motivation to transfer, the satisfaction of nursing skills laboratory, and learning evaluation were significant predictors of transfer of learning. Finally, in order to increase the transfer of learning for nursing students, nursing instructors need to encourage motivation to transfer, and to apply educational strategies that increase self-directed learning, as well as the satisfaction of the nursing skills laboratory.