• Journal of East-West Nursing Research
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• v.7 no.1
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• pp.32-47
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• 2002

This study is a descriptive comparative investigated one to analyze nursing education system and curriculum of Korea and China trans-culturally. 1) Education System The basic level of nursing education in Korea consisted of 65 3-year- junior college of nursing (7379 students) and 48 4-year-bachelor of nursing college (2345 students) in 2000 showing more 3-year-junior college of nursing and its students. In China, western nursing as well as Chinese nursing education system were operating. In 2000, 501 western school of middle technical nursing, 29 school of middle technical nursing of middle level education, and 89 3-year western and 24 Chinese junior college of nursing, and 42 4-year western bachelor of nursing college and 10 Chinese of high level education have been established. The presence of Chinese school of middle technical nursing system seemed to be in slower development in nursing than Korea, but that of Chinese nursing education seemed to be advanced with its national identification prior to Korea. Post graduate continuous education for RN-Diploma and RN-BSN program has been opened as in Korea. The Hosa(護士) system in school of middle technical nursing in China reflects lower level of education than Korea. But it can be a merit, other than in Korea, without nurses aids, when they are acting under supervision of nurses and led by them, and there presents a special course for promotion up to high level education. Graduate school in Korea is divided into general type opening a curriculum for MS in 1960 and as of 2000, 21 general types for majoring in nursing. The PhD course in Korea was established in 1978, and after that the PhD courses have been opening in 14 universities at present. China established master degree course in 1991 and as of 7 colleges are ongoing, and the doctoral course is now under planning, resulting slower development than Korea. 2) Education of theory and clinical practice in Korea and Chine (1) Korea's 3-year junior nursing college have 51 subjects, 49 subjects in China, which was not different. China was following education of ideology and medical. 4-year Bachelor of Science College has 92 subjects in Korea with cultural subjects and essential major studies/elective in theory education in Korea, while 63 subjects in China, showed wider selection in Korea's education. (2) Korea's 3-year and 4-year nursing colleges performed clinical practice education parallel with theoretical education for a certain period, block or theory/practice system. While China's 3-year and 4 or 5-year-colleges educated the theory first and then practice for one year in the last grade, integrating each situation of the departments and the theory. (3) Korea's oriental nursing theory in nursing education was performed in 28 colleges of 65 nationwide ones of 3-year junior nursing colleges, but only one school was educating clinical practice. In 4-year bachelor of nursing colleges, the oriental nursing theory was done in 14 among 48 investigated. And 1-4 subjects of them were doing, and 4 schools performed of clinical practice, showing more reinforced than the junior colleges. China's 3-year and 4-5-year western nursing colleges taught two subjects of Chinese medicine nursing. China's 3-year & 4-5-year College of Chinese medicine nursing, theory of Chines medicine nursing education taught eight subjects. (4) 5-year colleges of Chinese medicine western integrated nursing, theory of Chinese medicine nursing education consisted of twelve Chinese medicine nursing subjects and two of Chinese medicine western integrated nursing subjects. China was tempting a new development of a pattern of Chinese medicine nursing subjects reinforced. 3) The verification of Korean and Chinese nurse's license. The verification test of Chinese nurses license is differentiated at the level of education other than in Korea. Expire date is 2 years and a qualified test must be done to a renewal. And the continuing education hours are 72 per year, which is more enforced than Korean nurses (10 hours a year). In accordance with WTO regulations, we should prepare for opening foreign hospital, educating oriental nursing subjects. And on this, it is recommendable to settle a basic frame research to run the oriental nursing practice ongoing. 1. It is desirable to develop the oriental nursing subjects to apply its idea to the western nursing and differentiate Korean nursing. 2. It is desirable to certify oriental nurse's characters, to expand and develop the nursing areas to practice it, and to establish the oriental nursing system. 3. It is expectable to promote Korean nursing specialization to develop the oriental nursing as a professional and to create its demand.

• Journal of radiological science and technology
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• v.18 no.2
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• pp.87-102
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• 1995

The education of radiologic technology began in the regular institute of higher education in Korea in 1963. Up to now from then, our education to bring up the radiologic technologists has developed greatly in quality and quantity, and now departments of radio-technology are founded in the 16 junior colleges in March, 1995. This study was done to verify the necessity and propriety to reform the education system of radiologic technology which was run as two or three year system of college curriculum for 32 years since 1963, and to search for the method to reform in the future. We got the following results from this research. 1. In the survey, on the desirable education year for radiologic technologists, 63.9 % of professors of department of radio-technology and 63.0 % of radiologic technologists chose the 4 year system, 27.9 % of professors and 34.6 % of radiologic technologists chose the 4 year system added to graduate school. 2. In the survey, on the future development of radiologic equipments and technique, 67.2 % of professors of department of radiologic technology and 86.4 % of radiologic technologists have a view of "revolutional development". Also, on the future tasks or roles of radiologic technologists 95.1% of professors and 94.9% of radiologic technologists have a view that "They will increase". 3. On the necessity of extension of education year to 4 years from 3 years, the factor is that development of medical technique and machinery and tools, advance of qualification of radiologic technologists, enlargement and specialization of the business of the radiologic technologists, ballance of education year with other medical sciences, international competitive power and cooperation of radiologic technology, and education continuation of the graduates of department of radiologic technology. 4. They suggested that in the 4 year curriculum of department of radiologic technology, clinical medicine, quality control of radiation and radiologic equipment, related subjects to the radiologic application and computer application should be enforced and clinical practice should be extended more. 5. On the device to found the 4 year college curriculum of radiologic technology, they suggested that first, 4 year curriculum should be founded through the variety of educational year, secondly, department of radiologic technology should be founded in the 4 year health sciences college, thirdly, educational continuation of the radiologic technologists should be systematized on the basis of life-long education.

• Korean Medical Education Review
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• v.19 no.3
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• pp.121-128
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• 2017

When a new educational system for college students in South Korea was established in 1946, the National Committee for Educational Planning adopted a 6-year curriculum of medical education, consisting of a 2-year premedical component and a 4-year medical component. For more than half a century, the premedical curriculum has received little attention. However, it is very important for premedical students to have a range of experiences that could be useful in their future medical careers. In 2005, another change was made to the system of medical education, in which medical schools without a 2-year premedical curriculum were established. This began to stimulate interest in premedical education, and more and more professors have become interested in premedical education as 6-year medical colleges have become more popular than before. Since 2015, the Education and Cultural Center of the Korean Association of Medical Colleges has annually hosted a workshop for redesigning premedical education; these workshops quickly fill up with registrants, reflecting the participants' lively interest in premedical education. The problems of premedical education are mostly due to students' and educators' attitudes. A more effective approach will be needed in the educational system of the future to train highly competent medical doctors. To judge whether an educational program is successful, its aims must be clearly articulated. For this reason, medical colleges must prepare premedical education curricula based on their educational aims. It is expected that the system of premedical education will be strengthened in the future due to the growing awareness of its importance.

• Journal of Family Resource Management and Policy Review
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• v.14 no.3
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• pp.143-163
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• 2010

The purpose of this study is to analyze the trend of research system and contents of thesis which was published with a theme of child tea ceremony education. Under this purpose we have searched the thesis related to the child tea ceremony education which was in the data base of the National Assembly Library, the National Library of Korea, Korea Education & Research Information Service and we have collected total of 22 analyzing subject data. The major results of this study are as followings: First, after analyzing the research system, the release year of child tea ceremony education study which was published from year 2000 to 2009 are shown as followings, 1 unit in year 2000, 2 units in year 2001, 2002 & 2003, 4 units in year 2004, 5 units in year 2005, 2 units in year 2006, 1 unit in year 2007, 2 units in year 2008, 1 unit in year 2009. The publishing type were 14 units of master's degree thesis, 6 units of academic journal, 2 units of doctor's degree thesis. The academic area of researchers are 8 units of propriety and tea culture, 5 units of early childhood education, 5 units of child welfare, 2 units of family culture and consumer, 1 each unit of counseling psychology and korean culture. As per the research method there were 15 units of experimental study, 6 units of reference research, and 1 unit of thesis which adopts both interview and case study. Second, as a result of analyzing the research contents, the goal of child tea ceremony education was shown to be a holistic child growth and development, a formation of basic living habit, a development of pride on traditional culture and an establishment of national identity. The contents of child tea ceremony education has been classified into 57 items. The activity of child tea ceremony education has been classified into 34 items. The vitalizations of child tea ceremony education is shown to be a education for parents and teachers, a development of systematic educational program, durability of child tea ceremony education, and a verification of effectiveness of child tea ceremony education.

• Korean Journal of Clinical Pharmacy
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• v.24 no.4
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• pp.288-295
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• 2014

Background: The pharmacy education system in South Korea has changed from four-year degree program to two-year pre-pharmacy program plus four-year professional degree program (a total of six years) since 2009. Objectives: The purpose of this study is to assess final year student's satisfaction on this new pharmacy education system and to explore factors related to student satisfaction. Methods: A paper-and-pencil survey instrument was administered to all final year pharmacy students at four universities located in South Korea during September of 2014. The self-administered questionnaire contained 39 items. In part 1, the quality of education with regards to school utilities, education system, human resources, and communication domains were measured. In part 2, overall satisfactions with the new education system were asked to students. Responses were recorded on a seven point Likert scale. Results: A total of 207 students were participated in this study. Students showed low satisfaction on school utilities and standardization of education while they displayed high level of satisfaction on the quality of the faculty members and preceptors at clerkship sites. Factor analysis showed that education service was the most significant factor that affects students' satisfaction followed by facilities, standardized education, communication, administration, pharmacy practice (p<0.05). Conclusion: The qualification of faculty and preceptors ranked number one in students' satisfaction and it was the most significant factor. School facilities were found to be the second most significant factor in students' satisfaction while students displayed poor satisfaction. The study results might need to be reflected in future education planning to improve students' satisfaction.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.4
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• pp.596-605
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• 2014

Purpose: This study aims to understand the influence of college entrance system-related factors and scores of college scholastic ability test on a first year nursing student's academic achievement. Method: Data collected include both a descriptive survey designed to assess college entrance system-related factors with respect to 182 nursing students attending a 4-year nursing college program and their test scores in the first year. The data were analyzed via descriptive statistics, Mann-Whitney U test, Kruskal-Wallis test with Bonferroni's correction, and Spearman's rank correlation coefficient through an SPSS 18.0 program. Results: Student academic achievement with regard to college entrance system-related factors exhibited significant divergence from first year grade point averages (hereafter GPA) and natural science grades. Conclusion: This study confirmed the existence of significant differences, depending on the factors regarding the college entrance system. As a result, conducting assessment to evaluate the level of basic knowledge before college entrance is highly recommended. Also recommended is the development of a support program for students projected to have difficulties with respect to their academic achievement.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.3
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• pp.465-473
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• 2012

Purpose: The purpose of this study was to investigate the experiences of nursing college students who are now pursuing a bachelor degree of nursing at a three year nursing school. Method: The study employs a Qualitative research method. For this study 19 nursing students of a reformed nursing college were interviewed. All of them are now taking the fourth-year classes. Results: The experiences of the interviewees are categorized into the following five themes: 1) Education reform news that could make the bachelor degree happen; 2) Relaxed but uncomfortably long winter break; 3) Looking forward to the fourth year of nursing education; 4) Facing the fourth year and possible double classes; and 5) Unregrettable choice. The study found that the students are putting their best effort forward for the fourth-year classes in a hope that the bachelor degree could rebuild their self-esteem and self-identity as a full-member of the nursing profession. They also hope that the existing societal prejudice and differential treatments toward them will disappear in future nursing practices. Conclusion: This study concludes with some practical implications for nursing education for reformed nursing schools.

• International Journal of Computer Science & Network Security
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• v.21 no.4
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• pp.209-213
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• 2021

Data mining is the application of specific algorithms for extracting patterns from data and KDD is the automated or convenient extraction of patterns representing knowledge implicitly stored or captured in large databases, data warehouses, the Web, other massive information repositories or data streams. Data mining can be used for decision making in educational system. But educational institution does not use any knowledge discovery process approach on these data; this knowledge can be used to increase the quality of education. The problem was happening in the educational management system, but to make education system more flexible and discover knowledge from it huge data, we will use data mining techniques to solve problem.

• Fashion & Textile Research Journal
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• v.15 no.6
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• pp.899-911
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• 2013

This study investigated the current curricula for the training of textile design specialists. In-depth interviews were conducted with 6 practitioners working in the textile design industry; subsequently, the curricula offered by 20 textile design-related departments at 4-year and 2-year colleges in Korea were used for the data analysis. The results of this study were: First, the problems of textile design education were (1) a limited understanding of commercial designs, (2) an education system concentrated on pattern designs, (3) limited creativity and design expression capacity, (4) limited practical ability and the analysis of collection. Second, most textile design departments at Korean colleges were located in the Seoul/Gyeonggi district and Gyeongbuk/Gyeongnam district. Third, textile material and imagination/expression subjects were a limited part of the curricula; subsequently, a long-term and systematic education system (by college year) was required for the use of basic education subjects. Fourth, there was a shortage of practical subjects in college education despite the perception of commercial designs; in addition, a professional design education (by material and use) were an important part of practical business.

• The Korean Journal of Emergency Medical Services
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• v.19 no.1
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• pp.63-85
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• 2015

Purpose: The study was to investigate the feasibility about reorganized the paramedic college into a four-year education system. Methods: Through literature review and analysis, a self-reported questionnaire was created and filled out by the professors of paramedic and analyzed. Results: An analysis of the curriculum indicated that, as paramedic schools involve practice-oriented education, reorganization of the college system is necessary to raise the quality of the actual training. The survey results found that most participants agreed with the need to reorganize the school system. Conclusion: Paramedics have a responsibility regarding the life of the nation. In order to be satisfied with its status as a national job that focuses on humanity and justice, increasing the years needed before graduation is necessary.