• The Journal of Korean Academic Society of Nursing Education
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• v.11 no.1
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• pp.98-106
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• 2005

The study to identify the relationship among stress associated with clinical experience, coping strategies and self-esteem in nursing students and to provide basic information which is useful for nursing students' learning experience in clinical setting were surveyed using self-reported questionnaires. The findings were summarized : 1. Senior students showed a higher level of stress than junior students. A higher stress level was observed in the unsatisfied group, compared with the neutral group. By class and clinical schedule, students who followed the 3-week class and 3-week clinical schedule showed a higher level of stress than those who followed the 8-week class and 8-week clinical schedule. 2. Senior students had a higher mean coping strategy score than junior students. And the satisfied group showed higher self-esteem, compared with the neutral and unsatisfied group. 3. There was a positive correlation between stress associated with clinical learning experience and coping strategies. But a negative correlation was seen between stress and self-esteem in nursing students. 4. Nursing students used more coping mechanisms as their stress levels increased but showed low self-esteem. The results suggest the need for developing more effective teaching methods and strategies that could improve students' ability to solve problems and sustain their self-esteem even under a stressful circumstance.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.1
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• pp.5-15
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• 2013

Purpose: The purpose of this study was to explore nursing students experiences in team based simulation learning. This study was based on a phenomenological research methodology. Methods: Fourteen nursing students participated in this study. The students gave in depth interviews and wrote reflective journals after participating in a team based simulation learning program, which was provided at C University in Gwangju for 8 weeks, 2011. These data were analyzed using Van Kaam's method. Results: 21 sub-themes and 9 themes were elicited from 55 significant statements. They were classified into 3 categories such as : 'First exposed to lessons on how Burden', 'the enjoyment of team based simulation learning', 'expansion of the clinical competence'. Conclusion: Teaching and learning strategy that combines a variety of simulation training to nursing students to develop critical skills to improve their care to give and take advantage of simulation training supplement is advised.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.337-345
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• 2011

Purpose: This study was done to identify the relationship among Critical Thinking Disposition (CTD), stress of clinical practice and clinical competence in Korean nursing students. Methods: Participants were 407 baccalaureate nursing students (3rd and 4th grades) in Korea. Variables included CTD, stress of clinical practice, clinical competence, and demographic variables. Data was analyzed by frequencies, t-test, ANOVA, Pearson's correlation and multiple regression. Results: Clinical competence positively correlated with CTD, but negatively correlated with stress of clinical practice. The regression model explained 25.6% of clinical competence. The significant predictors of clinical competence were intellectual eagerness, intellectual fairness in CTD, conflict with patients, and clinical environment in stress of clinical practice. Conclusions: CTD and stress of clinical practice contribute to nursing student's clinical competence. Therefore, efforts to encourage nursing student's CTD, increase stress management skills, especially in conflict with patients, and build a supportive clinical environment should be made to strengthen clinical competence.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.346-354
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• 2011

Purpose: This study examines the effects of integrating Evidence Based Practice (EBP) into a critical care clinical practicum on nursing students' access and use of information resources and EBP competency. Methods: A one-group pretest-posttest design was used. Fifty senior nursing school students from a university participated. A critical care clinical practicum combined with EBP consisted of six full days of clinical practicum in intensive care units with EBP education. Group and individual training in EBP skills, lectures, small group discussion and conferences were provided. Data were analyzed using paired t tests for 50 participants. Results: The scores of evidence based practice competency increased significantly (p<.001) showing significant improvement in searching and classifying the evidence. Nursing students' access and use of research evidence improved (p=.004). Conclusion: This study showed that the integration of EBP into a clinical practicum was effective in improving accessibility and usefulness in research evidence such as guidelines and research articles, and increasing EBP competency in undergraduate students.

• Korean Journal of Childcare and Education
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• v.13 no.5
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• pp.65-91
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• 2017

Objective: This study aims to investigate early childhood teachers' perception of STEAM and suggest activation measures for STEAM according to teachers' background variables. Methods: The researchers conducted a pilot study, and then did survey research for 5 weeks. The participants of this study included 523 teachers of early childhood education institutions in Gwangju metropolitan city and Jeollanam-do Province. Results: The results of this study were as follows. First, early childhood teachers perceived the necessity of STEAM differently according to their age, experience, and academic background. The higher their age, experience, and academic background were, the more they wanted to participate in further teacher training and education. In particular, early childhood teachers' perception and activation measures were very different according to their workplace. These results come from the fact that the conditions in conducting STEAM are different according to their workplace. Conclusion/Implications: In order to activate STEAM, a teacher training program including practical contents and methods should be conducted. Also, it is necessary to carefully organize the content and structure of the teacher training program according to their workplace. This study is meaningful in terms of suggesting activation measures for STEAM by showing how early childhood teachers think about STEAM and what they demand.

• Journal of Information Technology Applications and Management
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• v.14 no.1
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• pp.1-20
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• 2007

IT outsourcing becomes one of the important shills for managing diverse and complex information systems, SIA is considered as an one of the success factors for the successful outsourcing management. Since it helps to establish common goal and provides better visibility of trends and performance, the SLA process must go beyond mere measurement to include a methodology for the ongoing management of service levels, and for the continuous improvement of service activities, functions and processes. Despite SLA is one of the most important skills for the successful outsourcing, few studies have been conducted for academic as well as practical purpose. For this reason, The objective of this study is to develop an SLA's maturity model and empirically demonstrate how SLA's maturity level affects its Performance through SLA's maturity model. The major contributions of this study are in two areas. This study contributes to academicians as well as practitioners. First, from the academic perspectives this study tries investigating the maturity level of the SLA based on empirical data. Second, practitioners can self-test their firms' maturity level using the proposed model. The results of this study show that the SLA's maturity level affected positively SLA's performance. It is founded that the SLA's maturity level had a significant impact on SLA's performance.

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.125-130
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• 2012

This study proposes content and instruction of leadership education based on the results of evaluation and analysis of leadership skill of present levels of students who registered for 'leadership development and training' course which is liberal arts elective course of the 'Accreditation Board of Engineering Education in Korea' and provides best practices to develop leadership skill and to attain academic achievement 2, 4, 6, 7 of 12 academic achievement required by KEC2005. To accomplish a purpose of the study, I divide leadership skill into technical skill, human skill and conceptual skill that suggested by Katz and then measure students' leadership skill. The contents of leadership education to develop and enforce three leadership skills are as follows. First, for developing technical skill, there is a need for systematic education of basic working experience relevant to a major field of study. Second, for developing human skill, there is a need for education of leadership, motivation, conflict management, communication, group dynamics and presentation etc. Third, for developing conceptual skill, there is a need for education of founding vision, business strategy and creative idea etc.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.1-31
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• 2009

Although Korean university students' primary concern is academic success in their higher degrees in the UK, they highly desire to develop English communicative competence through a number of opportunities to speak with natives speakers. The paper aims at examining to what extent they are able to be socialised into a new environment while they are studying at UK universities. The in-depth, longitudinal interviews with the targeted group of six Korean masters' students at the University of York was undertaken to observe the pace of their progress in developing social skills. Reluctance and hesitance to contact and interact with their supervisors and other academic staff persisted for most of them to the final term caused by cultural reasons such as face and hierarchy rather than language problems. Despite the six participants' variation in their patterns of social interaction, they struggled with pressures towards monoculture-biased interaction with Korean people, which was quite extreme for the five participants. This passivity can be explained by several reasons such as the students' lack of communicative competence and other situational factors on one-year course. It is important to note that students' failure to develop network with native speakers is strongly associated with experience of cultural withdrawal and frustration with developing communicative competence in English.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.2
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• pp.292-300
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• 2007

Purpose: This study was intended to describe the perception of professors and nurses on clinical practice teaching and organizational integration of colleges and clinical nursing departments. Method: Fifty-three professors of five nursing colleges and eighty-four nurses of one university hospital participated. A structured questionnaire was used for data collection. Result: Disposition for a good clinical instructor was both teaching skill and abundant clinical experience. Professors were competent at adapting nursing process and critical thinking, whereas, nurses were good at clinical skills. Most of the subjects agreed on the organizational integration of nursing colleges and the nursing departments of the hospital, and the proper position for a clinical teacher would be a concurrent instructor. Conclusion: Cooperation between the nursing college and clinical nursing department is needed, and organizational integration of these two is one way for better instruction in clinical practice.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.2
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• pp.146-156
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• 2020

Purpose: The purpose of this study was to investigate the experience of nursing students who volunteered as dementia partners for elderly persons with dementia. Methods: This qualitative study utilized focus group interviews to investigate the experiences of 20 nursing students who performed dementia partner activities for more than one year. Data were analysed using an inductive content analysis approach based on Elo & Kyngäs. Results: The analysis yielded the following four major themes: "becoming a dementia expert," "becoming an evangelist for prevention of dementia," "overcoming prejudices against aged with dementia," and "acquiring motivation and skills of geriatric nursing" That means the experience as a dementia partner serves as an opportunity to broaden human understanding and shows its potential as a means to complement the effectiveness of practical nursing education. Conclusion: Dementia partner experiences have changed the perception, attitude and behavior of nursing students about the aged with dementia, so there is a need to extend this kind of experience to other students in nursing. Moreover, educational policy support should be continuously provided for this purpose.