• 공학교육연구
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• 제24권4호
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• pp.3-20
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• 2021

As we have become more interested in 'competency' that means ability to do something around the world, the competency of the best performers has also been introduced in the university curriculum as a concept of core competency. Research continues on why this competency-based education is needed compared to existing academic-oriented education, how it can be introduced into existing curricula, and how it can be developed and evaluated in detail. This study develops and validates core competency assessment tools that can diagnose core competencies of engineering students. Therefore, this research paper conducted a literature review related to core competencies and also core competency assessment tools of university students. It seeks to explore the implications of core competency assessment tools for engineering students and then lay the foundation for competency-based teaching and learning at engineering colleges. And also it defines the concepts of core competencies and each core competency of engineering students through prior research analysis of competence, core competence, and core competence of university students. The primary core competency assessment tool consisted of sub-factors and questions of core competencies. It were modified through the expert validation of the primary one and then it was used as a core competency assessment tools for preliminary investigation. The core competency assessment tools for engineering students are consisted of 6 competencies, 22 sub-factors, and 91 questions. There are core competencies as follows: engineering basic competencies, major engineering competencies, self-management competencies, communication competencies, interpersonal competencies, global competencies. The preliminary survey was conducted on 426 engineering students attending the Engineering Education FESTA 2019. The preliminary findings were derived by conducting exploratory factor analysis, confirmatory factor analysis, question characteristics analysis, and reliability analysis for validation. The core competency assessment tools developed through this study can be used to verify the effectiveness of the curriculum and programs for students at engineering colleges. In addition, the developed core competencies, sub-factors, and questions can be utilized in a series of courses that design, conduct, and evaluate engineering curricula and programs as competency-based curriculum. The significance of this study is to lay the groundwork for providing competency-based education engineering students to develop core competencies.

• 한국간호교육학회지
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• 제21권1호
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• pp.16-27
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• 2015

Purpose: This study evaluates the level of cultural competence (CC) and educational needs for cultural competence in nursing (CCN) in undergraduate nursing students. Methods: A self-report instrument was used to measure CC and educational needs for CCN. Questionnaires were completed by 330 nursing students in three nursing colleges. Descriptive statistics, a t-test, an ANOVA, Pearson correlation analyses, and multiple regression were used to analyze the data. Results: The mean CC score was 2.99 and the mean CCN educational needs score was 7.1. CC positively correlated with educational needs for CCN. The regression model explained 36% of the variance in CC. Factors affecting CC were school grades, multicultural education experience, frequency of meeting foreigners, length of encounters with foreigners, foreign-language fluency, and degree of interest in multicultural nursing. Conclusion: To strengthen the CC of students, nursing educators should develop an educational program for CCN and incorporate CCN into nursing school curricula.

• 영어어문교육
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• 제18권1호
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• pp.45-68
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• 2012

This study aims to investigate the different opinions about feedback given to high level Middle School students about their writing.18 students in the Gifted Program participated in the study. They were divided into three groups through their presurvey answers according to their language learning opportunities and genders. Students language self-assessment was compared with achievement as well. Three times of students' written work were collected. They then received feedback from the teacher and their two peers respectively. With the teachers' and peers' feedback, they completed their final draft. The study then examines how much the students take feedback practically from the different feedback givers. Examples of formative and corrective feedback were arranged to find out the differences in the students practice when giving and taking feedback. These Gifted class students showed that they didn't care much about who gave them the feedback, instead they cared more about how much language competence they presumed the feedback giver had. Implications of the findings are discussed and future study is suggested.

• Journal of Periodontal and Implant Science
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• 제42권1호
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• pp.25-29
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• 2012

Purpose: There has been no attempt to establish an objective implant surgical evaluation protocol to assess residents' surgical competence and improve their surgical outcomes. The present study presents a newly developed assessment and rating system and simulation model that can assist the teaching staffs to evaluate the surgical events and surgical skills of residents objectively. Methods: Articles published in peer-reviewed English journals were selected using several scientific databases and subsequently reviewed regarding surgical competence and assessment tools. Particularly, medical journals reporting rating and evaluation protocols for various types of medical surgeries were thoroughly analyzed. Based on these studies, an implant surgical technique assessment and rating system (iSTAR) has been developed. Also, a specialized dental typodont was developed for the valid and reliable assessment of surgery. Results: The iSTAR consists of two parts including surgical information and task-specific checklists. Specialized simulation model was subsequently produced and can be used in combination with iSTAR. Conclusions: The assessment and rating system provided may serve as a reference guide for teaching staffs to evaluate the residents' implant surgical techniques.

• 대한가정학회지
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• 제33권6호
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• pp.225-244
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• 1995

The purpose of this study is to see difference based on age, sex, sociometric ststus for perceived competence of children and difference about perception of responsibilities degree of parents of these children. the content of study as follows. 1. How is the difference about perceived competence of children based on age, sex, sociometric status. 2. How is the difference about perception of responsibilities of children based on age, sex, sociometric status. 3. How is the relationship between father and mother. The subject of this study is children and their parents of 126 persons of the third grade, sixth grade of S elementary school, the second grade of S middle school, the second grade of S girls' middle school which are located in Pusan city. This study used a peer nomination among sociometric assesment method as sociolity assessment means, self-perception profile for children of Harter(1985) as perceived competence assessment means of children and used self-perception profile for children which amends fits for parents. the collected data are managed by SPSS/PC+ program. We analyze three-way ANOVA to verify study question No, one, two, analyze t-verification and Pearson's product moment correlations to verify study question No. three. The result of this study as follows. First, in investigating difference about perceived compretence of children based on age, sex, sociometric status, we can see that children perceive high, self-ability for low ages. Also, boys than girls, popular children than rejected children, neglected children perceive high self-ability. Second, in investigating difference about perception of responsibilities of children based on age, sex, sociometric status, we can see that mother perceive responsibilities in learning sphere, exercise sphere, the whole self-value sphere and father perceive responsibility only in social sphere. Third, in investigating relation between perception of responsibilities of father and mother, this shows that difference between perception of responsibilities of father and mother is not showed ane have (+) interrelation of r=.46(P<.001) between perception of responsibilities of father and perception of responsibilities of mother.

• 한국콘텐츠학회논문지
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• 제16권10호
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• pp.65-71
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• 2016

본 연구는 2014년 개발된 사회복지분야 국가직무능력표준(NCS)에 대한 교육요구분석을 통해 사회복지분야 직무별 직무능력요소의 상대적 중요도와 시급성을 분석하여 이를 기반으로 교육요구조사 및 교육과정 개발 필요성이 높은 직무능력요소를 도출하는 데 목적이 있다. 본 연구를 위해 공무원 583명, 민간종사자 644명 등 총 1,227명의 데이터를 활용하여 SPSS 18.0과 Microsoft Excel 2013을 활용하여 분석을 실시하였다. 분석결과, 공무원의 경우에는 사회복지개발 직무의 지역사회분석, 욕구조사, 지역사회자원구축, 지역사회 네트워크, 사회문제사정, 주민조직화, 복지계획수립의 6개 능력, 공공복지 직무의 복지특이민원관리, 자원발굴민간협력 2개 능력, 사회복지행정 직무의 사회복지조직재무관리, 복지계획수립 2개 능력 등 총 10개 능력이 능력개발 시급성이 높은 것으로 분석되었다. 본 연구 결과를 토대를 시사점을 제시하였다.

• 부모자녀건강학회지
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• 제15권1호
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• pp.14-19
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• 2012

Purpose: This study purposed to examine the effect of the neonatal assessment ability and neonatal care ability of nursing students according to practice at school. Methods: The participants were 91 nursing students in the experimental group and 89 control group. The data were analyzed using descriptive statistics, fishers exact test, t-test, ANOVA. Results: The mean score of neonatal assessment ability was $39.01{\pm}2.19$ in experimental group, $30.20{\pm}6.48$ in control group. The mean score of neonatal care ability was $39.43{\pm}2.31$ in experimental group, $33.67{\pm}5.17$ in control group. Conclusion: From the studies reviewed, it can expect the positive effect to improving the infant care competence of nursing students in clinical field through pediatric nursing practice at school.

• 동서간호학연구지
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• 제22권1호
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• pp.60-67
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• 2016

Purpose: This study was conducted to develop and apply simulation-based nursing education program for post-myomectomy care in nursing students. Methods: One group pre-post design was utilized. One hundred and thirty two participants consisting of 66 nursing students 132 participants consisting of 66 nursing students team were recruited. The data were collected from March 2 to June 12, 2015. Eight hours of simulation-based education program for post-myomectomy care was operated. Forty five items of Clinical Competence Assessment Scale was developed and content validity was tested using the content validity index. Results: The total score of Clinical Competence Assessment Scale was 90 and mean score of it was 82 (SD 4.2). The item showing the lowest mean score was 'education for Foley catheter management'. Mean score of performance was 92.7%, education 90.2% and assessment 89.9% respectively. Conclusion: The findings suggest that it would be useful to use the simulation-based education program for post-myomectomy care for evaluating clinical performance in nursing students.

• 의학교육논단
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• 제15권3호
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• pp.136-143
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• 2013

Clinical skills assessment was recently introduced to the Korean Medical License Examination to test medical school graduates' competencies in clinical skills. Various measures, including research and rehearsals, had been undertaken to prepare for the assessment for several years before the clinical skills assessment was first implemented. The assessment has been repeated annually for about 3,500 examinees over the course of 50 days per year for the past 4 years. The introduction of the assessment had significant effects on education in Korea's medical schools. Many schools have established clinical skills labs and the teaching of clinical skills has also been strengthened. The residents who have taken the clinical skills exam now express more confidence in caring for patients. To improve the quality of the assessment, it should be performed on a year-round schedule and a pilot test and various forms of the items should be introduced.

• 대한공업교육학회지
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• 제43권1호
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• pp.58-75
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• 2018

본 연구의 목적은 특성화고 전문교과 교사의 NCS 기반 교육과정 편성 운영 역량 보유도와 교육요구도를 분석하는 것이다. 연구의 목적을 달성하기 위하여 조사 도구로 설문지를 활용하였다. 설문지는 NCS 기반 교육과정 편성 운영 역량 요인을 바탕으로 초안을 개발하여, 직업교육 분야 전문가 4명의 검토를 통하여 수정 및 보완하였다. 설문 조사는 경기도 특성화고 전체 71개교를 대상으로 설문지(온라인)를 배부하여 433부를 회수하고 340부를 분석하였다. 연구 결과는 다음과 같다. 첫째, 특성화고 전문교과 교사의 NCS 기반 교육과정 편성 운영 역량 보유도 전체 평균은 3.63이다. 영역별 역량 보유도 평균은 '요구 및 환경 분석' 3.59, '교육과정 편성' 3.54, '교육과정 운영' 3.74, '교육과정 평가 및 피드백' 3.57이다. 둘째, 특성화고 전문교과 교사의 NCS 기반 교육과정 편성 운영 역량 보유도는 3.63, 중요도 4.00이고 교육요구도는 1.47이다.