• Child Health Nursing Research
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• v.21 no.2
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• pp.151-159
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• 2015

Purpose: The purpose of this study was to develop and evaluate the effect of a cultural competency promotion program for nurses in obstetrics-gynecology and pediatrics. Methods: The cultural competency promotion program was developed through the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) steps. In this quasi-experimental study, 30 nurses in obstetrics-gynecology and pediatrics were assigned to the experimental group and 34 nurses were assigned to the control group. The experimental group received this program once a week for four weeks and each class lasted one hour. Data were analyzed using descriptive statistics, t-test, ${\chi}^2$-test and Fisher's exact test with the IBM SPSS Statistics version 21.0 program. Results: After attending the program, cultural competency (t=8.30, p<.001) increased significantly in the experimental group compared to the control group. There were also significant differences between two groups in cultural awareness (t=7.53, p<.001), cultural attitude (t=6.41, p<.001), and cultural knowledge & skills (t=7.79, p<.001) as components of cultural competency. Conclusion: The results of this study indicate that this cultural competency program is effective and efficient for nurses in obstetrics-gynecology and pediatrics and can help nurses provide appropriate multicultural nursing care in multicultural society.

• Journal of Korean Academy of Nursing
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• v.30 no.3
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• pp.571-583
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• 2000

The purpose of this study was to identify the level of self-disclosure and clinical competency and the relationships between self-disclosure and clinical competency in nursing students. The subjects were consisted of 662 nursing students from six universities and five junior colleges. The data were collected conveniently by self reporting questionnaires given to the students from September 13 to October 23, 1999. The instruments for this study were JSDQ and clinical competency measurement tool. The data were analyzed by SAS/PC program using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient. The results of this study are as follows : 1. The mean score for the level of self- disclosure was 3.29$\pm$0.98. 2. The mean score for the level of clinical competency was 3.93$\pm$1.00. The mean score for the dimension of skills, professional attitudes, teaching and coordinating, nursing process, interpersonal relationships were 4.09$\pm$0.77, 4.08$\pm$0.82, 3.97$\pm$ 0.90, 3.77$\pm$0.76 and 3.37$\pm$0.75 respectively. 3. The statistically significant difference in the score of the self-disclosure according to the educational background (F=9.42, p<.01), grade (F=5.59, p<.01), religion (F=2.68, p<.05), satisfaction of nursing major (F=14.20, p<.0001), and satisfaction of nursing practice (F=5.42, p<.01) was obtained. 4. The statistically significant difference in the score of the clinical competency according to the grade (F=32.44, p<.0001), achieved performance records (F=3.52, p<.05), satisfaction of nursing major (F=12.06, p<.0001), satisfaction of nursing practice (F=27.35, p<.0001) was obtained. 5. The data shows the positive correlations between self-disclosure and skill (r=.3231, p<.0001), between self- disclosure and teaching/coordinating (r=.1912, p<.0001), between self-disclosure and interpersonal relationship (r=.3064, p<.0001), between self-disclosure and professional attitude (r=.2789, p<.0001), between self-disclosure and nursing process (r=.2766, p<.0001).

• Journal of dental hygiene science
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• v.17 no.2
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• pp.150-159
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• 2017

The purpose of this study was to identify job competencies of a dental intermediary-manager and to develop a job competency model. First, job competencies were extracted from literature review. Next, a focus group interview was conducted with a total of 5 people to prepare a draft of job competency model for dental intermediary-manager. Finally, a Delphi survey was conducted with 32 panels. A job competency model for dental intermediary-manager consisted of 6 groups which were dental business management, medical support, human resources management, communication, customer management, leadership, self-control and attitude. Subsequently 25 sub-competencies and 95 behavioral indicators were developed. The job competency model will be able to provide basic data for the development training programs to improve the competency of dental intermediary-managers.

• Proceedings of the Korean Institute Of Construction Engineering and Management
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• 2007.11a
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• pp.797-800
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• 2007

Value Engineering(VE) is being applied as an useful tool to eliminate the waste of cost and noneffective factors previously in construction projects. Ministry of construction and transportation' has been accordingly enforcing extensionally design phase VE to the construction costing more than 10 billion won, an importance of design phase VE. Although there are legal supports and technical effects, an effect about an introduction of design phase VE can not be applied properly because of several problems at the process. So, in this study, try to find out competency factors of design phase VE to enforce a competency of VE team as a basic database for developing a check list, and estimate weight. For the result, find out a competency evaluation item and organize as a team knowledge, a team work skill and a team attitude. Perform a first survey to verify a reliability and propriety regarding the found competency evaluation, perform the second survey competency as to evaluation item of the found 1, 2, 3 class and then estimate the weight by AHP.

• Journal of Korean Library and Information Science Society
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• v.54 no.3
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• pp.129-163
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• 2023

The purpose of this study is to identify reading competency and its components according to the concept of reading competency in order to strengthen the reading competency of children and adolescents with disabilities, develop diagnostic questions, and provide basic data for the development of a reading competency diagnostic tool for children and adolescents with disabilities, Research methods include literature research, brainstorming, delphi survey, and preliminary research. As a result of the study, the components of the reading competency diagnostic tool are broadly divided into 2 areas (affective domain, environmental domain), 4 categories (reading motivation, reading attitude, human environment, and physical environment), and a total of 13 components in each of the 4 categories (Reading interest, reading value, reading recognition, reading expectations, reading habits, reading efficacy, reading immersion, reading anxiety (avoidance), home/family, school/teacher, peers, reading environment, media environment) and the corresponding questions. was developed. Based on these results, a direction for developing a reading competency diagnostic tool for children and adolescents with disabilities was presented.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.8
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• pp.3460-3469
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• 2012

The purpose of this paper is to find the factors that affect on the job involvement of S/W developer in the small and medium IT companies. We suggested structural model with two mediating variables, role conflicts and attitude of workers. The model considered job competency(job knowledge, technological competences, and communication skill) as independent variables which affect on the mediating variables directly and final dependent variable indirectly. The hypotheses tests showed that the job knowledge affected negatively on the role conflicts as the hypothesis assumed, but technological competences affected positively(reserve direction) on the role conflicts. This finding means that the more he/she has good job skill and technologies, the more does he required to do many things in the organization. The results of path analysis showed that attitude of workers mediated between the role conflicts and job involvement significantly. We concluded that although the workers are suffered from the role conflicts, it could be mitigated by their job knowledge and the favorite attitude toward their job, and finally they could more involve in their job.

• Journal of the Korean earth science society
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• v.34 no.5
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• pp.428-434
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• 2013

In this commentary, I examined the implications of Existentialism for science teaching and teacher education. Existentialist thoughts and premises can be used to explore the human element in an educational system. Before emphasizing the pragmatic and technical aspects of teaching, we need to rethink why we teach and recognize our learners as unique beings in a continual process of becoming. By incorporating the existential perspective into curriculums and pedagogies of science education, we can help learners to make their existences and experiences meaningful. This paper consists of three parts. In the first part, I drew on relevant aspects of Existentialism and its implications on the views of the learner. In the second part, I examined the competency-based curriculum in light of Existentialism. Existentialism aims, in part, to develop an educated person who possesses a clear sense of personal identity, a critical attitude, and the inclination to be a life-long learner, and so on. These characteristics are consistent with the implications developed from the competency-based curriculum. In the third part, I explored pedagogical activities consistent with existentialist thinking the ultimate goal of which is to create authentic individuals who can take responsibility for being humans. In the conclusion, I discussed how existentialist ways of thinking and teaching call for the science teacher's reflective practices, where the teacher needs to integrate personal and professional knowledge as the situation demands.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.477-493
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• 2018

The six core competencies included in the mathematics curriculum Revised in 2015 are problem solving, reasoning, communication, attitude and practice, creativity and convergence, information processing. In particular, the creativity and convergence competency is very important for students' enhancing much higher mathematical thinking. Based on the creativity and convergence competency, this study selected the five elements of the creativity and convergence competency such as productive thinking element, creative thinking element, the element of solving problems in diverse ways, and mathematical connection element, non-mathematical connection element. And also this study selected the content(chapter) of the graph in the seventh grade mathematics textbook. By the subject of the ten kinds of textbook, this study examined how the five elements of the creativity and convergence competency were shown in each textbook.

• Journal of the Korean Society of School Health
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• v.23 no.2
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• pp.133-142
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• 2010

Purpose: The purpose of this study was to identify awareness, attitude and perceived competence about cardiopulmonary resuscitation in elementary school students. Methods: Data were collected from a convenience sample of 616 5th and 6th grade elementary school students in Korea during September and December 2008. A self-questionnaire was used to gather the data. Descriptive statistics, t-test, $x^2$ test, Pearson correlation coefficients and multiple stepwise regression with the SPSS program were used to analyze the data. Results: Among the items related to elementary school students' awareness of cardiopulmonary resuscitation, artificial respiration was perceived at the highest rate (91.9%) and was followed by cardiopulmonary resuscitation, chest compression and airway management. The mean score for attitude 3.51, perceived competence 3.47. There was a positive correlation between awareness, attitude and perceived competence. Attitude and awareness were significant predictors and explained 57.5% of perceived competence about cardiopulmonary resuscitation. Conclusion: The results indicate the necessity of developing effective cardiopulmonary resuscitation education programs for elementary school students.

• Asian Pacific Journal of Cancer Prevention
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• v.16 no.15
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• pp.6331-6334
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• 2015

Background: The main purpose of this study was to survey the education and training of certified gynecologic oncologists and fellows in Thailand. A secondary objective was to study the problems in fellowship training regarding palliative care for gynecologic cancer patients. Materials and Methods: A descriptive study was conducted by sending a questionnaire regarding palliative care education to all certified gynecologic oncologists and gynecologic oncology fellows in Thailand. The contents of the survey included fellowship training experience, caring for the dying, patient preparation, attitudes and respondent characteristics. Statistics were analyzed by percentage, mean and standard deviation and chi-square. Results: One hundred seventy completed questionnaires were returned; the response rate was 66%. Most certified gynecologic oncologists and fellows in gynecologic oncology have a positive attitude towards palliative care education, and agree that "psychological distress can result in severe physical suffering". It was found that the curriculum of gynecologic oncology fellowship training equally emphasizes three aspects, namely managing post-operative complications, managing a patient at the end of life and managing a patient with gynecologic oncology. As for experiential training during the fellowship of gynecologic oncology, education regarding breaking bad news, discussion about goals of care and procedures for symptoms control were mostly on-the-job training without explicit teaching. In addition, only 42.9 % of respondents were explicitly taught the coping skill for managing their own stress when caring for palliative patients during fellowship training. Most of respondents rated their clinical competency for palliative care in the "moderately well prepared" level, and the lowest score of the competency was the issue of spiritual care. Conclusions: Almost all certified gynecologic oncologists and fellows in gynecologic oncology have a positive attitude towards learning and teaching in palliative care. In this study, some issues were identified for improving palliative care education such as proper training under the supervision of a mentor, teaching how to deal with work stress, competency in spiritual care and attitudes on responsibility for bereavement care.