• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.265-276
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• 2023

The purpose of this study was to develop a plan to ensure that students lacking basic science skills acquire the minimum needed science learning ability while completing the common curriculum. We surveyed 27 elementary and secondary science teachers with experience in research and teaching related to basic skills support to investigate their perceptions of the criteria for minimum achievement standards using Consensual Qualitative Research (CQR) and Analytic Hierarchy Process (AHP). The results indicated that the science teachers tended to describe low achievers as lacking science learning competency, accumulating a science learning deficit, and lacking prerequisite knowledge. However, there were some differences in the characteristics that the elementary and secondary teachers paid attention to in students with insufficient science and basic academic skills. Specifically, the secondary teachers demonstrated greater sensitivity towards low learning motivation and difficulties in using scientific symbols, whereas the elementary teachers were more sensitive towards students' attitudes towards science or lack of experience. Furthermore, it has been observed that the prioritization of items, categorized by school level, differs in terms of setting minimum achievement standards to ensure basic skill support. This implies the need to develop minimum achievement standards considering various variables based on the school level. As there are diverse opinions among science teachers, depending on their expertise, regarding the factors to be considered when developing these standards to guarantee science and basic skill support. Based on the findings of the study, policy support is required to enhance teachers' professionalism in developing students' basic skills while considering the individual context and diversity of low achievers. Additionally, it is crucial to establish a shared vision for students lacking basic skills to reduce the gap between national policy and the practices of science teachers in ensuring support for basic skills.

• Korean Journal of Child Studies
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• v.30 no.1
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• pp.59-75
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• 2009

The purpose of this study was to verify the validity and reliability for the Test of Oral Reading and Comprehension Skill (Gardner, 2000) for Korean lower level elementary school children. Subjects were 122 first to third grade students, tested individually. The vocabulary and comprehension sub-tests of K-WISC III and the reading comprehension test of Basic Academic Skills Assessment (Kim, 2000) were used to verify concurrent validity. Internal reliability was determined by internal consistency coefficients. Results verified concurrent validity. Test scores differed significantly by grade level. Test reliability was also confirmed. In conclusion, the Oral Reading and Comprehension Skill Test (Gardner, 2000) is reliable and valid for examination of reading comprehension skills for Korean lower level elementary school children.

• Journal of the Korea Convergence Society
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• v.12 no.4
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• pp.349-358
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• 2021

The purpose of this study was to identify the factors influencing confidence in performing core basic nursing skills(CBNS) for low-grade nursing students. The data were collected from 213 nursing students from one nursing college located in G do from November 25 to December 4, 2020. Data were analyed by frequencies, t-test, ANOVA, Scheffe test, Pearson's correlation coefficient, multiple regression using SPSS 21.0. Differences in confidence in performing CBNS according to general characteristics were university life satisfaction, practical satisfaction, academic achievement, and interpersonal relationship. Confidence in performing CBNS was significant positive correlation with self-efficacy, major satisfaction, and learning attitude. The factors influencing confidence in performing CBNS were self-efficacy and learning attitude, and explanatory power was 32.5%. Based on the results of this study, it is necessary to develop learning strategies and educational programs and verify the effectiveness of lower class nursing students to increse their confidence in performing CBNS.

• Journal of The Korean Society of Integrative Medicine
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• v.11 no.4
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• pp.157-166
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• 2023

Purpose : The purposes of this study were to determine the relationships of communication skills with smartphone addiction and self-efficacy before clinical practice training among nursing students and to provide basic data for developing and verifying the effectiveness of an intervention program for improving nursing students' communication skills. Methods : This study targeted those who obtained consent to collect data explained the purpose and procedure of the study for the first and second graders of the nursing department at one university located in B city. The data collection period was from April 24 to May 13, 2023. A total of 207 questionnaire responses were included in the analysis. The collected data were analyzed using t-tests and analysis of variance in the SPSS/Win 230 program. The results were reported as real numbers, percentages, mean values, and standard deviations. The correlations between the variables were analyzed using the Pearson correlation coefficient. Results : Smartphone addiction according to the general characteristics of the study subjects showed significant differences in 'residence type' (F=2.91, p=.035) and 'average smartphone usage time' (F=20.15, p=.000). It seemed. self-efficacy was determined by 'age' (F=2.74, p=.045), 'subjective academic level' (F=7.71, p=.001), and 'average smartphone usage time' (F=3.96, p=.009) showed a significant difference. Communication skills showed a significant difference in 'average smartphone usage time' (F=3.83, p=.011). The correlation between the variables of the study subjects showed that self-efficacy was negatively correlated with smartphone addiction (r=-.42, p<.001), and communication ability was positively correlated with self-efficacy. It was found that (r=.55, p<.001). 15) Conclusion : On the basis of the study results, the higher the nursing students' smartphone addiction, the lower their self-efficacy, and the higher their communication ability, the higher their self-efficacy. Therefore, intervention research is necessary to develop interventions for preventing smartphone addiction and increasing communication ability among nursing students.

• Journal of the Korea Computer Industry Society
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• v.2 no.11
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• pp.1483-1494
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• 2001

In this rapidly changing information society, the needs for professional technicians in IT-related industrial fields are increasing, but the supplies of such men are not enough. A well-designed educational program is required in order to produce outstanding technicians in this up-to-date information-centered industrial environment. It is widely recognized that the educational program of two-year level college today should be improved because it has been mainly oriented to train or exercise short-term skills with a few basic theory. With this educational program, it is not easy to achieve the original educational goal to cultivate and to produce the specialists to be equipped with both technological and intellectual skills. Therefore, new three-year academic educational program is expected to accomplish that goal. This paper is aimed to offer a model of a new educational program on three-year academic system, which would help to meet IT industry's requirements.

• The Journal of Korean Academic Society of Nursing Education
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• v.1 no.1
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• pp.32-45
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• 1995

This thesis is a study to develop the tentative objectives and present the professional and courses for the nursing college. The conclusions conducted by the purpose of this study are as follows. First, on the basis of the concepts of the nursing and the view-points of nursing education, the tentative goals for the nursing education are set up as follows. 1. To understand human being's life, dignity and their physical, mental, and social aspects. 2. To understand the basic concepts and the principles of human sciences, social sciences, natural sciences, and medical sciences. To apply their knowledges to nursing practices. 3. To diagnose and assess the problems of individual, family and community in terms of nursing practice. To develop the ability of planning, negotiation, management, and evaluation for the nursing education. 4. To develop appropriate knowlege, attitudes, and skills to promote the clients' health and treat their illness. 5. To accomplish all tasks effectively as a trained and qualified professional nurse through the endless studies. Second, the nursing areas and courses for the nursing college in terms of validity, Importance, continuity, relationship, utility and appropriateness are listed as follows. 1. Fundamental courses of the nursing. (1) General courses communication human development, behavior science, biochemistry, microbiology, pharmacology (2) Medical courses physiology, anatomy, pathology 2. Basic courses in nursing (1) General nursing fundamental nursing, introduction of nursing, nursing history, nursing process, health education, health assessment, philosophy of nursing, nursing psychology (2) Maternal-Child nursing child-health nursing, child-disease nursing, adolescent nursing, obstetric nursing, post-partum nursing, gyneco-pathy nursing (3) Adult nursing adult health nursing, adult disease nursing I(fluid & electrotonic, shock, anoxia disorder), adult disease nursing II(nutrition-excretion disorder, sexual dysfunction), adult disease nursing III(sense-, control-, activity-, sleep disorder), adult disease nursing IV(operation, rehabilitation, emergency), gerontological nursing (4) Psychiatric nursing child-adolescent psychiatric nursing, adult psychiatric nursing, gerontological psychiatric nursing, spiritual nursing (5) Community health nursing community nursing, school nursing, industrial nursing, family nursing, nursing epidemiology 3. Nursing management and research skills (1) Nursing management nursing administration, nursing ethics, laws related to nursing (2) Research skills nursing statistics, nursing research methodology Finally, the principles of the statement of the specific objectives are the followings : 1. To state the specific objectives on the basis of the syllabus of each courses. 2. To match a content with a verb or gerund as the basic form of objectives. 3. To control the level of the objectives according to the rule 'the higher the level of a content, the lower the level of a verb or a gerund'. This rule applies in the reverse, as well. 4. To decide the number of the objectives in each course on the basis of the numbers of the syllabus and the level of its comprehensiveness, 5. To correct, supplement or eliminate the stated objectives by a professional or professional groups in that area.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.4
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• pp.2276-2284
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• 2014

The purpose of this study was to identify the effects of basic clinical practice program(BCPP) on academic motivation, critical thinking and clinical nursing competence in nursing students. Thirty-hour BCPP was consisted of the essential of fundamental nursing skills and prior education in nursing lab before first clinical practice. The participants were 228 nursing students and data was collected with self-administered questionnaire during Feb. 18 to Feb. 28, 2013. Study design was one group pre-post test. BCPP was not related with critical thinking. But there were significant differences subcategories of learning motivation like academic stress, test anxiety, depression and self efficacy, and in clinical nursing competence. The results suggest that BCPP is effective to enhance clinical competence for novice of nursing clinical practice.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.4
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• pp.441-451
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• 2017

Purpose: This study was done to identify the retention effects of a basic life support training program for nursing students on their attitude, knowledge, and skillfulness. Methods: A one-group repeated posttest design was employed for this study. The subjects included 44 junior nursing students from Gachon University in Incheon. Data were collected by a structured questionnaire test immediately after, 3 months after, 6 months after, and 9 months after the training respectively from May 2014 through March 2015. Results: The respective attitude, knowledge and skillfulness score on BLS of the nursing students had reduced significantly at 3 months after (p<.001), 6 months after (p<.001), and 9 months after (p<.001, p=.011 for Attitudes) the training compared to immediately after the training. Conclusion: Re-training on basic life support for nursing students should be implemented within 3 months for retention of educational effects. Thus, it is recommended that basic life support training programs, including a curriculum for nursing students, is developed to support re-training. And it is expected that the improved skills of nursing students on basic life support would contribute to the successive first aid nursing for patients at risk of cardiac arrest.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.579-587
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• 2014

In National Curriculum of Science revised in 2007, 'Free Inquiry' was newly introduced to increase student's interest in science and to foster creativity by having students make their own questions and find answers by themselves. The purpose of the study was to analyze characteristics deployed in the processes of elementary school students' free inquiry activities applying a brain-based evolutionary science teaching and learning principles. For this study, 106 the fifth grade students participated, and they performed individually free inquiry activities according to a brain-based evolutionary approach. In order to characterize the diversifying, estimating-evaluating-executing, and extending-applying activities in behavioral domain, the free inquiry diary constructed by the students, observations by the researcher, and interviews with the students were analyzed both quantitatively and qualitatively. The major results of this study were as follows: First, the students preferred basic inquiry process skills and the majority of the students selected observation as a major approach of their inquiry. The reason was found to be that they were accustomed to only typical basic inquiry skills which is frequently presented at textbooks and regular instruction and didn't have appropriate experience for using relevant integrative inquiry skills. Second, most of the methods diversified and selected by the students were confined to descriptive explanation rather than causal one. Third, both of the science attitude and academic achievement were associated with the number of diversified methods and the selection of appropriate method. Based on these findings, implications for supporting domain novices in inquiry learning environments are advanced.

• Journal of Industrial Convergence
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• v.21 no.3
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• pp.37-48
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• 2023

Universities in Korea are presenting various extracurricular activities for survival and growth. Although the goals of extracurricular activities are diverse, one of the most important is to improve the academic achievement of college students. In this study, we looked at the relationship between the cumulative score of extracurricular activities by difficulty level and academic achievement. As a result, first, even if students' basic academic skills were controlled, extracurricular activities had a positive effect on student achievement. This suggests that universities should provide extracurricular activities that are more diverse and tailored to the needs of students. Second, the participation rate of female students in extracurricular activities is similar to that of male students, but the performance is very high. Third, Senior students show high levels of participation and performance. This means that it is necessary to actively increase the participation rate of female students and lower grade students. To this end, not only publicity and compensation, but also active interest and participation of instructors will be required.