• Journal of Korean Academy of Nursing
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• v.29 no.5
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• pp.1011-1020
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• 1999

This study was conducted to develop an education program of hospice care for the professional in order to care for nurses for terminally ill patients facing death and their families. The Modified Tyler-Type Ends-Means model was used to guide the curriculum development of the study The curriculum include a philosophical conception of hospice education, fundamental concepts, purpose, objective and the educational contents. The content was developed based upon a 70% or more demand in educational demand analysis. The education program has a total of 360 hours consisting of 172 hours of theoretical study and 188 hours of practice including fundamental nursing care for hospice.

• Research in Mathematical Education
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• v.14 no.3
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• pp.233-247
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• 2010

The article deals with the perceptions of Mathematics as a language of pre-service teachers of Mathematics in a College of Education in Israel. The formal language of studying in the College of Education is Hebrew. The goals of the study were to examine the perceptions of pre-service teachers on the following issues: the language components involved in learning Mathematics, the basic cognitive skills required for learning Mathematics, and the perception of Mathematics as a language (PML). Findings indicated that due to new attitudes in mathematical training, pre-service teachers of Mathematics perceived Mathematics as a language regarding all language components.

• The Mathematical Education
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• v.51 no.2
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• pp.115-129
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• 2012

The values and methods of mathematics education which mathematics teachers tried to impart to their students have varied historically according to the situations of each institution. The cases of the mathematics education in Cambridge University and University College, London show that the peculiar meanings or values of mathematics education were transmitted on students and the methods or focus of the teaching were uniquely determined under the influences of university examinations or conditions of students. In specific, the characteristic education of Augustus De Morgan who studied in Cambridge University and then taught in University College, London reveals better the different institutional contexts. In this paper, I suggest mathematics teachers reconsider mathematics learning motivations on their institutional contexts.

• Research in Community and Public Health Nursing
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• v.7 no.2
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• pp.361-383
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• 1996

This study analyze and find problems in the 4-year and 3-year college nursing curriculum through comparison and analysis of each college curriculum according to the Nursing Education Standards Criteria from the Korean Nurse Association, 1994. Analyzed areas and results are as follows : 1. Nursing education philosophy To analyze Nursing Education philosophy, we reviewed the categaries of Person, Health, Nursing, Environment. In of 4-year colleges, 50% of them were presenting definitions of Person that were the same as the Nursing Education Standards. But in the definitions of Environment and Health, they presented limited contents. In the 3-year college, we could not find any statement of Nursing Education Philosophy similar to Nursing Education Standards. 2. Nursing education purpose In 4-year colleges, they stated aboict only 3 aspects and others werelacking in correspondance with Nursing Education Standards. In 3-year colleges, some aspects were sincere, but when they were compared to the standards they were very limited. 3. Nursing education curriculum As we analyzed 4-year and 3-year college nursing curriculum, We found that 3-year colleges use curriculum from 4-year colleges in a modified and condensed form. Thus, it is considered that 3-year colleges have considerable burdens because they have to teach all the credits within 3-years that is normally taught in the 4-year college. Therefore, we can suppose that 3-year colleges have more problems in the quality. And, the majority of 4-year and 3-year college curriculums don't include recent concepts such as health promotion, prevention, and rehabilitation.

• The Journal of Korean Academic Society of Nursing Education
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• v.16 no.2
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• pp.292-300
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• 2010

Purpose: This study examined the effects of Testicular Self-Examination (TSE) small-group education on knowledge, self-efficacy, and performance intention in male college students. Method: A non-equivalent pre-post test of quasi-experimental design was used. Out of 74 male college students selected by convenient sampling, 37 students were assigned to the experimental group and were given TSE small-group education. A 60-minute program consisted of lecture, demonstration, practice, discussion, and Q&A. Result: With an initial homogeneity between the two group, scores of knowledge about testicular cancer (p<.001), self-efficacy for TSE (p<.001), and performance intention of TSE (p<.01) of the experimental group were significantly higher than those of the control group after the intervention. Conclusion: Small group education for TSE was effective in improving knowledge about testicular cancer, self-efficacy for TSE, and intention to perform TSE. Thus, this education program is considered to be useful for testicular cancer prevention and reproductive health promotion in male college students.

• Communications of Mathematical Education
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• v.19 no.4 s.24
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• pp.587-597
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• 2005

Mathematics education for social science majors at the college level could be a totally different subject from mathematics education for mathematics majors. We discuss goals, curriculum and effective teaching of mathematics for social science majors with a focus on business, management and economics at the college level.

• Korean Medical Education Review
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• v.17 no.1
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• pp.33-38
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• 2015

During the education reform in 2009, the Catholic University of Korea College of Medicine (CUMC) adopted body systems as the basis for structuring basic medical education. After running the new program for 5 years, we need to evaluate the program by comparing it with nationwide standards. This study was designed to evaluate the coverage of our basic medical education program by comparing it with the assessment items of the medical licensing examination for physicians in the Republic of Korea. We built a relational database populated with 3,017 learning outcomes from all the courses on basic medical education. We tagged each learning outcome according to 2 criteria: 206 physician encounters and 9 outcome domains. A majority of the learning outcomes were in the domains of 'knowledge' and 'critical thinking'. In addition, we repeated the categorization process with 584 assessment items of the medical licensing examination in the Republic of Korea and compared them with the categorization results of the learning outcomes. Among the 206 physician encounters, we found that outcomes on family violence and sexual violence were missing in the learning outcomes of CUMC. Eighty-two physician encounters were associated with more than one outcome domain, and 96 physician encounters were covered in more than one course. Twenty-one physician encounters were repeated in 5 or more courses and 34 physician encounters had outcomes categorized into 3 or more domains. Thus, we showed that the 2-way categorization could be applied to the comparison and evaluation of two different education formats.

• The Journal of Korean Medical History
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• v.36 no.1
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• pp.89-98
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• 2023

This study aimed to review trends in Korean medical education research from 2003 to 2022. A total of 60 studies were identified, with an increasing trend in publication numbers. The research topics covered various aspects of Korean medicine education, including curriculum, basic science, clinical science, teaching methods, history, and international comparisons. Text mining analysis revealed "Curriculum", "Satisfaction" and "Clinical" to be frequent terms. The study suggests that Korean medicine education research should continue to develop, given its broad scope and growing interest.

• The Journal of the Korea Contents Association
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• v.20 no.7
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• pp.438-450
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• 2020

This study examined the relationship between demographic characteristics, satisfaction of operating factors in college lifelong education, satisfaction of college lifelong education, and recommendation intention for 1,782 adult learners of college lifelong education (N=1782). As a result of Hypothesis 1, gender and age were found to have a significant effect in all areas of college lifelong education satisfaction (education content, pedagogy, instructor, educational environment, system, support), while education level did not. In addition, the learning time was verified to affect only the educational content, educational environment, and satisfaction with the system and support. As a result of Hypothesis 2, it was found that the satisfaction of the operating factors of the instructor, system, and support had a positive effect on the satisfaction of college lifelong education, and the environmental factors of education had a negative effect. As a result of verification of Hypothesis 3, it was found that the satisfaction of college lifelong education influenced the intention of recommendation. The purpose of this study is to determine the degree of satisfaction with the operational factors of college lifelong education, the satisfaction of college lifelong education, and the intention of recommendation for adult learners of a university that is operating a degree program dedicated to adult learners who are actually practicing the transition to a lifelong education system of university as an innovation in higher education. The relationship verification is expected to provide practical implications for constructing a new college lifelong education model in the future.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.12
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• pp.7051-7059
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• 2014

This study examined the relationship among flow and satisfaction of college physical education class and psychological well-being. An analysis of 264 college students from 3 universities in D and G city revealed the following. First, flow of college physical education class had a positive influence on the satisfaction of college physical education class. Second, the flow of college physical education class did not affect the psychological well-being. Third, the flow of the college physical education class had a positive but indirect influence on the psychological well-being mediated by the satisfaction of the college physical education class. Fourth, there was a moderation effect of the leisure sport participation level on the relationship among flow and satisfaction of the college physical education class and psychological well-being.