• Korean Journal of Adult Nursing
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• v.21 no.5
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• pp.468-476
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• 2009

Purpose: This study was to develop the clinical competency evaluation, and to examine the effects of the developed evaluation by comparing it with existing evaluation on clinical competency, communication skill, and self-efficacy of nursing students. Methods: Design was a randomized control group post-test design. The subjects were 102 senior nursing students(Experimental group: 48, Control group: 54) at K university in seoul, Korea. The experimental group took the clinical competency evaluation using standardized patients and the control group took the existing evaluation using a doll. The clinical competency and communication skills were measured by evaluators, and self-efficacy was self reported by the nursing students. Results: The experimental group had higher scores in clinical competency, communication skills, and self-efficacy than those in the control group. Conclusion: Through these results, practice education of nursing education programs need to activate the clinical competency evaluation using standardized patients.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.3
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• pp.341-350
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• 2013

Purpose: This study was done to identify the relationship among ego resilience, the problem solving process and clinical competency in nursing students. Methods: Data were collected by questionnaires from 265 nursing students in D city. Measures were ego resilience, problem solving process and clinical competency. Data was analyzed using frequency analysis, t-test, one-way ANOVA, person's correlation coefficients, and multiple regression analysis with SPSS/WIN 19.0 version. Result: The Ego resilience score of subjects was 2.80 out of a perfect score of 4, the problem solving process score of subjects was 3.12, and the clinical competency score of subjects was 3.49 out of a perfect score of 5. There was a significant positive correlation among ego resilience, problem solving process and clinical competency. The significant predictors of problem solving process and clinical competency were ego resilience. Conclusion: These findings indicate that there is a need to increase ego resilience to improve the problem solving process and clinical competency of nursing students. The results should be reflected in the development of effective curricula.

• The Korean Journal of Emergency Medical Services
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• v.21 no.3
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• pp.35-48
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• 2017

Purpose: The purpose of the study was to investigate the core competency of disaster management of 119 paramedics. Methods: A self-reported questionnaire was completed by 242 paramedics in C area from April 28 to May 12, 2017. The study instrument included general characteristics of the subjects (4 items), disaster experience, recognition, and preparedness (20 items), and importance and performance of disaster management core competency (24 items) by Likert 5-point scale. Data were analyzed using t-test, ANOVA, Pearson's correlation coefficient using IBM SPSS 24.0. Results: The seriousness of personal disaster was 4.02 points and the importance of disaster-related education was 4.28 points. The importance to core competency of disaster management was 4.39 points and the ability to perform core competency was 3.58 points. The seriousness of personal disaster and the importance of disaster-related education were positively correlated (r=.600, p=.000). The importance and ability to perform core competency were positively correlated (r=.389, p=.000). Conclusion: It is necessary to strengthen core competency of disaster management in paramedics who are the first defense line of disaster.

• The Journal of Korean Academic Society of Nursing Education
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• v.15 no.1
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• pp.15-21
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• 2009

Purpose: This study was performed to identify the level of career identity and clinical competency and the relationships between them in nursing students. Method: Subjects were junior students of 2 colleges in Daegu(N=217). A self-rating questionnaire included demographic data, career identity of nursing students and the clinical competency Korean scale. We received consents from teachers and students. The data was analyzed by frequency, percentage, t-test, ANOVA and Pearson's correlation coefficient using the SPSS 12.0 Program. Result: The mean score of career identity was 31.90 points and clinical competency was 145.13. Career identity showed a significant difference in the age, satisfaction of college entrance and satisfaction of clinical practice. Clinical competency showed a significant difference in the sex, marriage, satisfaction of college entrance and satisfaction of clinical practice. The data showed a negative correlation between career identity and clinical competency. Conclusion: It is necessary to find affecting factors on career identity of nursing students and to develop objective tools for clinical competency and to improve clinical competency programs.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.2
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• pp.157-166
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• 2020

Purpose: This study was conducted to explore how clinical practice stress and moral sensitivity affect the clinical competency of nursing students. Methods: Participants had completed at least a one year (2 semesters) clinical nursing practicum through K University in D Metropolitan City. A total of 188 nursing students were recruited: third grade (n=104) and fourth grade (n=84). The questionnaires were adopted with clinical practice stress, Korean version of moral sensitivity questionnaire (K-MSQ), and the clinical competency. Results: Clinical competency was positively correlated with patient-oriented care (r=.27, p<.001) and the professional responsibility (r=.32, p<.001) of the moral sensitivity (r=.27, p<.001). The attitude of medical personnel experiencing clinical practice stress shows a significant positive relationship with clinical competency (r=.15, p=.038). The attitude of medical personnel (β=.09, p=.194) experiencing clinical practice stress, patient-oriented care (β=.16, p=.041) and professional responsibility (β=.23, p=.003) of the moral sensitivity explained 12% of the variance in clinical competency (F=9.17, p<.001). Therefore, the influential factors on clinical competency were two sub-factors of moral sensitivity. Conclusion: Moral educational programs should be considered to develop a nursing students' clinical competency.

• Korean Journal of Child Studies
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• v.37 no.5
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• pp.129-144
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• 2016

Objective: This study's purpose was to develop a teaching competency scale for character education for early childhood teachers and to examine its reliability. Methods: The study procedure was as follows: First, scale items were generated by reviewing the literature as a deductive approach and focused interviews with 8 field experts in an inductive approach. Second, face validation was assessed by 7 academic experts, and statistical validation processes were done twice. The data used in the final statistical analyses included 206 questionnaires for early childhood teachers. Statistical validation included item response analysis, item discrimination analysis, exploratory factor analysis, confirmatory factor analysis, and reliability analysis. Results: The 3 factors identified were as follows: Communicate teaching competence, practical teaching competence, and instrumental teaching competence. The validity and reliability of the Teaching Competency Scale for Character Education in Early Childhood Teachers were acceptable. Conclusion: This new scale will be a useful tool to better support character education for early childhood teachers and contribute to providing a basis for developing more sophisticated tools.

• Korean Institute of Interior Design Journal
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• v.26 no.6
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• pp.24-32
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• 2017

STEAM education is an effective teaching method to develop self-problem-solving skills through creative thinking. In order to revitalize STEAM education, various program models are being developed recently. The purpose of this study is to develop a STEAM education program based on the project-based learing method that includes the process of solving global environmental problems. The STEAM element was extracted by linking the zero energy house design with the middle school curriculum, and the STEAM education program was developed considering career activities. It was analyzed whether the developed program can improve STEAM core competence and job preparation ability. The education program was conducted for middle school students and the program was evaluated through questionnaires. In order to strengthen the STEAM competency, project-based learning method was applied and it was able to enhance the active problem solving ability of learners. In addition, opportunities for career experience could be provided through career exploration programs and various activities. Through this STEAM education program, it is expected to contribute to cultivating human resources with convergence knowledge and core competency.

• Research in Mathematical Education
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• v.18 no.3
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• pp.171-185
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• 2014

Mathematically deductive reasoning skill is one of the major learning objectives stated in senior secondary curriculum (CDC & HKEAA, 2007, page 15). Ironically, student performance during routine assessments on geometric reasoning, such as proving geometric propositions and justifying geometric properties, is far below teacher expectations. One might argue that this is caused by teachers' lack of relevant subject content knowledge. However, recent research findings have revealed that teachers' knowledge of teaching (e.g., Ball et al., 2009) and their deductive reasoning skills also play a crucial role in student learning. Prior to a comprehensive investigation on teacher competency, we use a case study to investigate teachers' knowledge competency on how to teach their students to mathematically argue that, for example, two triangles are congruent. Deductive reasoning skill is essential to geometry. The initial findings indicate that both subject and pedagogical content knowledge are essential for effectively teaching this challenging topic. We conclude our study by suggesting a method that teachers can use to further improve their teaching effectiveness.

• Korean journal of medical education
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• v.30 no.4
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• pp.317-326
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• 2018

Purpose: The study examines changes in students' self-assessment of their general communication (GC) and medical communication (MC) competencies, as well as perceptions of MC concepts. Methods: Participants included 108 second year medical students enrolled at a Korean medical school studying an MC curriculum. It was divided into three sections, and participants responded to questionnaires before and after completing each section. To assess perceived GC and MC competency, items based on a 7-point Likert scale were employed; a single open-ended item was used to examine students' perceptions of MC. Statistical analysis was conducted to gauge GC and MC competency, whereas semantic network analysis was used to investigate students' perceptions of MC. Results: Students perceived their GC competency to be higher than MC. Perceived MC competency differed significantly across the three sections, whereas no differences were found for GC. There were no statistically significant differences after completing the curriculum's second and third sections; however, the vocabulary students used to describe MC concepts became more scholarly and professional. In the semantic networks, the link structure between MC-related words decreased in linearity and looseness, becoming more complex and clustered. The words 'information' and 'transfer' proved integral to students' perceptions; likewise, 'empathy' and 'communication' became closely connected in a single community from two independent communities. Conclusion: This study differed from prior research by conducting an in-depth analysis of changes in students' perceptions of MC, and its findings can be used to guide curriculum development.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.693-703
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• 2018

One of the important competencies in knowledge and information society is the competency of Knowledge information processing. This is closely related to science education and described as one of the core competencies in the 2015 national curriculum revision. Even with a general agreement of the educational necessity of this competency, its practice in class depends mostly on teachers' will. Therefore, we surveyed science teachers' perceptions and classroom condition about the competency of Knowledge information processing, and we analyzed the questionnaires of 64 middle and high school teachers in Seoul and interviewed three teachers. As a result, all teachers shared the importance of Knowledge information processing competency and explained it in terms of social paradigm and goal of the subject. However, there were not many cases of actual practice in class. The teachers answered that time for Knowledge information processing competency is not enough in class and they also lack of PCK on this competency. About half of the teachers had experiences in teacher training about Knowledge information processing competency but most of their experiences are related to information utilization literacy. The importance of Knowledge information processing competency was very high in three factors (collection, analyzation, and utilization), among which information analysis was the highest. Middle school teachers showed higher scores in most questions even though the differences were not significant, and high school teachers showed higher scores in the importance of information sources at a significant level. In order to cultivate competencies, it is necessary to expand the meaning of science inquiry so as to cover this competency and to consider ways of linking with other subjects and develop methods of teaching and learning.