• Journal of Convergence for Information Technology
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• v.11 no.11
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• pp.277-287
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• 2021

The purpose of this study is to establish a model that can quantitatively diagnose personal color. Representative color systems for personal colors have limitations in that it oversimplify personal color diagnosis types or it is difficult to distinguish objective differences between diagnosis types. To develop a brand new color system that enhances this, a PCCS color system capable of logical color was introduced and reclassified based on the four main properties of color. Twenty diagnostic types, which are more diverse than the existing color system were proposed and a quantitative method was used to evaluate the degree of harmony with a subject to find an optimized type of subject. The experimenter's individual competency and subjective intervention were minimized by devising a matrix in which a type suitable for the subject is derived when the coded evaluation result is substituted. Finally a quantitative diagnosis model of personal color consisting of three stages: property diagnosis, coding, and seasonal diagnosis was constructed. It can be seen that this will give diversity, reliability, and accuracy to the existing diagnostic methods.

• Journal of Acupuncture Research
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• v.38 no.3
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• pp.219-226
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• 2021

Background: The objective structured clinical examination (OSCE) is a widely used method to assess the clinical performance of students in clinical practice. Although OSCE has been used for undergraduate students of Korean medicine, this has not been widely reported. Methods: In 2020, the practical course for acupuncture and moxibustion medicine (acupuncture, electroacupuncture, pharmacopuncture, auricular acupuncture, and burning acupuncture) was taught using flipped learning, according to clinical practice guidelines, and assessed by the OSCE. The appropriateness of this model of education and its evaluation using OSCE were evaluated using a 5-point Likert scale, and the results were analyzed. Results: Of the respondents, 67% reported that the OSCE accurately reflected their competency, and 82% reported that online video lectures helped them to improve their clinical skills. The average adequacy score of the model was > 3.7/5, and the average adequacy score of the checklist used in the OSCE was > 4.1/5 for all 5 clinical application skills. The difference in the mean self-efficacy score between students who had taken the OSCE and those students who had not taken the OSCE, was highest in the burning acupuncture group (0.923). Conclusion: This study showed that students' satisfaction with the OSCE was high and flipped learning was an effective education model. In the future, models representing the human body or simulated patients should be used to evaluate students' skills and attitude.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.31-42
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• 2019

Through the criticism and evaluation of different classes teaching the same lesson topic, this study compared the viewpoints by two ways between two groups including pre-service and experienced teachers. Through free-style criticism, this study analyzed the differences between pre-service and experienced teachers' areas of attention. Through criteria-based analysis, the study analyzed the judgement of each area and the criteria of each judgement. The results of the study found that pre-service teachers criticised more limited areas, but somewhat more positive than their experienced teacher counterparts. Also, pre-service teachers did not observe thoroughly whether or not the teacher was well-informed of the science content, the sequence of curriculum, and whether or not meaningful interaction had occurred. As well as, pre-service teachers were not actually feel importance of student-oriented lessons, and they could not look room and materials are useful to students on students' sides. Additionally, pre-service teachers thought highly of lessons which were connected to other subjects rather than connected to daily life. Therefore, to notice diverse areas in the class, pre-service teachers need to criticise lessons using a diverse criterion. Also, pre-service teachers realized simple questions and that mechanical group activities are not always effective and that they need to think how to improve meaningful interaction. Moreover, they have to perceive that an inquiry-oriented student-lead approach is very important. Lastly, pre-service teachers have to closely consider the room efficiency and materials available to the students, and they must internalize that science class has to be connected with daily life.

• Journal of Industrial Convergence
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• v.17 no.2
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• pp.45-52
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• 2019

A systematic review was conducted to identify components and convergent effects of simulation program using schizophrenia scenario in nursing education. Using 4 different databases, 226 articles were identified and 11 studies met the inclusion criteria. There were 5 qualitative studies, 5 quantitative studies and 1 study used mixed method design. The simulation incorporated various methods including standardized patients, role playing, simulator and virtual reality that majority studies(63.6%) used standardized patients. For the evaluation, studies examined diverse variables including knowledge, learning self competency, learning satisfaction and self directed learning. Considering complexity and difficulty of nursing for schizophrenia, future studies with well designed simulation program are required to prove its effectiveness.

• Research in Community and Public Health Nursing
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• v.30 no.3
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• pp.281-294
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• 2019

Purpose: This study is to develop the Cultural Competence Scale for Registered Nurses (CCS-RN) and to examine its validity and reliability. Methods: The item pool was generated based on related scales, a wide review of the literature, and in-depth interviews with nurses according to Purnell's cultural competence model. Content validity was verified by nursing experts. Construct validity using exploratory factor analysis, convergent validity using correlation coefficients, discriminant validity, internal consistency reliability, and test-retest reliability were examined. Results: The CCS-RN consists of a 35-item/7-factor solution with 54.1% of the total variance explained. The convergent validity of CCS-RN was supported. Cronbach's ${\alpha}$ was .94 for the total scale and ranged from .77 to .90 for the seven factors. Test-retest reliability was moderate. Conclusion: The evaluation of the psychometric properties of the CCS-RN shows that this scale is expected to be a valid and reliable measure of cultural competence among nurses. This scale may be useful for assessing nurses' own cultural competence and thus contribute to strengthening cultural competence.

• Journal of Science Education
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• v.43 no.2
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• pp.258-269
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• 2019

This study developed an instrument for measuring STEAM education effectiveness focused on key competencies of STEAM. This study performed literature reviews on the prior studies associated with the STEAM education and completed a pilot instrument through reflective reviews by external experts. A pilot study was administered to a total of 408 students and finalized by statistical analyses such as reliability check and exploratory factor analysis. The factors of the final instrument were identified as convergence (seven items), creativity (eleven items), challenge (five items), and care (nine items). The Cronbach' ${\alpha}$ for each construct ranged from .849 to .929 turned out to be reliable. This instrument can be utilized for measuring the effectiveness of the STEAM education on students' key competencies.

• Journal of Digital Convergence
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• v.19 no.8
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• pp.257-264
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• 2021

Resident training is the process of training specialists with excellent competency. This study analyzed the intention of resident's training dropout and influencing factors by utilizing the results of a survey on the training and working environment of the residents conducted in April 2017. According to a multivariate logistic regression analysis of 1,748 residents, 340(19.5%) answered 'yes', 518(29.6%) 'normal', 890(50.9%) 'no'. Factors related to the dropout of training by residents were found to be whether the hospital was affiliated with a enterprise, training year, training hours, appropriate educational supervision and adequate of the training process. For a desirable Resident education and training, it is necessary to normalize of the resident's working environment, develop of a substantial training program, provide fair and systematic evaluation, and financial support.

• Journal of Korean Dental Hygiene Science
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• v.4 no.1
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• pp.65-77
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• 2021

Background: The purpose of the present study was to evaluate changes in the communication capabilities of dental hygiene students after completing a problem based learning (PBL) dental communication curriculum. With this information, we intend to gather the basic data necessary to stress the need for and value of an education in communication regarding dental hygiene. Methods: PBL-based education was provided to a total of 49 third-year dental hygiene students who took the dental communication class taught by the Department of Dental Hygiene at S University during the 2^nd semester of 2020. The relevant self-evaluation was modified, based on the aim of the present study, to refer to three basic key competencies related to the communication capabilities of dental hygienists. An assessment of dental communication competency was conducted by analyzing the changes in self-evaluations before and after completing the course, for each question, using a paired t-test. The statistical significance level was set at p < 0.05. Results: Analysis of core competencies before and after PBL-based dental communication education indicated that all competencies were significantly improved after education (p < 0.01). Conclusion: Dental hygiene students' dental communication skills increased significantly after completing PBL-based dental communication education. Therefore, a PBL-based dental communication curriculum is effective in improving dental communication skills for dental hygiene students.

• Journal of Korean Clinical Nursing Research
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• v.26 no.3
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• pp.285-295
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• 2020

Purpose: The purpose of this study was to develop and validate a education nurse specialist-led educational satisfaction scale for nurses working at comprehensive nursing care service wards. Methods: A methodological study was conducted. A total of 237 nurses working at comprehensive nursing care service wards in a general hospital participated in this study. The scale was developed through literature reviews, in-depth interview, development of preliminary items, verification of content validity, development of secondary items, evaluation of construct validity, and extraction of final items. Analysis included exploratory factor analysis, pearson's analysis, and reliability analysis using cronbach's α. Results: The education nurse specialist-led educational satisfaction scale for nurses working at comprehensive nursing care service ward consisted of 21 items. Two factors (critical thinking disposition and clinical competency) were identified which explained 63.5% of the total variance. Cronbach's α of each factors were >.95. Conclusion: The results suggested that the education nurse specialist-led educational satisfaction scale for nurses working at comprehensive nursing care service wards demonstrated acceptable validity and reliability. Items of the instrument can assess the level of satisfaction with regards to education led by education nurse specialist among nurses working at comprehensive nursing care service wards.

• Journal of Society of Preventive Korean Medicine
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• v.25 no.2
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• pp.99-111
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• 2021

Objective : The definitions and categories of subjects related to humanities and social medicine are still controversial, and we tried to find the areas lacking compared to the standards of medical education Method : Humanities and social medicine-related subjects of the World Medical Education Standards, ASK2019, and KAS2021 were reviewed, and humanities and social medicine subjects of the College of Korean Medicine were searched. We compared subjects with the medical school learning outcomes and Korean Medicine Doctors' job competency. In order to increase validity, two authors independently classified them. In case of different opinions, we revised after sufficient discussion Results : Humanities and social medicine-related subjects in the Korean Medicine curriculum appear to be sufficient when compared with WFME and ASK2019. The humanities and social medicine-related subjects of Korean Medicine schools were not distributed evenly throughout. The areas to be supplemented in Korean Medicine education were 'a diverse understanding of life and death', 'prevention and response to patient safety incidents', 'effective communication with health-related organizations and groups', 'social responsibility and reflective practice' and 'communication between health and medical professions'. Conclusion : Humanities and social medicine-related subjects in Korean Medicine education are sufficient, but they are not evenly distributed, and the areas listed above need to be reinforced.