• Title, Summary, Keyword: Educational needs assessment

Search Result 181, Processing Time 0.034 seconds

Industry Needs Assessment on Engineering Competency (공학역량에 대한 산업체의 요구분석)

  • Lee, Jung-eun
    • Journal of Engineering Education Research
    • /
    • v.22 no.3
    • /
    • pp.3-10
    • /
    • 2019
  • The purpose of this study is to analyze the educational needs of the industry for engineering education using the engineering competency scale. For needs assessment, t-test, Borich Needs Assessment and the Locus for Focus(LFF) were conducted using 400 employees' answers of industry. The results of this analysis are as follows. First, there was a significant difference between the level of importance and actual level. Second, all items were ranked using the Borich's needs assessment formula. Third, as a result of LFF model, 19 items were placed in the highest priority HH section. Fourth, 17 items with the highest priority in engineering education were selected. Finally, the highest educational needs were 6 items related with interpersonal skills, 2 items related with leadership, and 9 items related with professional attitude and ability. Based on the results of this paper, it is necessary to develop and operate an education program to reduce the gap between the industry requirement and the current level of engineering students.

Factors Influencing Educational Needs Assessment for Character Education (대학생들의 인성교육 요구 영향요인)

  • Lim, Kwang-Myeong;Park, Duk-Byeong;Lee, Shin-Young
    • Journal of Agricultural Extension & Community Development
    • /
    • v.23 no.4
    • /
    • pp.375-385
    • /
    • 2016
  • Since the discussion on solving some problems in modern socity began in the late 1990s, the interest in students' character education has increased. This study aims to identify the factors influencing educational needs assessment for character education in Korea. A self-administered survey was obtained from 318 students in a university. Three factors extracted from factor analysis were individual, interpersonal, social character factor. Results showed that the determinants influencing character educations are academic achievement and volunteer activities for individuals character, academic achievement and school activities in campus for interpersonal and social character educational factor. The findings should be of interest to practitioners to develop education programs for students.

Transcultural Self-efficacy and Educational Needs for Cultural Competence in Nursing of Korean Nurses (간호사의 문화간호 자기효능감과 문화간호역량 교육 요구)

  • Kim, Sun-Hee
    • Journal of Korean Academy of Nursing
    • /
    • v.43 no.1
    • /
    • pp.102-113
    • /
    • 2013
  • Purpose: This study was done to investigate the level of transcultural self-efficacy (TSE) and related factors and educational needs for cultural competence in nursing (CCN) of Korean hospital nurses. Methods: A self-assessment instrument was used to measure TSE and educational needs for CCN. Questionnaires were completed by 285 nurses working in four Korean hospitals. Descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and multiple regression were used to analyze the data. Results: Mean TSE score for all items was 4.54 and score for mean CCN educational needs, 5.77. Nurses with master's degrees or higher had significantly higher levels of TSE than nurses with bachelor's degrees. TSE positively correlated with English language proficiency, degrees of interest in multi-culture, degree of experience in caring for multi-cultural clients, and educational needs for CCN. The regression model explained 28% of TSE. Factors affecting TSE were degree of interest in multi-culture, degree of experience in caring for multi-cultural clients, and educational needs for CCN. Conclusion: The results of the study indicate a need for nurse educators to support nurses to strengthen TSE and provide educational program for TSE to provide nurses with strategies for raising interests in cultural diversity and successful experiences of cultural congruent care.

Educational Needs Assessment for the Development of Curriculum based on Key Competencies of National Competence Standard(NCS) for Department related Culinary Arts in a 2-Year College (전문대학 조리관련 학과의 국가직무능력표준(NCS) 직업기초능력 기반 교육과정 개발을 위한 교육요구도 분석)

  • Na, Tae-Kyun
    • Culinary science and hospitality research
    • /
    • v.23 no.5
    • /
    • pp.58-66
    • /
    • 2017
  • The purpose of this study was to assess priority of educational needs for the development of curriculum based on key competencies of NCS for departments related to culinary arts in a 2-year college. In order to achieve this objective, the survey has been distributed to cooks working in hotel restaurants or restaurant companies by social network service and a total of 360 responses were analyzed excluding 18 responses. The collected surveys were analysed by using paired t-test, Borich's needs analysis and the locus for focus analysis. The results of this study were as follows. First, the difference between the level of importance and present level about key competencies recognized by cooks working in restaurant company was statistically significant in 9 fields of key competencies excluding mathematical competence. The difference recognized by cooks working in hotel was statistically significant in all 10 fields of key competencies. Second, the results of Borich's needs assessment showed that the education needs of problem solving competence were the highest, followed by interpersonal, resource management, communication, information competence. Finally, considering both Borich's needs assessment and the locus for focus analysis, cooks working in hotel restaurants recognized that educational needs of communication, interpersonal, problem-solving, information competence were the top priority, and cooks working in restaurant companies recognized that educational needs of communication, interpersonal, skill, resource management competence were the top priority. Therefore, it is necessary to develop curriculum for culinary arts specialists based on key competence of top priority.

Issues and Directions in Developing Nutrition Education for Older Adults in Korea

  • Kim, Kyung-Won
    • Journal of Community Nutrition
    • /
    • v.2 no.1
    • /
    • pp.71-84
    • /
    • 2000
  • This paper presents the status of nutrition education for older adults in Korea, and examines considerations in developing effective nutrition education programs for the elderly based on literature reviews. Finally, strategies of nutrition education for older adults in Korea are examined. Status of nutrition education were examined by surveying 90 senior centers, and 46 public health centers providing nutrition services. Most senior centers(96%) provided health education programs, however, nutrition was only a part of health programs. Among the 41 public health centers which responded to the survey, 73.1% provided nutrition education for older adults. The frequently covered topics were prevention & management of hypertension/stroke, diabetes, nutritional management during later adulthood, and osteoporosis. Common barriers in planning and implementing elderly education were; lack of educational materials for older adults, reliance on lectures, difficulty in following-up. To develop effective nutrition education, four stages consisting of needs assessment, planning and implementation of programs, and evaluation should be carefully done. Needs assessment might be done using quantitative or qualitative assessment. Factors influencing nutrition behavior of older adults can be systematically examined using a theoretical approach such as the PRECEDE-PROCEED framework. Qualitative methods, such as focus group interviews, also provide insightful information regarding the needs of older adults. In planning nutrition education programs, physical and pshychological changes associated with aging should be considered. Literature regarding elderly education suggest that active participation or participatory learning is also effective for older adults. Educational materials are developed following the principle of KISS and pre-tested. Program evaluation has been rarely done in practice, although it provides valuable feedback to the program. Strategies for developing nutrition education for Korean elderly include; performing needs assessment, developing a standard program by topics in a logical and systematic way, developing programs for subgroups of elderly, applying diverse education methods developing educational materials for the elderly, evaluating programs using simple tools, and delivering a nutrition program as a part of health promotion program. Finally, the interaction and communication between researchers and practitioners is strongly recommended to ensure better nutrition education and services to the elderly.

  • PDF

Use of Physical Assessment Skills and Education Needs of Advanced Practice Nurses and Nurse Specialists (전문 및 전담 간호사의 신체검진 수행정도 및 심화교육 요구)

  • Shin, Hyun-Sook;Kim, Bog-Ja;Kang, Hee-Sun
    • Journal of Korean Academy of Nursing
    • /
    • v.39 no.5
    • /
    • pp.709-719
    • /
    • 2009
  • Purpose: The study was done to investigate physical assessment skills used by, and educational needs of, advanced practice nurses (APNs) and nurse specialists in Korea. Methods: A total of 123 APNs and nurse specialists working in five major hospitals in Seoul were surveyed from July 15 to August 20, 2007. Results: Fourteen skills out of 126 items were reported as being performed on a regular basis by participants. The majority of these skills involved general observation. Forty-six skills were rarely used. Some participants showed a lack of confidence in certain assessment skills, such as in doing a rectal or pelvic exam, and the use of some assessment equipment. Over 90% of participants required in-depth education on health assessment provided by specialists or nursing professional organizations. Conclusion: More educational opportunities in physical assessment should be provided including education programs based on the nurses' skill levels and needs. This effort will help to increase confidence of APNs and nurse specialists in physical assessment skills, ultimately resulting in better nursing outcomes.

Educational Needs Assessment on Research Ethics among Nursing Researchers (간호연구자의 연구윤리 교육요구도 조사)

  • Jeong, Ihn-Sook;Gu, Mee-Ock;Kim, Keum-Soon;Lee, Kwang-Ja;Yang, Soo
    • Journal of Korean Academy of Nursing
    • /
    • v.40 no.4
    • /
    • pp.515-523
    • /
    • 2010
  • Purpose: This study aimed to investigate the educational needs of research ethics among nursing researchers. Methods: Convenience sample of 161 nursing professors and 262 master or doctoral nursing students participated in the study. Data was collected with self-reported questionnaire from June to August 2009, and analyzed with descriptive statistics using SPSS WIN (version 14.0). Results: Among 161 nursing professors, about 31.7% has educated nursing ethics in the postgraduate course. The most common course was nursing research or methodology (62.7%), and median education time was 2 hr. Areas that showed difficulty in understanding was the conflict of interest and plagiarism for professors and falsification and fabrication for graduate students. Average knowledge on the research ethics was 75.4 points for professors and 61.6 points for students based on the 100 points. Conclusion: Educational needs of research ethics among nursing professors and students in the postgraduate course was high. We recommend both basic and advanced research ethics educational programs for the nursing researchers. The basic course should be at least 6 hr and include various cases and something to discuss.

Educational Needs Assessment in Pediatric Nursing Handoff for Nursing Students (간호대학생을 위한 아동간호 인수인계 교육요구도 조사)

  • Park, Sun Nam;Kim, Yunsoo;Im, Young Soon
    • Child Health Nursing Research
    • /
    • v.21 no.3
    • /
    • pp.204-215
    • /
    • 2015
  • Purpose: This descriptive research was conducted to identify educational needs in pediatric nursing handoff training to improve students' handoff skills. Methods: Data were collected using a survey with 188 senior nursing students and 48 pediatric nursing professors and clinical nurses. The survey included items on general information as well as experiences in handoff training, necessity, training content, and items for a handoff training program in pediatric nursing. Results: Of the nursing students, 30.5% reported receiving handoff training during their clinical hours. After their handoff training, the students' confidence index was only 3.78 out of 10. Significantly, 98.3% of the respondents said that pediatric handoff training is necessary. In addition, participants reported that simulation practice (26.5%) is an appropriate educational method, and the time required for handoff training should be 8.16 hrs. Admission process was placed first as the most critical circumstance for handoff (56.8%). High demands were observed for the necessity of training content for patients with respiratory problems. Conclusion: The results of this study show the various educational needs for developing a patient safety pediatric handoff training program to promote nursing students' skills in handoff.

A Development of the Strategies for the Agricultural Extension Service through the Farmers' Educational Needs Assessment (농업인의 교육요구를 고려한 농촌지도사업의 발전 방향)

  • Shinn, Yun-Ho;Kim, Dae-Hee
    • Journal of Agricultural Extension & Community Development
    • /
    • v.19 no.1
    • /
    • pp.1-28
    • /
    • 2012
  • The Extension Program accountability will continue to be an influential force to develop agriculture and rural area. As we incorporate new approaches into our service program and respond to new domains of knowledge, we must also consider how our assessment strategies may need to change in order to meet local and other external standards. The main purpose of the study was to be what the best way of Extension Service is set farmers' educational needs met and to be what kind of methodologies and role of Extension system should provide for their faced problem solving effectively. The major results of the study on Farmers' needs toward Korean Extension Services are summarized as follows. First, it is observed that, when the farmers' perceptions were analyzed, the most ranked by the farmers' needs was "having nice extension workers to get advice and solve their problems on the farm in all at once." Farmers had especially more positive attitudes in the categories of interest and careers in ag-technology. To do services level up, the headquarter of Rural Development of Administration must be work with local branches to effectively deliver their missions and educational objectives to target crops and farmers group. And farmers were strongly needed "a specialized service team will be organized" to work closely with operating services for ag-products processing, packing and marketing. The recommendations were made by: farmers' needs should be identified and announced by computer networking development to solve their problems faster. Also, provincial and county level service members should have a chance to working at research institute or related work places with their incentives, which system will be easer to meet farmers' needs and deal with their problems so that the systematic approaches should be managed and recorded their educational attendings, education contents and even their farming corporations. Finally, Agricultural Extension Service should be met to general ag-technology literacy and be balanced with knowledge of other industries and be competitive service with better values in non-agricultural sectors.

Educational Needs Based on Analysis of Importance, Frequency and Difficulty of ICU Nursing Practice for ICU Nurses (중환자실 간호실무의 중요도, 수행 빈도 및 난이도 분석을 통한 중환자실 간호사의 교육요구도)

  • Kim, Keum-Soon;Kim, Jin-A;Park, Young-Rye
    • Journal of Korean Academy of Fundamentals of Nursing
    • /
    • v.18 no.3
    • /
    • pp.373-382
    • /
    • 2011
  • Purpose: The purpose of this study was to assess the educational needs of ICU nurses based on an analysis of importance, frequency, and difficulty for ICU nursing practice. Method: A cross-sectional survey was conducted using a questionnaire with 80 questions in 14 ICU nursing categories. Data were collected from August to October 2009. A total of 295 ICU nurses from five hospitals who had minimum of one year clinical experience participated. Data were analyzed with using descriptive statistics. Results: For importance, emergency care had the highest score, followed by physical assessment, communication, cardiovascular care, and ICU basic nursing. Regarding the frequency, physical assessment had the highest score, followed by communication, medication, ICU basic nursing, and respiratory care. Cardiovascular care was the most difficult task, followed by neurological care, emergency care, other ICU related nursing care, diagnostic test, and communication. Conclusion: The findings indicate a high educational need in the areas of communication, medication, physical assessment, diagnostic test, emergency care, and cardiovascular care. Thus the development of educational programs on communication, medication, physical assessment, diagnostic test, emergency care, and cardiovascular care are needed for ICU nurses.