• Journal of dental hygiene science
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• v.20 no.1
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• pp.16-24
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• 2020

Background: Dental treatment has shifted to the center of the community, and the public policy of the country has expanded to support the vulnerable classes such as the disabled. The dental profession needs education regarding oral health services for persons with disabilities, and it is necessary to derive the competencies for this. Therefore, we conducted this study to derive the normative ability to understand the role of a dental hygienist in the oral health service for persons with disabilities and improvement plans for education. Methods: We conducted a qualitative analysis for deriving competencies by analyzing the data collected through in-depth interviews with experts in order to obtain abilities through practical experience. Based on the competency criterion, relevant competency in the interview response was derived using the priori method, and it was confirmed whether the derived ability matched the ability determined by the respondent. Results: The professional conduct competencies of dental hygienists, devised by the Korean Association of Dental Hygiene, consists of professional behavior, ethical decision-making, self-assessment skills, lifelong learning, and accumulated evidence. Also, core competencies of the American Dental Education Association competencies for dental hygienist classification such as ethics, responsibility for professional actions, and critical thinking skills were used as the criterion. The dental hygienist's abilities needed for oral health care for people with disabilities, especially in the detailed abilities to fulfill these social needs, were clarified. Conclusion: To activate oral health care for people with disabilities, it is necessary for dental hygienists to fulfill their appropriate roles, and for this purpose, competency-based curriculum restructuring is indispensable. A social safety net for improving the oral health of people with disabilities can be secured by improving the required skills-based education system of dental hygienists and strengthening the related infrastructure.

• Journal of Christian Education in Korea
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• v.63
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• pp.221-253
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• 2020

The purpose of this study is to define the key competency as Christian(in another word: Christian key competency) and to interpret the six key competencies of the 2015 revised curriculum in a Christian educational way. Also as an alternative to the key competencies model of the 2015 revised curriculum, this study aims to materialize the formation of a Christian key competencies model based on Christian faith. This study derived 'faith' from the key competencies as Christian throughout preceding research analysis. The 'faith' of the key competencies as Christian means the ability to know oneself, and to know the world and God within the knowledge of the Bible (knowledge of God) in the personal relationship with God, and also it is the ability to think, judge, and act with biblical values, Christian world view, and Christian self-identity. The key competency 'faith' could be the basis (standard) of motivation, attitude and the value of all competencies in cultivation and exercise. The model of Christian key competencies has the structure in which each six key competencies become to be cultivated based on the Christian key competency called "faith." Based on the structure, the six key competencies of the 2015 revised curriculum were interpreted and explained from the perspective of Christian education. In the self-management competency, self-identity can be correctly formed in relations with transcendent God. In aesthetic emotional competency, the empathic understanding of human beings comes from the understanding of the image of God, the supreme beauty, the source of beauty. About the community competency, human community is the source of God who created the universe, human and all of things. It is because a Christian community is a community within the relationship of Trinity God, Nature and others. Therefore regions, countries, and the world become one community. Communication competency first stem from good attitudes toward yourself and others with respectful mind. It comes from an understanding of Christian human beings. Also, there is a need of having a common language for communications. The common language is the Bible that given to us for our communicative companionship. Through the language of the Bible, God made us to know about God, human being and the creative world, and also made us to continue to communicate with God, others and the world. For having the knowledge-information processing competency, a standard of value for the processing and utilization of knowledge and information is required. The standard should be the basis of moral and ethical values for human respect. About creative thinking competency, the source of creativity is God who created the world. Human beings who have the image of God own creative potential. As well as, creativity has different expression forms depending on individual preferences and interests, and different approaches will be made depending on each individual's importance and achievement. Individual creativity can be found through education, and it can be embodied by converging knowledge, skills and experience.

• Educational Technology International
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• v.24 no.2
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• pp.143-168
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• 2023

This study aims to analyze the perceptions and educational needs of pre-service teachers for the use of Artificial Intelligence (AI) in education. To this end, we collected survey data from 25 undergraduate students who were enrolled in a teacher education college in Seoul. The purpose of the survey was to measure the importance and current performance for instructional AI use based on the technological, pedagogical, and content knowledge (TPACK) framework, and to explore the priority of educational needs using Borich's needs analysis and the Locus for Focus model. The results of the study confirmed that Ethics and TPK competencies are prioritized. Additionally, the results indicated a high demand for practical knowledge that can be implemented in the practice of education. Based on the results, it is necessary to develop a teacher education program that focuses on ethical aspects and teaching strategy competencies in AI-based education.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.583-590
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• 2021

This study was attempted to identify the current status of education of gerontological nursing at nursing colleges across the country and to check whether 19 senior nursing competencies suggested by the American Association of Nursing Colleges are reflected in the courses. The subjects of this study were 198 nursing education institutions accredited by KABONE, and each university's website, department homepage, university handbook, admission-related information, curriculum table, and syllabus were collected and analyzed through an internet search engine. The collected syllabus and the most recent curriculum table of the elderly nursing course were checked and analyzed using SPSS 23.0. The current status of gerontological nursing management was presented by calculating the frequency and percentage, and the educational contents presented in the syllabus were analyzed based on 19 geriatric nursing competencies presented by AACN. 185 institutions (93.43%) operated the geriatric nursing subjects, 98 institutions (49.49%) offered theory subject, and 84 institutions (42.42%) offered both theory and practice. In the case of compulsory majors, 52.92% had the most, 27.84% for the first semester of the 4th year, and 53.54% for 2 credits. As a result of analyzing the lesson plan, communication-related educational competency was included in 40% of cases. As AACN gerontological nursing competency 'effective information provision ability for the elderly', 'ethical and non-coercive decision-making', 'care without restraint', 'safe and effective transition across levels of care' was not included in the education content. In conclusion, gerontological nursing education has been focused on disease, and effective information provision capabilities including communication with the elderly need to be reflected.

• The Journal of the Korea Contents Association
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• v.19 no.1
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• pp.304-315
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• 2019

The purpose of this study is to identify factors affecting the purchase of Fair Trade products and to segment consumer which were typed according to the fair trade consumption competency, attitude and ethical consciousness of the University students. As a result, there are 4 type consumers, general type, indifferent type, individualism type, and fair trade practice type. Factors that directly affect the purchase experience of Fair Trade products are knowledge, willingness and interest in fair trade. In the end, education should be provided through fair education and ethical consumption through systematic education, and outside of school, social effort should be accompanied by the media and various contents to enable college students to promote their knowledge and interest in fair trade. In order to activate the fair trade market, it will be necessary to improve the quality to secure the market value as a commodity and to increase the price acceptance of the consumer.

• Journal of People, Plants, and Environment
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• v.24 no.4
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• pp.341-353
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• 2021

Background and objective: As the agricultural industry becomes a more convergent industry, it is believed that the demand for human resources by companies will change. Therefore, a survey was conducted to investigate the human resources required by agriculture companies. Methods: In the survey on 77 agriculture companies, 98.7% of respondents answered that new employees with a college degree needed additional training to adapt to practical affairs. Results: The first priority of education was "community spirit" (22.1%) and the second priority was "convergence capability" (15.6%). The most important educational goal desired by agricultural companies was "cultivating human resources with community spirit and ethical judgment", followed by "cultivating human resources with serious communication and problem-solving skills", and "cultivating human resources with scientific thinking and unique creative imagination." Sub-competencies that companies want agricultural colleges to strengthen were "community spirit" 4.32(SD=0.96), "desirable values" 4.30 (SD = 1.05), "sympathy" 4.28 (SD = 0.95), "convergence capability" 4.16 (SD = 0.88), "creativity" 4.11 (SD = 0.83), "civic spirit" 4.10 (SD = 0.91), and "rational/critical thinking" 3.94 (SD = 1.04). There was a significant difference in sub-competencies that require reinforcement depending on the number of full-time employees. "Creativity" was most necessary in companies with less than 3 employees (4.39), and 4~7 employees (4.33), and "aesthetics"" in companies with less than 3 employees (3.94), and 4-7 employees (3.61) "Civic spirit" was most necessary in companies with 31 employees or more (4.33). Conclusion: The most important educational goal desired by companies was "cultivating human resources with community spirit and ethical judgment".

• The Journal of Korean Association of Computer Education
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• v.21 no.1
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• pp.1-10
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• 2018

Korea shifted the focus to competency-based curriculums in the revised national curriculum of 2015, and emphasized training creative convergence talents through informatics education. The informatics education curriculum included information culture literacy as a core competence so that the learners can gain knowledge of information technology-based information ethics and make ethical judgment and practice ethics. This study analyzed the elements related to information culture literacy in the informatics curriculums of the US, the UK, India, Japan, Australia and Germany for the purpose of providing implications with regard to the composition of elements that can foster information culture literacy. According to the analysis results, first, the term information culture literacy was included only in the informatics education curriculum of Korea. Second, the elements common to all countries are (personal) information protection, information security and copyright. Third, Korea's information society and career, India's avoidance of injuries, Germany's protection of health and environment were found only in the curriculums of respective countries. This study is significant in that it provided the orientation of improving the elements for fostering information culture literacy based on the results of analyzing overseas informatics curriculums.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.3
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• pp.362-373
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• 2021

This is an action research study of mixed methodology design to confirm the implementation process and effects of applying visual thinking and window paning on improving nursing ethics and professional courses. Based on the conceptual model for action research, a quantitative and qualitative approach was taken. The data was collected and analyzed in an integrated manner. The survey analysis was done using the SPSS WIN 23.0 program. The participants were interviewed after experiencing the techniques in class and content analysis was used on the answers. As a result of applying visual thinking and window paning, ethical decision-making confidence (t=6.748, p<.001) and nursing professional intuition (t=-3.52, p<.001) showed statistically significant changes. There was, however, no significant change in biomedical ethics consciousness (t=1.291, p=.199). Qualitative analysis found that they had fresh experience, an unfamiliar but comfortable feeling, feeling of being mine, insufficient time, systematic case study approach based on theory, were able to cultivate cooperation and coordination ability through discussion and experience in various professional fields, pride, ethical responsibility consciousness and were able to apply learning content in the field. Visual thinking and window paning foster diverse competencies in nursing education and help integrative learning. Therefore, based on the results it is proposed that visual thinking and window paning are applied to the improvement of instruction in other courses to develop core nursing competency.

• The Korean Journal of Health Service Management
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• v.10 no.2
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• pp.1-14
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• 2016

Objectives : The aim of this study is to understand the antecedents of trust with regard to organization and interpersonal trust among the employees of a hospital organization. Methods : Data were collected from 942 employees who work at ten hospitals of Seoul in other cities in Korea. Collected data were analyzed using SPSS Ver. 18.0 and AMOS Ver. 18.0 and by a frequency analysis, t-test, ANOVA, and regression analysis. Results : The main finding here was that the trust of hospital employees is significantly affected by fairness, consideration, morality, competence, and social responsibility. Conclusions : This result implies that hospital administrators should endeavor to improve the level of trust of among the employees of their organization and in therir coworkers through a fair reward system, an ethical management philosophy, by instilling a high competency level compared to other hospitals, and by ensuring high levels of social responsibility.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.4
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• pp.223-233
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• 2020

This study aims to analyze the influence of apparatus resources, organizational commitment, internal control on the accountability of village fund allocations with the level of education as a moderating. Accountability analysis of village fund allocation is carried out at every stage of planning, implementation stage, administration stage, reporting stage, and accountability stage. The study was conducted in 18 villages in Undaan District, Kudus Regency - Indonesia, with a total sample of 115 village officials. Structural Equation Model analysis techniques with Warp Partial Least Square were used to test the research hypotheses. The results showed that apparatus resources, organizational commitment, and internal control had a positive effect on the accountability of village fund allocations. The level of education strengthens the influence of apparatus resources on the accountability of village fund allocations. The findings of the study further prove that commitment has positive implications for achieving accountability. It means that the higher the commitment made by the government apparatus, the better and higher the effect on accountability in managing public funds. With an ethical commitment of the government apparatus in managing the budget, the use of funds can be in accordance with the planning and designation so that goals can be achieved.