• The Journal of Korean Academic Society of Nursing Education
• /
• v.15 no.1
• /
• pp.53-61
• /
• 2009

Purpose: This study was conducted to evaluate the need for education for emergency care in nursing homes. Method: 312 people who were engaged in caring for the elderly at nursing homes in D-metropolitan c! ity answered the questionnaires about the experiences, the need, and the ideal methods of education for basic emergency care, from Jul. 1. 2007 to Jul. 30. 2007. Result: 69.9% were female. Only 7.1% were nurses and the rest did not have majors in the medical field. 83.0% had experienced education for emergency care, and 89.2%, 78.4% and 44.8% of them had been educated about cardiopulmonary resuscitation, airway obstruction care, and fracture/sprain/dislocation care respectively. Fifty-three who had not experienced education answered 'no opportunity' as a cause of non-education. The need for emergency care education was 4.53/5.00, and the desire to receive education was 2.81/3.00. Mainly workers wanted to be educated abo! ut airway obstruction (88.1%), and breathing assistance & cardiac massage (72.4%). Workers preferred to be educated 1-2 times per year for 2-3 subjects, through programs including both lecture and practice. Conclusion: It is essential to create an adequate program and apply it to the people engaged in caring for the elderly.

• Journal of Korean society of Dental Hygiene
• /
• v.6 no.4
• /
• pp.403-417
• /
• 2006

The purpose of this study is that level of community members about dental hygienist's job of cognition and perception. The subjects of this survey were 500 of community members located in Gumi, Seoul, Incheon, Wonju.(response rate 92%) The results of study could be summarized as follows: 1. Women, 30 age group, officer and house keeper who had were experienced scaling higher level cognition of dental hygienist than another groups. 2. The group that had experienced oral examination, oral health consult, and the young group who had not experienced prosthodontic treatment had higher perception that dental hygienist main role is oral health care education. 3. The student who had experienced scaling had higher perception that dental hygienist's main role is oral disease prevention. 4. Over 30 age, women group who had experienced dental treatment between 6 month and 2 years had higher perception that dental hygienist main role is dental assistance At the conclusion of this investigation, We investigated that person's perception and cognition is promoted through scaling. Therefore we have to increase opportunity of oral health prevention and education role. In addition, we should notify dental hygienist with uniform, name tag and information about dental hygienist.

• Women's Health Nursing
• /
• v.8 no.3
• /
• pp.325-334
• /
• 2002

To identify strategies to prevent sexual problems in teenage girls, respondents in this study answered two open-ended questions: "What are strategies for teenage school girls to prevent unwanted coitus?" and "What are strategies for teenage girls to prevent pregnancy?" The respondents were 12,733 girls from an accessible population of 19,000, a multi-stage cluster sample from a population of 1,988,902 girls attending 4,684 schools in the seven largest cities and nine provinces in Korea. Data were collected by mail between October 2 and October 28, 2000. The response rate was 68.9%. The total number of responses for the first question was 10,345, and for the second, 9,624. Data were analyzed by content analysis. The results of this study are: 1. According to priority, frequent strategies to prevent unwanted coitus were, self assertiveness (35.7%), heterosexual interaction training (24.6%), sex education (21.2%), and innovations in the system of social culture (4.7%). The order of priority was the same whether the respondents had experienced coitus or not. 2. According to priority, frequent strategies to prevent pregnancy were, heterosexual interaction training (27.4%), sex education (26.2%), contraceptive use and induced abortion (21.4%), and innovations in the system of social culture (3.2%). The first priority for the respondents who had not experienced coitus was heterosexual interaction training (27.7%) but contraceptive use (35.5%) was the first priority for the group who had experienced coitus. In sex education, a focus on contraceptive use for teenage girls who have experienced coitus and on heterosexual interaction training for those who have not, would strengthen preventive strategies for these two sexual problems. Assertiveness training as part of sex education would further strengthen prevention strategies.

• The Journal of the Convergence on Culture Technology
• /
• v.10 no.2
• /
• pp.43-49
• /
• 2024

This study is tried to confirm the effect of practical education environment and practical stress perceived by nursing college students who have experienced clinical practice on department adaptation. The subjects of the study were 154 nursing students who experienced clinical practice at nursing universities in Area C. As a result of the study, there was a positive correlation between the practical education environment perceived by nursing students and department adaptation (r=.43, p=.001), a negative correlation between practical stress and department adaptation (r=-.15, p=.012). The practical education environment and practical stress were identified as factors influencing nursing students' adaptation to the department. Therefore, in order to positively improve the practical education environment, it is necessary to continuously train related factors that can help adapt to field practice and prepare measures to improve the practical education environment through close cooperation with practice institutions.

• Journal of Korean Elementary Science Education
• /
• v.35 no.3
• /
• pp.277-287
• /
• 2016

This study explores how a teacher copes with anomalous situation in primary practical science lesson and what factors affect teacher's strategy to cope with anomalous situations. The method of auto-ethnography was used in order to capture the inner experience of the individual teacher. For this, one of the researchers participated in this study as the teacher participant. Two science lessons that the researcher taught as a teacher were observed by a co-author and video-recorded. However, only one lesson which the teacher experienced the anomalous situation was analyzed. After the lesson, self-interviews were conducted with the co-author. Also the researcher wrote four reflective journals about anomalous situations that she experienced. What has emerged in this study is that anomalous situations were experienced by the teacher while students were doing practical work and while students were presenting their results of practical work. As each anomalous situation was experienced in different contexts, the strategies that the teacher used were different and were affected not only by the personal epistemological belief but also by the socio-cultural context that the teacher was surrounded by. This study has implications to help teachers who have difficulties in coping with anomalous situations.

• International Journal of Internet, Broadcasting and Communication
• /
• v.9 no.1
• /
• pp.56-63
• /
• 2017

Programming is very important subject in computer science and similar computer-related areas such as electronics engineering, etc. Programming is also important for information education for elementary, middle, and high school students since programming is one of the most basic subjects in computer science courses and other similar areas. In current information and knowledge society, raising programming ability is a key factor for everyone's competitiveness. With highly-competitive programming ability, one can enjoy his or her daily life abundantly. He or she also can get a highly-paid job, and make money using his or her programming ability. In this paper, a programming ability assessment tool is developed and introduced for the no-programming experienced. It is very difficult to test programming ability for the no-programming experienced with non-programming tools or activities. In this paper, a programming ability assessment tool is developed based on logical thinking ability. Especially the proposed tool consists of 15 questions for test one's logical thinking ability. The tool does not require any computer science or programming background. The proposed tool will be helpful as criteria for entrance examination or job screening examination for programming-related areas or subjects.

• Journal of The Korean Association For Science Education
• /
• v.22 no.5
• /
• pp.923-943
• /
• 2002

The purpose of this study was to investigate the relation between the levels of cognitive conflict and students' conceptual change. In this study, 30 Korean high school students were selected from 450 10th graders by examining the pretest results. Two different strategies were used to induce cognitive conflicts in students, an anomalous or conflict situations; demonstrations and logical arguments against students' preconception. After arousing the students' cognitive conflict, the level of cognitive conflict was rated. Pretest, post-test and delayed post-test were administered to check the conceptual change. The tests consisted of 5 items in mechanics and electricity, respectively. Therefore, the demonstration method showed effective conceptual change, more than the logical argument method did. Students changed their conceptions more easily and frequently in the area of mechanics than in electricity. Students who showed higher levels of cognitive conflict indicated more positive conceptual change than those who showed lower conflict levels. 59 cases (56%) out of 105 who experienced high levels of cognitive conflict were changed into scientific conceptions one month later; however only 16 cases (35%) out of 46 who experienced low levels of cognitive conflict changed into scientific conceptions. Students who experienced higher levels of cognitive conflict showed higher rates of conceptual change. It could be concluded that designing instruction to induce cognitive conflict is a useful strategy to promote conceptual change.

• Journal of Korean Academy of Nursing Administration
• /
• v.15 no.2
• /
• pp.275-283
• /
• 2009

Purpose: This study investigated the effects of reeducation of nursing process on nurses' expertise, critical thinking disposition, and clinical decision making. Methods: Data were collected from March to June, 2007. The subjects were 47 Academic Credit Bank System Student Nurses. They were taught 'nursing process' during 1 semester(15weeks). 47 nurses were divided into three groups according to clinical experience(under 3 years, 3 to under 5 years, 5 years or more). After 15 weeks, the effects of education were compared using a paired t-test between pre-test and post-test. Results: There was a significant difference in the 3 to under 5 years experienced nurses's expertise(t=-3.659, p=.004) between the pre-test and post-test. There was a significant difference in the 5 years or more experienced nurses's expertise(t=-5.781, p<.001) and critical thinking disposition(t=-3.345, p=.003) between the pre-test and post-test. There were no significant differences in clinical decision making(accuracy, proficiency, and confidence) of 3 groups. Conclusion: Reeducation of nursing process is a valuable teaching and an evaluation strategy for 5 years or more experienced nurses to improve expertise and critical thinking disposition. We need to develop continuing education program for improving nurses' clinical decision making.

• Journal of radiological science and technology
• /
• v.43 no.6
• /
• pp.519-524
• /
• 2020

This study developed radiation therapy contents based on virtual reality technology and applied them to radiation students. A survey was conducted to analyze the relationship between learning effects and learning satisfaction to students who used virtual reality education videos to analyze their learning performance. 71 students radiology department were classified into two groups one that experienced virtual reality and the other that did not experienced virtual reality. We surveyed between the two groups analyzed self-directed learning, self-learning efficacy and learning satisfaction. As a result, the comparison between the two groups showed no difference between self-directed learning and self-learning efficacy. But the learning satisfaction was significant from 2.64±0.83 to 3.20±0.88 in the problem solving process for groups applying virtual reality contents. Therefore, learning satisfaction has improved experienced group virtual reality content and the materials for virtual reality education can be applied more efficiently in non-face-to-face lectures.

• Journal of The Korean Association For Science Education
• /
• v.32 no.3
• /
• pp.428-445
• /
• 2012

The objective of this study is developing an instrument for investigating views of the respondents on nature of science(NOS) by using experienced scientific knowledge, atomic model. It consists of total six questions and 36 detail items, and each question is reflected the aspects of different NOS which are 'recognition on the model', 'tentativeness of scientific knowledge', 'subjectivity in science', 'use of inference and imagination', 'myths of the scientific method', and 'comparison between science and art'. Particularly, 'comparison between science and art' is addressed almost for the first time in this questionnaire. In the class environment almost not to teach nature of science linking with concrete scientific knowledge, to inquire how the students recognize nature of science, relating to experienced scientific knowledge through this questionnaire will give the data of scientific knowledge based recognition on the nature of science and an important implication for nature of science teaching with concrete scientific knowledge. Developing processes have gone through four steps. In first step, we chose aspects of NOS and developed questions and details. In second step, we tested the draft into fifteen science teachers and, reflecting their opinions, corrected the form and contents of questionnaires. In third step, we tested the questionnaire included writing section for expressing thoughts of the respondents into 55 students in science high school and checked index of coincidence between Likert and open-ended responses which shows 88.2% degree of consensus. Furthermore, to identify the feature of using concrete scientific knowledge we applied this and views on science and education questionnaires together into six university students. We performed final test to 68 university students and measured Cronbach's, and ultimately completed final questionnaire in last step.