• 한국간호교육학회지
• /
• 제26권3호
• /
• pp.299-310
• /
• 2020

Purpose: This study is a content analysis to understand the nursing informatics competence of clinical nurses. Methods: Focus group interviews were used to collect data. Two focus group interviews were held with a total of nine clinical nurses. All interviews were recorded and transcribed. Content analysis was used to analyze data. Results: The five main categories of nursing informatics competence that emerged are 1) software program use, 2) use of nursing information, 3) use of information communication technology in nursing, 4) professional responsibilities and ethics, and 5) active attitudes and recognition. Next, there are three strategies to improve nursing informatics competence: 1) organizational approach, 2) opportunity of continuous education, 3) presentation of standards in nursing informatics competence. Conclusion: Further studies such as educational program development and evaluation tool development are necessary. Moreover, there is a need to enhance clinical nurses' nursing informatics competence by using the proposed strategies.

• 한국임상약학회지
• /
• 제23권3호
• /
• pp.278-283
• /
• 2013

Background: Problem-based learning (PBL) has introduced as an important part of pharmacy education in Korea as it is effective method to help students gain and apply knowledge with development of problem-solving, critical-thinking, and decision-making skills. In order to provide the effective PBL, a number of trained facilitators and suitable PBL rooms are required. However, these become a barrier in Korea as most pharmacy schools have one or two faculty members who majored in clinical pharmacy. Objective: This study was performed to implement and evaluate a modified PBL in gastrointestinal (GI) pharmacotherapy class facilitated by one instructor. Methods: A general information of traditional PBL for 6 hours through 3 days is introduced before initiating GI pharmacotherapy class. After 3 hour-GI pharmacotherapy classes for 6 weeks, modified PBL was implemented with one instructor to facilitate PBL for four small groups with 19 pharmacy students simultaneously. Modified PBL was incorporated with weekly mini-case discussion and presentation. Results: Students completed 15-question survey to evaluate modified PBL course, student performance, group performance, and facilitator performance. Eighty-four percent of students answered modified PBL was helpful to understand what they have learned. Mean score in group performance was higher than that of individual performance during modified PBL course. Overall, students reported modified PBL was useful in knowledge building. Conclusion: Modified PBL model without individual group facilitators in one classroom helped students to achieve self-directed, independent learning skills in an interactive and engaging environment.

• 한국수학교육학회지시리즈C:초등수학교육
• /
• 제22권1호
• /
• pp.65-82
• /
• 2019

본 연구는 시각적 모델에 따른 학생들의 곱셈식 표현 방법을 지필 검사 및 시선추적 검사를 통해 분석하였다. 지필검사 결과 학생들은 곱셈식으로 제시하는데 있어 묶음 모델에서는 (묶음 내 낱개의 수)${\times}$(묶음의 수), 배열모델에서는 (가로)${\times}$(세로)로 답하는 비율이 높았으나, 배열모델에서는 모양에 따라 (세로)${\times}$(가로)로 답하는 비율이 높은 경우도 있었다. 이러한 결과를 통해 곱셈 지도 시 적절한 모델 제시 방법과 시각적 모델에 대한 곱셈식 표현 방법에 대한 논점을 도출하였다.

• Educational Technology International
• /
• 제20권2호
• /
• pp.223-255
• /
• 2019

The purpose of this study is to draw implications for designing online tools to support monitoring in collaborative learning. For this purpose, eighteen research papers that explored learner dashboards and group awareness tools were analyzed. The driving questions for this analysis related to the information and outcomes that must be monitored, whose performance they represent, and who monitors the extent of learning. The analytical frameworks used for this study included the following: three modes of co-regulation in terms of who regulates whose learning (self-regulation in collaborative learning, other regulation, and socially shared regulation) and four categories of dashboard information to determine which information is monitored (information about preparation, participation, interaction, and achievements). As a result, five design implications for learner dashboards that support monitoring were posited: a) Monitoring tools for collaborative learning should support multiple targets: the individual learner, peers, and the entire group; b) When supporting personal monitoring, information about the individual and peers should be displayed simultaneously to allow direct comparison; c) Information on collaborative learning achievements should be provided in terms of the content of knowledge acquired rather than test scores; d) In addition to information related to interaction between learners, the interaction between learners and learning materials can also be provided; and e) Presentation of the same information to individuals or groups should be variable.

• Educational Technology International
• /
• 제6권1호
• /
• pp.103-119
• /
• 2005

This study investigated to designand implement web-based collaborative learning system Co-Net and map out students' learning procedure using the system, based upon Student Team Achievement Division (STAD Slavin, 1990, 1996). There are technical process and instructional considerations to be made during the design process. The former are those that concern equipment requirements and specifications and include Ease of Use, Speed of Access, and Flexibility. On the other hand, instructional considerationsare concerned with the delivery and access of instructional materials and their outcomes on learners. They are cooperative interactions within groups and group heterogeneity, learner control, group incentives, individual accountability, equal opportunity for earning high scores and contributing to group effort, task specialization, and competition among groups. A web site for a virtual learning environment designed and built by the authors and known as Co-Net is then explained along with the whole process learners inside the environment. The main page of Co-Net consists of 15 menus to implement cooperative learning process. The cooperative learning activities using 15 menus are composed of six phases (1) preparation of the new knowledge (2) presentation of the new knowledge (3) knowledge assimilation and application (4) team and individual evaluation (5) team and individual recognition Throughout the five phases, the appropriate use of cooperative learning techniques has been shown to have both academic and social benefits to learners.

• 여성건강간호학회지
• /
• 제5권2호
• /
• pp.191-203
• /
• 1999

A clinical study was made on 365 low birth weight infant and 406 normal birth weight infant who had been born at Kangnam St. mary's Hospital during past 3 years from Jan. 1, 1995 to Dec. 31, 1997. the data of this study were gathered through reviewing of medical records. 1. Comparison of general characteristic with of obstetric characteristic 1) Old maternal age, previous abortion and previous LBWI delivery in the group of low birth weight infant(LBWI) mother were more prevalent than those in the group of normal birth weight infant(NBWI)mother 2) Cesarean section, abnormal presentation and multiple pregnancy in the group of LBWI mother were prevalent than those in the group of NBWI mother. 3) regular antenartal care and visiting rate of tertiary hospital in the group of LBWI mother were more prevalent than those in the group of NBWI mother. 2. Frequency of low birth weight infant 1) Anmual average frequency of LBWI was 6.5% and monthly frequency was the highest in January and december. 2) The frequency of LBWI was the highest in 37-40wks of gestational age and was the highest in 2251-2500 gm of birth weight. 3) The frequency of congenital anomaly in the group of LBWI was more prevalent than that of NBWI. 3. Mortality rate of LBWI The mortality rate of LBWI was 9.2%. The highest mortality rate was noted before 27wks of gestational age, less than 1000gm of birth weight and within 12hrs of delivery. 4. The most common complication of pregnant women was pre-term labor, the most complication relating to placenta was premature rupture of membrane(PROM) and the most fetal complication was fetal distress in delivered LBWI. 5. Significant relating factors of low birth weight infant delivery were associated with maternal age, previous delivery, previous low birth weight delivery, pre-eclampsia, anemia, oligohydramnios, PROM, placenta previa, abruptio placenta, fetal sex, fetal distress and congenital anomaly.

• Journal of Audiology & Otology
• /
• 제23권2호
• /
• pp.103-111
• /
• 2019

Background and Objectives: Dizzy patients with abnormal otolith function tests, despite a normal caloric response, are defined as having specific (isolated) otolith organ dysfunction. This study was performed to compare the differences in clinical presentation between isolated otolith dysfunction (iOD) patients with lab- and Sx-based iOD group and lab-based iOD symptoms. Subjects and Methods: The medical records of 23 iOD patients with normal caloric response but abnormal cervical vestibular evoked myogenic potential (VEMP), ocular VEMP, or subjective visual vertical were reviewed. Non-spinning vertigo was considered as otolith-related symptoms. The patients' age, onset of dizziness, Numeric Rating Scale on the severity of dizziness, and concomitant vestibular disorders were analyzed. Results: Patients in the lab-based iOD group were significantly older than those in the lab- and Sx-based iOD group. Known vestibular disorders were significantly more common in the lab-based iOD group (83.3%) compared to the lab- and Sx-based iOD group (18.2%). Despite the normal caloric response, catch-up saccade was found in the video head impulse test in more than half (54.5%) of the lab-based iOD group patients. There was no catch-up saccade in the lab- and Sx-based iOD group. There were no significant differences in gender ratio, frequency of dizziness attacks, and duration of illness. Conclusions: We propose new definitions of definite iOD (lab- and Sx-based iOD) and probable iOD (lab- or Sx-based iOD). These new definitions may help researchers to identify patients who are more likely to have true iOD, and facilitate comparisons of results between different studies.

• 대한청각학회지
• /
• 제23권2호
• /
• pp.103-111
• /
• 2019

Background and Objectives: Dizzy patients with abnormal otolith function tests, despite a normal caloric response, are defined as having specific (isolated) otolith organ dysfunction. This study was performed to compare the differences in clinical presentation between isolated otolith dysfunction (iOD) patients with lab- and Sx-based iOD group and lab-based iOD symptoms. Subjects and Methods: The medical records of 23 iOD patients with normal caloric response but abnormal cervical vestibular evoked myogenic potential (VEMP), ocular VEMP, or subjective visual vertical were reviewed. Non-spinning vertigo was considered as otolith-related symptoms. The patients' age, onset of dizziness, Numeric Rating Scale on the severity of dizziness, and concomitant vestibular disorders were analyzed. Results: Patients in the lab-based iOD group were significantly older than those in the lab- and Sx-based iOD group. Known vestibular disorders were significantly more common in the lab-based iOD group (83.3%) compared to the lab- and Sx-based iOD group (18.2%). Despite the normal caloric response, catch-up saccade was found in the video head impulse test in more than half (54.5%) of the lab-based iOD group patients. There was no catch-up saccade in the lab- and Sx-based iOD group. There were no significant differences in gender ratio, frequency of dizziness attacks, and duration of illness. Conclusions: We propose new definitions of definite iOD (lab- and Sx-based iOD) and probable iOD (lab- or Sx-based iOD). These new definitions may help researchers to identify patients who are more likely to have true iOD, and facilitate comparisons of results between different studies.

• Korean Journal of Radiology
• /
• 제21권12호
• /
• pp.1374-1382
• /
• 2020

Objective: To determine whether ultrasonography at initial presentation can help assess the clinical severity of congenital muscular torticollis (CMT) in infants without a sternocleidomastoid muscle (SCM) mass. Materials and Methods: This retrospective study included 71 infants aged less than 12 months (4.1 ± 2.3 months) with non-mass CMT. The clinical severity was divided into three grades (groups 1-3) based on the degree of lateral head bending or cervical rotation. The difference (SCM-D) and ratio (SCM-R) between the maximal thickness of the affected and non-affected SCMs were obtained using transverse and longitudinal ultrasonography. The sonographic echotexture and echogenicity of the involved SCM were reviewed. Results: A significant difference was observed in the SCM-D (0.42 ± 0.30 mm in group 1; 0.74 ± 0.50 mm in group 2; 1.14 ± 0.85 mm in group 3; p = 0.002) and SCM-R (1.069 ± 0.067 in group 1; 1.129 ± 0.087 in group 2; 1.204 ± 0.150 in group 3; p = 0.001) among the groups when measured along the longitudinal but not along the transverse ultrasonography plane. The areas under the curves of the SCM-R and SCM-D measured by longitudinal ultrasonography were 0.731 (p < 0.001) and 0.731 (p < 0.001) for group 1 versus groups 2-3. The proportions of heterogeneous echotexture or hyperechogenicity in the involved SCM did not differ significantly among the three clinical groups (all p > 0.05). Conclusion: Ultrasonography can aid in assessing the clinical severity of CMT in infants without an SCM mass at the time of initial diagnosis. The SCM-R and SCM-D helped grade the clinical severity when obtained by longitudinal scan.

• 한국학교수학회논문집
• /
• 제1권1호
• /
• pp.139-149
• /
• 1998

The purpose of this study is to check out whether the method that students make problems and anouence them to both students and teacher in the next class influence on the students' intersts, attitudes, logical thinking ability and lerning achievement in mathematics. The following is the experimental design and procedure. First, the author divided students into two groups. One is the experimental group and the other is the control group. These two groups' students consist of the advanced level, the intermediate level and the elementary level according to the students' learning proficiency Second, the author used the different teaching method between the experimental group and the control group. The author gave the experimental group's students the learning assignment problems according to their three levels and made students present the problems to the instructor and classmates in the next class. On the other hand, the author gave the control group's students learning assignment problems according to their three levels, and made them only submit their assingment to the instructor. The results of this study are as follows : 1)The method of solving and presenting the self-made problems on the basis of the informations to solve the given preceding model learning problems according to students' levels made students' learning attitudes more positive even though the method couldn't enhance the students' interests in mathematics. 2)The method of solving and presenting the self-made problems was effective to improve the logical thinking ability for especially the intermediate level's students among the three levels. In addition, the intermediate level's students showed great positive changes in their improvements of the learning achievment. It is assumed that this result is caused by two major factors(reasons). One is students' confidence that they can solve the fundamental problems without difficulty. And the other is students' desire to solve the problems of the intermediate level or more advanced level.