• Journal of the Korean BIBLIA Society for library and Information Science
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• v.13 no.1
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• pp.133-156
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• 2002

This study is to identify needs for competitive intelligence education and curriculum modules for CI as an extension of Library & Information Sciences education in relation to new roles of information professionals in the 21st Century. For this purpose, a survey was conducted on local information professionals. CI curriculums with two critical modules are developed based on the survey. Module 1 deals with basic toolkits for information professionals, and Module 2 is about CI process and management. This curriculum will contribute to develop professional/personal core competencies of information professionals.

• Child Health Nursing Research
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• v.15 no.2
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• pp.210-218
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• 2009

Purpose: The existing web sites for premature babies are operated by non professionals and thus do not provide any medical or professional information necessary for rearing premature babies. The purpose is to construct a new website with lots of medical and professional tips for premature babies. Methods: First, topics of discussions are collected from the bulletin boards of three websites, operated by non professionals, for premature babies. And new website for premature babies is constructed based on the identified topics and also based on professional consultation with six professors. Results: The newly constructed website provides professional tips for the above topics as well as introduction of it's object, general medical information and baby rearing information and the bulletin board for parents of premature babies. Conclusion: By providing professional tips for mothers of premature babies, the new website is expected to provide detailed, accurate and professional information on issues most parents of premature babies concern.

• The Journal of Information Technology
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• v.3 no.1
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• pp.9-28
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• 2000

This study aims determinants of tax professional's aggressiveness which perform duplicated role in tax decision-making. Especially, I would explain correlation between cognitive trait of tax practitioner and tax professional's aggressiveness. Final results of this study is following; First, positive correlation between tax practitioner size and tax professional's aggresiveness is significant. Second, correlation among tax substitution fee, friendship between practitioner and professional, knowledge about tax of practitioner, tax professional's aggressiveness is positively significant. Third, influence of tax practitioner's aggresiveness on tax professional's aggressive is positively significant.

• Korean Journal of Social Welfare
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• v.48
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• pp.271-301
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• 2002

This paper is to provide the legitimacy of the recruit system of professional social welfare workers in public sector with government by analyzing the evaluation results of the supervisors. In order to evaluate the public welfare workers recruit system, 500 supervisors are selected randomly from the universe of 2,880 supervisors working in the public welfare field. They are not a professional social worker, but an administrative supervisor in hierarchical structure. Among them 302 supervisors give their views on the recruit system, social welfare workers' job achievement, job attitude, ability, and professional values. They assess the workers' job achievement very positively, which are affected by job attitude, ability, and professional values. They agree that it is very valuable to exist the recruit system of professional social welfare workers in public sector, because it has contributed to increasing the workers' job achievement level in the public welfare field. This study concludes that it is successful to adopt the recruit system of social welfare workers in public sector, and suggests that the system be developed further in public welfare field. Besides, this paper insists that professional public welfare workers recognize that they are one of the members of the organization and they work together with administrative staffs.

• Korean Medical Education Review
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• v.23 no.2
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• pp.104-107
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• 2021

Building professional identity is the most basic purpose of medical education. Students who enter medical schools do not have an identity rooted in the medical profession, and universities should therefore take steps to help students form their identity as doctors, attitudes, beliefs, and values through the curriculum. However, while medical knowledge and clinical skills are fully reflected in basic medical education, issues persist regarding education on values, attitudes, and beliefs that are important for professional identity. Regarding the process of professional identity formation, it is important to keep in mind that rapid changes in modern society lead to corresponding changes in socio-cultural expectations and demands related to professional identity, resulting in discrepancies between the reality of medical education and the actual field of medicine. Medical schools need to prepare students for these discrepancies, and in-depth discussions should address what is important and what should be solved first at medical education sites. However, it is difficult to generalize the tasks of professional identity formation in the field of medical education because each medical school may have unique circumstances. This article discusses the tasks that medical education should solve for professional identity formation education in terms of five aspects: establishing learning outcomes, training educational experts, introducing transformative learning, utilizing self-directed learning, and developing evaluation methods.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.4 no.2
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• pp.301-318
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• 1997

This study was done to identify the professional autonomy of clinical nurses perceived by staff nurses and doctors. The subjects consisted of 410 nurses and 219 doctors who are working at 4 general hospital in Daegu and Pusan. The nurses were surveyed by means of July 7 to September 27, 1997. The results are as follows : 1. The score which the nurses perceived clinical nurses' professional autonomy is 159.05 points. This score means mid level of professinal autonomy. 2. The score which the doctors perceived clinical nurses' professional autonomy is 140.37 points. This score means mid level of professinal autonomy. 3. The extent of the perceived clinical nurses' professional autonomy between two groups was remarkably high in the nurses group(P=.000) 4. The relationship between general characteristics and the perception of professional autonomy by nurses showed a significant difference in regard to the age, the marital status, educatioal level, the period of nursing career and the state of position. The score of professional autonomy by age was highest 41 years old or more, while the lowest was for 26-30 years old(P=.008). The score of professional autonomy of a married nurse was higher than an unmarried(P=.003). The score of professional autonomy by the period of nursing career was highest 9 years or more, the lowest was for 3-6 years(P=.009), Also, the higher the educational level(P=.000) and the state of position(P=.049), the higher the score of professional autonomy. But there were no statistically significant difference in regard to the religion and the field of work. 5. The relationship between general characteristics and the perception of professional autonomy by doctors showed no statistically significant difference.

• Korean Journal of Human Ecology
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• v.9 no.2
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• pp.245-256
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• 2000

The purpose of this study is to identify the types of professional teaching practice of Home Economics teachers who are working at Korean secondary school for changing their professional teaching practice and developing home economics curriculum. A mail questionnaire, Professional Teaching Practice(PTP) was used to survey randomly selected 525 Home Economics teachers. The professional teaching practices examined were customary-instrumental, interactive and reflective practices. Customary-instrumental practice was the predominant type of professional teaching practice used by Home Economics teachers. About 26% of the teachers used reflective practice, and 14.67% used interactive practice. Only the number of students was significantly related to their professional teaching practices. Five influential factors on teaching practices identified by Home Economics teachers emerged in the following order: examination-centered educational system, lack of class hours, lack of resource materials and facilities, demands from the Ministry of Education, school administrators, or parents, and large class sizes.

• International conference on construction engineering and project management
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• 2005.10a
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• pp.1256-1261
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• 2005

The Professional Engineers Act (PE Act) of Korea reduces the competitiveness of PE, because of the lack of articles regarding guarantee of business scope and regarding continuous education. In foreign countries, after one passes the PE exam, he/she should register at the concerned government agency; in this way, a practical and systematic continuous professional development (CPD), along with management of work experience of PE, is carried out. In this thesis, the Professional Engineers Acts of different countries have been compared and analyzed in order to consolidate international competitiveness of Korean professional engineers. Also, the author of this thesis presented measures to solve the problems of the Korean PE Act.

• Journal of Korean Academy of Nursing
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• v.21 no.3
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• pp.307-322
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• 1991

The purpose of this exploratory study was to analyze nursing role conceptions and test the relationships between nursing role conceptions and professional commitment among selected Korean nurses. Data were obtained from a convenience sample of 262 practising nurses of varying positions, education, and experience. The total sample represents a response rate of 93 percent. Subscales of Nursing Role Conceptions (Pieta, 1976) were used to measure professional, service, and bureaucratic role conceptions 1 the tool to measure professional commitment was developed by the investigator. The results of this study were as follows. 1. Professional role conception and service role conception were positively related(normative r＝ .61 : categorical r＝ .64). Bureaucratic role conception scores(32.6$\pm$4.97) were higher than professional and service role conception scores. 2. Experience was positively related to bureaucratic professional categorical role conception(r＝ .17, p＜ .01), and negatively related to bureaucratic professional role discrepancy(r＝- .12, p＜ .01). There was no relationship between experience and service role conception. This study also showed that nurses who had longer experience tended to have higher role conceptions on all three subscales. 3. Nurses with a master's degree had significantly higher professional and bureaucratic role conceptions scores. Bacealaureates graduates had the lowest bureaucratic categorical role conception scores ; associate nurses had the lowest professional categorical role conception scores. 4. Nursing supervisors and head nurses had significantly higher bureaucratic categorical role coneption scores, whereas they had lower bureaucratic normative and professional role conception scores. 5. Age and experience were positively related to professional commitment (r＝ .24, r＝ .28). Hierarchical multiple regression analyses showed that the combination of nursing role conceptions explained greater variance in professional commitment pair of the variables alone. Further research employing dynamic designs is needed to execute rigorous tests of causal models of nursing role conceptions and professional commitment. The findings of this study suggest that antecedents and moderating variables of nursing role conception and professional commitment need to be explored for further theoretical. specification and empirical evaluation.

• Journal of The Korean Society of Integrative Medicine
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• v.12 no.1
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• pp.73-81
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• 2024

Purpose : The purpose of this study was to identify the degree of occupational therapists' professional identity and examine the correlation between empowerment and burn out. We also investigated the effects of the occupational therapists' professional identity on empowerment and burn out. Through these assessments, we aimed to highlight the importance of professional identity and find methods to improve empowerment and reduce burn out in occupational therapists. Methods : The study was conducted from October 19 to from November 11, 2023. General characteristics, professional identity, empowerment, and burn out were examined using frequency analysis and descriptive statistics. The correlation between these factors was analyzed using Pearson's correlation coefficient. Multiple regression analysis was used to identify factors influencing empowerment and burn out. An α value =.05 was used to verify statistical significance. Results : First, Professional identity was an average 3.24±.37. Second, a significant correlation was found between professional identity and empowerment (r=.417, p<.01) and burn out (r=-.377, p<.01). As a result of the relationship between professional identity sub-factors and empowerment in professional organization (r=.270, p<.01),, belief in self-regulation (r=.258, p<.01), vocational consciousness (r=.348, p<.01), and belief in autonomy (r=.308, p<.01) showed a statistically significant correlation. Professional identity sub-factors were significantly correlated with burnout, professional organization (r=-.199, p<.05), belief in public service (r=-.153, p<.05), belief in self-regulation (r=-.334, p<.01), vocational consciousness (r=-.250, p<.01), and belief in autonomy (r=-.293, p<.01) showed a significant correlation. Third, professional identity sub-factors influencing empowerment were vocational consciousness (β=.154, p<.05) and belief in autonomy (β=.135, p<.05), and those influencing burnout were belief in self-regulation (β=-.389, p<.01) and belief in autonomy (β=-.244, p<.01). Conclusion : The study findings demonstrated that professional identity affects empowerment and burn out. Therefore, continuous study on the professional identity of occupational therapists is warranted.