• Title, Summary, Keyword: Instructor competency

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Analysis of Education Needs for Instructional Competency of Lifelong Education Instructor (평생교육 교수자의 교수 역량에 대한 교육 요구 분석)

  • Kim, Mi-jeong;Ahn, Young-Sik
    • Journal of vocational education research
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    • v.36 no.4
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    • pp.41-56
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    • 2017
  • The purpose of this study is to analyze the level of current difference of education needs for instructional competency of lifelong education instructor and the level of importance of lifelong education for drawing priority. Through the literature review, this is divided the lifelong education instructor's competencies such as planning, implementation, management and support and analyzed the current level and importance with 35 items through t-test analysis. The priority for education needs is applied to Borich and the Locus for Focus model simultaneously. According to result for study, the largest item of competency for lifelong education instructor is verified with the current level and importance for building of social networking and managing competency. The top priority item of education needs for instructional competency of lifelong education instructor is located in the first quadrant of model and the Locus for Focus model, according to priority in needs for Borich and was showed in program competency. The second items in priority were derived by learning resources, information gathering, competency for focus development, equitable evaluation for student, competency for building team work. Therefore, these competencies are considered as factors for priority of lifelong instructor and will be developed in personal and organizational development.

Lived Experience of Clinical Nursing Instructors' Role in Clinical Practicum (간호대학 임상실습 교육자의 역할 경험)

  • Lim, Sarah;Hong, Soomin;Kim, Sanghee;Kim, Sookyung;Kim, Yielin
    • The Journal of Korean Academic Society of Nursing Education
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    • v.25 no.4
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    • pp.484-495
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    • 2019
  • Purpose: The purpose of this study was to explore the role of clinical nursing instructors' lived experience in clinical practicum. Methods: Data were collected from 11 clinical nursing instructors by in-depth interviews. The data were analyzed using content analysis of Downe-Wamboldt (1992). Results: Four themes and twelve subthemes were extracted. 1) Recognizing and conducting the roles of clinical nursing instructor: 'Helping and providing support for successful clinical practicum', 'Coordinating clinical activities in daily practice', 'Providing mentoring as an elder in life'; 2) Participating in improving integrative nursing competency: 'Helping to improve cognitive competency', 'Helping to improve functional competency', 'Contributing to form desirable professionalism', 'Helping to deliberate the nature of nursing'; 3) Experiencing difficulties in performing the role of clinical nursing instructor: 'Facing with difficulty from institutional limits', 'Recognizing difficulty from lack of personal knowledge and experience'; 4) Experiencing value of clinical nursing instructor and accomplishing personal growth: 'Making efforts to widen personal knowledge and experience', 'Developing one's own educational competency', 'Making a chance to reflect oneself'. Conclusion: Despite the distinctive features of clinical nursing instructors, little is known of the characteristics. The results of this study could be used as a reference to improve the quality of clinical nursing education.

A Study on the Development of Core Competencies to Reinforce the Lifelong Education Instructors' Instructive Competencies (평생교육교수자의 교수역량 강화를 위한 핵심역량개발 연구)

  • Jung, Ju-Young
    • Journal of Fisheries and Marine Sciences Education
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    • v.24 no.2
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    • pp.210-223
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    • 2012
  • The importance on the flow to the lifelong education system has been growing, as the eternal education is in a pivotal position according to the education system all over the world is changing rapidly. In particular, although consolidating instructor competencies for lifelong education have become the subject of conversation, there has not been any clear concept of lifelong education instructors nor of the competencies for those. So this research defined lifelong education instructors who work at various lifelong education facilities, especially those who focus on lectures, and the instructor competencies, and make analysis and deductions what types of competencies are necessary for effective and efficient teaching. For this, the researcher derived the concept of instructors and the instructor competencies for lifelong education through document analysis, and based on that, discovered the instructor competencies for lifelong education by experts review and survey. The result revealed that there were four types of instructor competencies for lifelong education, which were planning, managing, administrating, and supporting and encouraging students. There were searching needs of students, analyzing, and 13 other criteria for planning; managing human resources, materials management, and 7 other for managing; expertise in learning contents and 13 other for administrating; and giving feedback and 3 other for supporting and encouraging students.

The Effects of Structured Self-Debriefing Using on the Clinical Competency, Self-Efficacy, and Educational Satisfaction in Nursing Students after Simulation (시뮬레이션 후 구조화된 자가 디브리핑이 간호대학생의 임상수행능력, 자기효능감 및 교육 만족도에 미치는 효과)

  • Ha, Eun-Ho;Song, Hyo-Suk
    • The Journal of Korean Academic Society of Nursing Education
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    • v.21 no.4
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    • pp.445-454
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    • 2015
  • Purpose: The purpose of this study was to identify the effects of structured self-debriefing using 3S models on the clinical competency, self-efficacy, and educational satisfaction in nursing students after simulation. Methods: For this study, 76 third-year undergraduate nursing students from S university were invited. They were divided into two groups, which consisted of a self-debriefing (SDG=41) group and an instructor-led debriefing group (ILDG=35). Collected data was analyzed using Chi-square, t-test, and an independent t-test with the PASW statistics 18.0 for Windows Program. Results: Clinical competency was generally high in the SDG, and statistically significant differences between the SDG and the ILDG occurred after simulations 3, 4, and 5. There were no statistically significant differences in self-efficacy and educational satisfaction between the SDG and the ILDG. However, educational satisfaction in the SDG was slightly higher, while self-efficacy was low compared to the ILDG. Conclusion: The results indicate that the method of structured self-debriefing using a 3S model can be effective in improving clinical competency. Further studies need to be investigated.

Effectiveness of Education Program Using Video Recording and Feedback on Skill Competency for Students of Majors in Health Care: A Meta-Analysis (동영상 촬영과 피드백을 이용한 실습교육이 보건의료전공 대학생의 술기수행능력에 미치는 효과: 메타분석)

  • Shin, Yun Hee;Kim, Sun Kyung;Kim, Hyunjoo
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.25 no.2
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    • pp.120-133
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    • 2018
  • Purpose: A meta-analysis was conducted to evaluate effectiveness of education programs using video recording and feedback in the improvement of competency in clinical skills for health care majors. Methods: Six databases were searched and inclusion criteria were randomized controlled trials (RCTs) or non-randomized controlled trials (NRTs) reporting level of skill competency using numerical measurements. Data analysis and synthesis were performed using Comprehensive Meta-Analysis software and Revman program. Results: Of 1,568 records, 11 studies met inclusion criteria. Statistically significant effectiveness of education programs using video recording and feedback was identified. A low risk of bias was detected among both RCTs and NRTs. Meta-analysis showed that the intervention groups had more effective improvements in skill competency (standardized mean difference [SMD]: 0.74; 95% CI: 0.33~1.16). Results of subgroup analysis showed higher effects when interventions dealt with one skill, used self-reflection with expert feedback, and included instruction from instructor in the education programs. Conclusion: Findings suggest that schools for health care majors should actively adopt video and feedback based skill training allowing educators to design effective programs. Potential is higher for students to achieve higher competency when they train with one skill at a time, use of instruction and receive feedback from experts.

An Analysis of the Outcomes of Parent Competency Enhancement Project for Children's Education in Daegu, Korea (학부모 자녀교육 역량강화 사업의 성과 분석)

  • Kim, Hyun-Wook;Ju, Dong-Beom
    • Korean Journal of Comparative Education
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    • v.28 no.5
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    • pp.71-90
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    • 2018
  • The purpose of the study was to analyze the various outcomes of parent competency enhancement project for children's education by Daegu Metropolitan Office of Education in Daegu, Korea. For this, the study explored the developmental process of parent educational competency enhancement policy and the main contents of parent competency enhancement project for children's education. Based on this, the study analyzed the outcomes of parent competency enhancement project for children's education. The main results are as the followings. First, a system for enhancing parents' competency for children's education by administering parent competency enhancement project for children's education was established. Second, personnel for parent education by administering parent competency enhancement project for children's education was cultivated. Third, basic courses and in-depth courses using the needs of parent who is educational consumer by administering parent competency enhancement project for children's education were developed. Finally, the result of evaluation by student, parent, and teacher and educational expert indicated that they showed high satisfaction about parent competency enhancement project for children's education. However, it showed that it is necessary to make up the operational time and method and the profession of instructor and program and to support parent considering various types of school. The implications for the main results were discussed.

The Effectiveness of the Training Program to Improve Mathematics Teachers' Professional Competency of Developing Assessment Instrument (현직 수학교사 문항 개발 연수의 평가도구 개발 전문성 향상 효과)

  • Choi, Jiseon
    • Journal of Educational Research in Mathematics
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    • v.24 no.2
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    • pp.253-267
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    • 2014
  • This study aims to analyse the effectiveness of the mathematics teacher's training program: whether the training program is effective to improve mathematics teachers' professional competency of the developing assessment instrument (including items) or not. The teachers who were attendee of the program did pre-test before the program and post-test after the program. They wrote the opinions on the pre-developed items which had many errors in the beginning and discussed their opinions each others in the middle of program. The differences between pre-test and post-test and between opinions in the beginning and in the middle were analysed. The first result of the study is that the teacher's professional competency which is evaluated as self-perceived points is improved with regard to understanding the standardized test, item difficulty and item discrimination. Secondly, the proportion of the opinion with concrete reasons is increased as the program progressed. Thirdly, the effective elements of the program are the discussion in the group, discussion between groups, and feedback from the instructor. But the ineffective element of the program is the insufficient time for practicing.

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Effects of Clinical Practicum Reinforcement Program on Nursing Student's Clinical Competency and Satisfaction in the ICU (중환자실의 현장실무 강화교육 프로그램이 간호학생의 임상수행능력과 임상실습교육 만족도에 미치는 효과)

  • Lee, Eun Sook;Kim, Jung Sook;Kim, Ah Young
    • Journal of Korean Clinical Nursing Research
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    • v.17 no.2
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    • pp.262-274
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    • 2011
  • Purpose: To identify the effects of clinical practicum reinforcement program on nursing student's clinical competency and satisfaction in the ICU. Methods: The study utilized a quasi-experimental pretest-posttest research design. The participant was 76 senior nursing students, who were engaged in two week-long clinical practicum in ICU at the C university hospital in a G city, Korea. The clinical practicum reinforcement program was applied to the experimental group (n=39), while the control group (n=37) was involved in the conventional practicum program. The collected data were analyzed using descriptive analysis, $x^2$/Fisher's exact test, and t-test, ANCOVA with SPSS/WIN 18.0 program. Results: After 2 weeks' clinical practicum, the experimental group showed a statistically significant increase in the clinical performance abilities by self evaluation, when compared to the control group. Clinical instructor's evaluation on the student's clinical performance revealed that the experimental group showed higher level in nursing activity than that of the control group (p<.001). However, there was no significant difference between the two groups in terms of the satisfaction on the clinical practicum program except the learning guidance and the evaluation. Conclusion: The clinical practicum reinforcement program is an effective one for improving the student's clinical competency.

Exploration of the Predictors of Lecture Evaluation in College of Engineering using Decision Tree Analysis (의사결정나무분석에 의한 공과대학 강의평가 예측요인 탐색)

  • Lee, Jiyeon;Lee, Yeongju
    • Journal of Engineering Education Research
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    • v.21 no.4
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    • pp.46-52
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    • 2018
  • In general, lecture evaluation has been used in most universities as an important criterion to evaluate quality of education. This study is exploratory research on the predictors that determine lecture evaluation in college of engineering to give practical implications for improvement of engineering education. For the exploration of predictors of lecture evaluation, the data of lecture evaluation in A College of Engineering located in the metropolitan area was used, and Decision Tree Analysis was utilized as an analysis method. As a result, the characteristics of students turned out to be the most distinct predictor comparing with those of course and instructor at lecture evaluation in college of engineering. That is, as various elements other than teaching competency influence lecture evaluation in college of engineering, it is necessary to be more careful in evaluating quality of lecture or teaching competence. Thus, a follow-up study should be conducted to adjust the influence by the predictors that instructors can hardly control.

A Proposed Teaching Model to Improve Cultural Competency Care for Undergraduate Korean Nursing Students (간호대학생을 위한 문화간호 역량화 교육 프로그램)

  • Choi, Kyung Sook;Morgan, Sarah;Thongpriwan, Vipavee;Lee, So Young;Jun, Myunghee
    • The Journal of Korean Academic Society of Nursing Education
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    • v.20 no.3
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    • pp.424-434
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    • 2014
  • Purpose: The aim of this study was to propose a teaching model to improve the cultural competence care of undergraduate Korean nursing students. Methods: A literature review was performed from 2000 through 2014 using internet to identify studies that presented nursing curricula and teaching-learning strategies in Korea. We analyzed retrieved Korean seven articles using Campinha-Bacote's ASKED model in combination with reflective experiences of authors observing classrooms in the U.S. Results: Six syllabuses presented information about cultural diversity nursing concepts in Korea. A traditional lecture focused on presenting contents about cultural knowledge by an instructor in the classroom was identified as a commonly used teaching strategy. We found that cultural competency related to cultural desire, awareness, and encounter was lacking. Thus, we developed teaching model based on the Korean nursing education contexts and combined with Campinha-Bacote model to improve cultural competency in nursing. Conclusions: The proposed teaching model shows promise as a strategy for improving the knowledge, attitudes, and skills related to cultural competent for undergraduate nursing students in Korea. However, evidences that this model improves nursing students' clinical practices reflecting cultural competent care are still lacking. Future research focusing on determining teaching methods and contents in clinical practices will be most effective.