• Journal of the Korean Society of Food Science and Nutrition
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• v.42 no.8
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• pp.1325-1334
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• 2013

The purposes of the study were to assess the multicultural competencies and to identify potential barriers toward improving multicultural competencies of food and nutrition majors at the university level. A total of 500 students were surveyed and 457 responses were analyzed for the study. The multicultural competencies, based on a literature review, included food culture knowledge, multicultural attitude, and multicultural skills. Approximately half of the respondents took a food culture class as a college course. The food and nutrition majors showed positive multicultural attitudes; however, food culture knowledge scores for traditional Korean food culture and 11 other food cultures remained low (average score: 63.7 out of 100 points). In addition, familiarity with cultural foods and knowledge of food-related cultures were not necessarily related. As a result of factor analysis, multicultural skills, required for dietitians, were classified into three factors: professional skills, food preparation skills, and communication skills. Overall, students rated their professional skills the highest and communication skills the lowest. Multicultural attitudes and skills increased with school years, and students who took a food culture class showed significantly higher multicultural attitudes and knowledge scores compared to their counterparts. Economical issues, lack of time, and lack of opportunities for learning multicultural competencies in majors and experiencing different cultures were highly rated potential barriers for improving multicultural competencies. Our research indicates that food and nutrition educators should review their curriculums to incorporate content that encourages food and nutrition majors to learn about other food cultures and improve their multicultural competency. These skills will be critical for food and nutrition professionals in the multicultural age.

• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.255-283
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• 2017

The purpose of this study is to analyze the comtent of the education system of US and the UK in order to build an integrated system that can develop the leadership competency of preschool principle. Based on this, the implications are as follows. First, competencies can developed through learning rather than fixed. Therefore, re-conceptualization of leadership competence appropriate to the characteristics and organization of the individual as the presiding authority of the preschool can be considered as ability to show visible knowledge and skills, invisible self concept. Therefore, it is necessary to establish a capacity development plan based on this. Second, the introduction and implementation of continuous and systematic training programs such as the training system that strengthens the capacity of the directors and principals of the United States and the United Kingdom is necessary. To do this, we must introduce a system that renews certification every five years, like the United States, rather than a system that acquires and maintains certification with a single training. Third, various training methods should be carried out. In the case of the US and the UK, we think it is desirable to train in various ways in the training period, the university, the teacher center, and the private organization or association. Therefore, it is necessary to build a cooperation system with various institutions such as training institutes, universities, teacher centers, educational information research institutes, and private organizations in each province, and strengthen them in various ways. Fourth, the contents and methods of qualification training and future job training of the director of the preschool should be deviated from the uniform level. Therefore, the systematic research that reflects the knowledge and contents of the administration required in the field should be given priority by the university or research organization that is in charge of the training.

• Journal of Digital Convergence
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• v.12 no.8
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• pp.257-264
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• 2014

This paper presents the core competencies diagnosis system which targeted our collegiate students in an attempt to induce the core competencies for reinforcing the learning and employment capabilities. Because these days data give rise to a high level of redundancy and dimensionality with time complexity, they are more likely to have spurious relationships, and even the weakest relationships will be highly significant by any statistical test. So as to address the measurement of uncertainties from the classification of categorical data and the implementation of its analytic system, an uncertainty measure of rough entropy and information entropy is defined so that similar behaviors analysis is carried out and the clustering ability is demonstrated in the comparison with the statistical approach. Because the acquired and necessary competencies of the collegiate is deduced by way of the results of the diagnosis, i.e. common core competencies and major core competencies, they facilitate not only the collegiate life and the employment capability reinforcement but also the revitalization of employment and the adjustment to college life.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.25 no.1
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• pp.20-27
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• 2014

Objectives : The aim of this study was to determine whether intervention using a multidisciplinary approach affects maternal mental health, parenting stress, and sense of parenting competence in children with feeding disorder and failure to thrive (FTT). Methods : Children with feeding disorder and FTT were randomized to the intervention group (N=11) or control group (N=8). We administered the Korean standardization of Parent Temperament Questionnaire for Children (K-PTQ) in both groups before intervention, and the Korean version of the Parenting Stress Index-Short Form (K-PSI-SF), Korean version of the Parenting Sense of Competence (K-PSOC), Korean version of the Beck's Depression Inventory (K-BDI), Korean version of the Beck Anxiety Inventory (K-BAI), and Korean version of the Mood Disorder Questionnaire (K-MDQ) in both groups before and after the intervention. Results : In the intervention group, the K-BDI (p=.068), K-BAI (p=.068), and K-MDQ (p=.066) scores tended to show a decline, the K-PSI-SF scores for stress related to child learning showed a significant decline, and the K-PSOC scores for sense of parenting competence showed significant improvement. However, no significant changes were observed in the control group. Conclusion : Use of a multidisciplinary approach improved maternal mental health, parenting stress, and sense of competence. Comparison of these results with those of normal control will be necessary in a future study.

• Journal of East-West Nursing Research
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• v.26 no.2
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• pp.118-129
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• 2020

Purpose: The purpose of this study was to analyze the topic trend of domestic simulation nursing education research using text network analysis(TNA). Methods: This study was conducted in four steps. TNA was performed using the NetMiner (version 4.4.1) program. Firstly, 245 articles from 4 databases (RISS, KCI, KISS, DBpia) published from 2008 to 2018, were collected. Secondly, keyword-forms were unified and representative words were selected. Thirdly, co-occurrence matrices of keywords with a frequency of 2 or higher were generated. Finally, social network-related measures-indices of degree centrality and betweenness centrality-were obtained. The topic trend over time was visualized as a sociogram and presented. Results: 178 author keywords were extracted. Keywords with high degree centrality were "Nursing student", "Clinical competency", "Knowledge", "Critical thinking", "Communication", and "Problem-solving ability." Keywords with high betweenness centrality were "CPR", "Knowledge", "Attitude", "Self-efficacy", "Performance ability", and "Nurse." Over time, the topic trends on simulation nursing education have diversified. For example, topics such as "Neonatal nursing", "Obstetric nursing", "Pediatric nursing", "Blood transfusion", "Community visit nursing", and "Core basic nursing skill" appeared. The core-topics that emerged only recently (2017-2018) were "High-fidelity", "Heart arrest", "Clinical judgment", "Reflection", "Core basic nursing skill." Conclusion: Although simulation nursing education research has been increasing, it is necessary to continue studies on integrated simulation learning designs based on various nursing settings. Additionally, in simulation nursing education, research is required not only on learner-centered educational outcomes, but also factors that influence educational outcomes from the perspective of the instructors.

• Journal of Digital Convergence
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• v.18 no.6
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• pp.311-321
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• 2020

The purpose of the study is to verify the effectiveness the Freshman Preliminary Health Administrators(FPHA)' Empathic Problem Solving Ability(EPSA) through the application of Medical Service Design Thinking(MSDT) conducted by undergraduate school of SNS hospital marketing education. The pre-post questionnaire survey was conducted on 39 students in the freshman year of the Department of Health Administration after applying MSDT for 15 weeks from September to December, 2019 at a college in Daegu. MSDT was positive influenced on the improvement of Empathic Imagine, Empathic interest, Empathic awakening of the FPHA' EPSA. In the analysis of key common words, the use of neutral and negative words was low, while the use of positive words was high. In order to systematically equip Empathic problem solving job competency in the age of artificial intelligence, it is meaningful to develop a program for the freshmen curriculum and to conduct a analysis of the structured and unstructured data to verify its effectiveness. Additional program development research is needed for the application of theoretical subjects.

• Journal of Korean Library and Information Science Society
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• v.46 no.3
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• pp.141-169
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• 2015

The purpose of this study is to develop a curriculum based on the National Competency Standards(NCS) to raise the higher professional staffs that can adapt to environmental changes due to globalization and local industry demands and to improve the quality of learning and to accept policy of the Ministry of Education. We conducted with the measurement of Educational performance by pre/post, 3 dignosis test. As a result, There were improvements in Educational Performance. Based upon Educational performance and analysis, several new directions for NCS education in the filed of LIS curriculum are suggested. We hope from this study that an application of NCS would be activated fully in Library, educational institutes and qualifying examination institutes and that diverse feedbacks from related parties would make a lead to a better updated version of NCS development in library.

• Journal of Digital Convergence
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• v.12 no.6
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• pp.415-423
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• 2014

The purpose of this study was to investigate the level of multicultural competencies and influencing factors of multicultural competencies in nursing students. The participants of 181 subjects were recruited from three colleges in K and B. A structured questionnaire was used to collect data, and data were analyzed using descriptive statistics, t-test, one way-ANOVA and multiple regression with SPSS/WIN 17.0. Results showed that cultural competence of nursing students was middle range. There was a significant positive correlation between cultural competence, empathy, and self-efficacy. The significant factors influencing cultural competence of nursing students were empathy, self-efficacy, and education of multiple cultural. These three factors explained 51% of the variance in multicultural competencies of nursing students. The study finding suggest that to develop the learning program with achievement level of multicultural competencies for nursing students.

• Journal of dental hygiene science
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• v.18 no.1
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• pp.50-59
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• 2018

The purpose of this study was to develop a motivational interviewing (MI) training program to improve competency in communication and to effect the evaluated changes that would occur in dental students' counseling techniques as result of the training in the program. The study proceeded through the program via role-play practice, which was explained effectively during the MI program training process. A convenience sample of 43 fourth-year dental hygiene students was recruited. Twenty-two students were randomly assigned to the intervention group and 21 to the control group in the order of recruitment. The theoretical lecture was delivered over 3 hours and the practice was done in parallel by applying cases occurring in clinic settings. The practice was technical training, partner practice, and small group practice. The intervention group received three hour MI lecture while the control group received no lecture. Evaluation through role-play practice was separated according to "researcher's viewpoint," "counselor's role viewpoint," and "patient's role viewpoint." The results of the analysis showed that the intervention group had higher MI skills and ability than the control group. Furthermore, program participants showed positive impressions to the MI training program. The use of coaching sessions improved the MI techniques and counseling skills of dental hygiene students learning MI. The effect of the application of the MI training program was that the MI training improved counseling skills and interviewing abilities. Moreover, continuous training and feedback enhanced MI techniques and core skills. Training using lectures in parallel with practice rather than education through theory alone improved students' techniques. Application of role play through the combined method of the MI program was confirmed by an effective training method.

• Journal of Korean Academy of Nursing
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• v.41 no.2
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• pp.245-255
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• 2011

Purpose: This study was conducted to examine the effects of simulation-based education regarding care in a cardio-pulmonary emergency care as related to knowledge, clinical performance ability, and problem solving process in new nurses. Methods: An equivalent control group pre-post test experimental design was used. Fifty new nurses were recruited, 26 nurses for the experimental group and 24 nurses for the control group. The simulation-based cardio-pulmonary emergency care education included lecture, skill training, team-based practice, and debriefing, and it was implemented with the experimental group for a week in May, 2009. Data were analyzed using frequency, ratio, chi-square, Fisher's exact probability and t-test with the SPSS program. Results: The experimental group who had the simulation-based education showed significantly higher know-ledge (t=5.76, p<.001) and clinical performance ability (t=5.86, p<.001) for cardio-pulmonary emergency care compared with the control group who had traditional education but problem solving process was not included (t=1.11, p=.138). Conclusion: The results indicate that a simulation-based education is an effective teaching method to improve knowledge and clinical performance ability in new nurses learning cardio-pulmonary emergency care. Further study is needed to identify the effect of a simulation-based team discussion on cognitive outcome of clinical nurses such as problem solving skills.