• Journal of the Korean Society for Aviation and Aeronautics
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• v.31 no.4
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• pp.90-104
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• 2023

This study analyzes the perceptions of college students majoring in aviation services according to the field learning program conducted during their major studies in order to reflect the educational value and academic awareness of the experience of the experiential field learning program. A survey is conducted targeting college students who experience a field learning program conducted by the Aviation Service Department of J University, a four-year university in the Chungcheong region. ANOVA (one-way analysis of variance) is conducted to analyze differences in perceptions of field learning properties, learning satisfaction, academic self-efficacy, and intention to continue studying. Additionally, text mining is conducted using 'Voyant Tools' to analyze students' field trip logs regarding field trip learning program activities. I hope that the results will be used as evidence to build an efficient and systematic learning strategy for operating field learning programs.

• Journal of Digital Convergence
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• v.19 no.9
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• pp.1-8
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• 2021

The purpose of this study is to identify the influence of users' satisfaction with the Automatic Writing Evaluation(AWE) on learners' sense of learning achievement through self efficacy in English writing class. AWE is a tool that automatically provides feedback on writing outputs by AI technology. College students were asked to write essays for each topic and use AWE to get feedback on their drafts, and finally revise them referring to the feedback. A questionnaire survey was conducted for the data collection. The data was analyzed using SPSS, and smart PLS-SEM along with bootstrapping techniques, The results of the study reveal the followings: 1) the convenience and usefulness of AWE had a positive effect on the willingness to reuse it; 2) the satisfaction with AWE had a positive effect on self-efficacy; 3) self-efficacy had a positive effect on learning achievement in terms of emotional and linguistic aspects. With the development of the 4th industry and A.I. technology, it is recommended to introduce new materials or programs such as AWE in English education.

• Journal of the Korean Applied Science and Technology
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• v.39 no.4
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• pp.542-551
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• 2022

The purpose of this study is a descriptive survey research in order to grasp the relationship between learning satisfaction, self-efficacy and critical thinking of nursing students and the influence factors of critical thinking who have experienced non-face-to-face online lectures. Participants were 191 nursing students in G city. Data collection was conducted from May 2 to 30, 2022. Data were collected with structured questionnaires and analyzed using t-test, ANOVA, Pearson's correlation analysis, and multiple regression analysis. As a result of there were positive correlations between the learning satisfaction (r=.20, p=.005) and self-efficacy (r=.61, p<.001) that critical thinking. Factors affecting critical thinking of nursing college students were self-efficacy (𝛽=.66, p<.001), major of interest-very interesting (𝛽=.41, p<.001), learning satisfaction (𝛽=-.31, p<.001), Grade-third (𝛽=.26, p<.001), major of interest-interesting (𝛽=.21, p=.029), Grade-second (𝛽=.16, p<.001) and which explained 60.1% of the variance. Based on the results of this study, in order to promote critical thinking among nursing college students, it is necessary to by grade and the interest of major individual counseling and guidance. Also develop and implement various programs that can improve self-efficacy and class satisfaction.

• The Journal of the Korea Contents Association
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• v.18 no.11
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• pp.665-678
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• 2018

The purpose of this study was to examine the effects of self reflective practice using cellular phone video recordings on self-confidence in performance, practice satisfaction, learning self-efficacy and core basic nursing skills achievement. A quasi-experimental study with a non-equivalent control group posttest design was used. Participants were recruited from one nursing colleges. The sample consisted of an experimental group (n=43) that participated in the self reflective practice using cellular phone video recordings program and a control group (n=43). The data of self-confidence in performance, practice satisfaction, and learning self-efficacy were collected using self-administered questionnaires from March 2, 2018 to May 30. The core basic nursing skills achievement was evaluated by two researchers. Data analyzed using ${\chi}^2$-test and independent t-test. After the intervention, self-confidence in performance, learning self-efficacy and core basic nursing skills achievement significantly increased in the experimental group compared with the control group. Findings indicated that, this program can be recommended as an effective educational program for the nursing student to improve their fundamental nursing skills.

• Journal of Digital Convergence
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• v.20 no.5
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• pp.897-908
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• 2022

The purpose of this study is to prove the hypothesis that the learning transfer climate, such as individual learning self-efficacy and corporate innovative knowledge transfer, will play a mediating role in the relationship between design competency strengthening education and individual performance considering the designer's characteristics. This is meaningful in expanding the meaning of design education and training by quantitatively analyzing the learning transfer climate that affects learning self-efficacy and organizational culture according to the characteristics of designers, unlike existing studies that simply investigate the satisfaction of education. Specifically, this study set up seven hypotheses, and as a result, it was found that design capacity building education for designers, learning self-efficacy, and learning transfer climate of companies had a significant effect on individual performance.

• Journal of Digital Convergence
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• v.17 no.11
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• pp.305-313
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• 2019

This study was a quasi-experimental design with a non-equivalent pre-post test that verified the effect of formative feedback practice on practice satisfaction, learning motivation and academic self efficacy for nursing students. 37 were assigned to an intervention group and 41 to a control group. Formative feedback practice was applied to intervention group and peer review smartphone videos was applied to control group. Data were analyzed using the SPSS/WIN 22.0 program. There was no significant difference in learning motivation between the groups, but there were a significant difference in practice satisfaction(t=-2.79, p=.007) and academic self efficacy(t=2.30, p=.024) between the pre-post scores of the experimental group. This is meaningful in that it is more effective to provide formative feedback practice than to provide peer review smartphone videos. Therefore, it is necessary to consider formative feedback practice for the acquisition of core fundamental nursing skills of nursing students.

• International Journal of Contents
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• v.15 no.3
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• pp.39-46
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• 2019

This study aimed to develop a peer-assisted learning (PAL) program for use in a core nursing skills education course and to investigate the effects of the education program on three key outcomes. A comparative study was conducted through the division of students of a core nursing skills education program into a treatment group and control group. After the programs, self-efficacy, confidence and satisfaction were compared between the groups. The comparison of these three factors indicated that the related scores were significantly higher in the treatment group receiving the education program with the PAL method than those of the control group receiving traditional education. We concluded that self-efficacy gave the nursing students the confidence that they could successfully perform their tasks and motivation to learn. Education programs using the PAL method are suggested as an effective method for the acquisition of skills among nursing students.

• Physical Therapy Rehabilitation Science
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• v.13 no.1
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• pp.18-25
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• 2024

Objective: This study is a single-group pre-post experimental study to determine the effects of simulation-based practice education on nursing students' self-efficacy, performance confidence, and educational satisfaction. Design: Single-group pre-post experimental studies Methods: This study was conducted from September 1, 2023 to November 30, 2023 for nursing undergraduate students in a simulation based practical education program. The subjects were provided with learning materials about an acute myocardial infarction case with chest pain for preliminary learning. After that, they were divided into teams of 6 people and asked to do self-study for 2 hours per team, twice a week, before conducting simulation practice. For the simulation based practical education, the participants were divided into 9 teams of 6 people each, and each team had 10 minutes for orientation, 15 minutes for scenario operation, and 50 minutes for debriefing. Results: After the simulation based practical education, self-efficacy increased statistically significantly from a mean of 3.51 before training to a mean of 3.80 after training (t=-2.12, p=0.038). However, there was no significant difference in performance confidence. There was a significant positive correlation between self-efficacy and performance confidence (r=0.62, p<0.001) and training satisfaction (r=0.67, p<0.001) after the simulation based practical education. Self-confidence was also significantly correlated with educational satisfaction (r=0.76, p<0.001). Conclusions: The results of this study showed that utilizing simulation-based practical education can increase nursing students' self-efficacy, which positively affects their performance confidence and educational satisfaction. Therefore, simulation-based practical education is an effective nursing education method that can improve nursing students' practical skills.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.3
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• pp.1557-1565
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• 2014

The purpose of this study was to identify the factors influencing learning flow of nursing student. Design of this study was a descriptive research. The participants for this study were 283 nursing college students with four-years curriculum in D city from June 14th to June 24th, 2013. Data were analyzed using descriptive statistics, t-test, one way ANOVA, Pearson's correlation and multiple regression with SPSS 18.0 Program. There were significant correlations among self-leadership, academic self-efficacy, major satisfaction, and the learning flow. As a multiple regression analysis, factors that have an effect on learning flow were self-leadership, and academic self-efficacy. These factors explain 58.2% of the variance in learning flow. Self-leadership, academic self-efficacy, and learning flow relationship were positive relevant. To enhance learning flow ability for nursing students, it is necessary to develop training program and academic environment for increasing self-leadership and academic self-efficacy.

• Journal of Korean Biological Nursing Science
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• v.15 no.2
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• pp.90-98
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• 2013

Purpose: The purpose of this study was to develop a clinical practice nursing students' microbiology program based on the mastery learning model, and to evaluate the effects of the program on nursing students' knowledge, self-efficacy, performance, and satisfaction related to the nursing students' microbiology program. Methods: The program was developed by using the processes of the mastery learning model. The pre-experimental research design involved a one group pretest-posttest design. The setting was a university located in Incheon, Korea. A total of 130 nursing students participated in the program including a theoretical lecture, clinical practice, and formative and summative evaluation. Results: Using the program that was designed and developed, results for the total score of self-efficacy, knowledge, and performance in the post-test application were significantly higher than in the pre-test application (p<.05). The satisfaction of hand hygiene and disinfection/contaminated hand microbial culture and disinfection test received the highest ratings. Conclusion: The application of a clinical practice nursing students' microbiology program was effective, and can be expanded to other nursing students. Future research with other study designs was warranted in order to prove the effect of a microbiology program based on the mastery learning model.