• 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.

• Journal of Families and Better Life
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• v.32 no.1
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• pp.43-61
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• 2014

The purpose of this study is to examine the consumer competency of women in their 20-40s after consumer competency is classified into consumer knowledge, consumer attitude and consumer skill. Since these components can show differences based on the areas of consumption life, the areas of consumer competency are classified into financial management areas, trading areas and consumer citizenship areas. The differences in consumer competency based on marital status and the differences in variables affecting consumer competency by marital status are identified. The types of consumers are classified and characterized based on consumer competency and marital status. This sentence can immediately follow the previous one rather than start a new paragraph. The same goes for the other sentences below. First, the female consumer competency levels of the married group were generally higher than those of the single group. Second, consumer knowledge and consumer competency in financial management areas showed significant interaction effects between the marital status and employment status of demographic variables. Third, there were differences in factors affecting significant differences in consumer knowledge, consumer attitude, consumer skill and over all consumer competencies between the unmarried and married groups.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.130-141
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• 2017

This study examined the effects of learners' job competency development on their vocational key competency improvement in lifelong education based on national competency standards. A survey was empirically carried out to 480 learners of lifelong education institutions in Seoul and the results were statistically analyzed. Covariance analysis was conducted to allow for external influences of lifelong education learners' educational environment in the process that verifies the effects of job competency development on vocational key competencies classified into 4 units, namely, mathematical skill, problem-solving skill, resource management skill, and communication skill. The findings are summarized as follows. First, all factors of job competency development had no effect on mathematical competency in the single dimension. Second, the testing of hypothesis 2 showed that education system(F=3.021, p<.05) and curriculum(F=6.684, p<.05) of job competency development factors had a significant positive effect on mathematical competency in the single dimension. Third, the testing of hypothesis 3 showed that only curriculum(F=5.865, p<.05) of job competency development factors had a significant positive effect on resource management in the single dimension. Fourth, the testing of hypothesis 4 showed that all factors of job competency development had no effect on communication in the single dimension. These findings suggest that the proper harmony of both education system and curriculum or all education system, curriculum and evaluation management in the combination of lifelong education support with teaching interaction can have a positive effect on the improvement of communication.

• Korean Journal of Adult Nursing
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• v.24 no.6
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• pp.635-646
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• 2012

Purpose: The purpose of this study was to understand clinical nurses' level of information retrieval skill and its influence on evidence based practice (EBP). Methods: A cross-sectional design was used. Data were collected from a convenient sample of 492 nurses working at 5 university hospitals in Korea. The Data were analyzed using descriptive statistics, t-test, one-way ANOVA, and hierarchical multiple linear regression. Results: The mean score for information retrieval skill and EBP competency were respectively $2.81{\pm}0.64$ and $3.98{\pm}0.86$. Two step hierarchical regression analysis showed that attendance at academic conference (p = .036) and information retrieval skill (p<.001) were significant factors of EBP competency, information retrieval skill explained about 19% of total variance of EBP competency. Conclusion: Nurse need to increased fundamental information retrieval skill for EBP competency. Therefore, it is important to increase nurses' information retrieval skills by tailoring continuing EBP education modules. It would be also advisable to develop centralized systems for the internal dissemination of research findings for the use of nursing staff.

• Transactions of the KSME C: Technology and Education
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• v.2 no.2
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• pp.81-87
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• 2014

Automotive field specialist developed National Competency Standards for Automotive Maintenance to apply for the education and evaluation of automotive maintenance. National Competency Standards scope and system for Automotive Maintenance has been developed and provided Performance Criterion, knowledge, skill, attitude, and evaluation methods for each item. Also it has provided vocational basic knowledge level and qualification frame for automotive maintenance.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.1
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• pp.78-95
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• 2009

The purpose of this study is to define areas and standards of kindergarten teacher's competency through survey research and interview with early childhood education community - kindergarten teachers, vice principals, principals, administrators, parents, and professors in early childhood education. Raw data from 62 interviewees were grouped into 25 codes including 'professional knowledge about young children's developmental characteristics, and labeled for representative themes. Based on the result of interview analysis, two areas of 'knowledge and skill' area (15 standards) and 'attitude and grounding' area (20 standards) were classified, survey researched for appropriateness and relative importance of each standard. 704 members of early childhood education community were collected through stratified sampling. The research findings indicate that 'observation and evaluation ability for young children' and 'affection for young children' showed high appropriateness in 'knowledge and skill area' and 'attitude and grounding area', respectively. In the relative importance analysis, 'understanding of young children's development', 'understanding of curriculum for young children', and 'understanding of young children's behavioral problem and counseling' for knowledge and skill area, and 'respect for young children', 'affection for young children', responsibility', 'positive attitude' for attitude and grounding area showed high relative importance in order.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.3
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• pp.255-263
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• 2016

Purpose: The purpose of this study was to identify whether self-directed fundamental nursing practice using a smart phone affected self-efficacy, practice satisfaction, and skill competency of nursing students. Methods: This was a nonequivalent control group pretest-posttest quasi-experimental design. The participants were 40 children in the experimental group and 40 in the control group. In experimental group, self-directed fundamental nursing practice using a smart phone was given to nursing students. Data for this study was collected from 25 March 2015 to 10 April 2015. The data were analyzed using SAS 21.0. Results: In self-efficacy and skill competency, there were no statistically significant differences between the experimental group and control group. In practice satisfaction, there were statistically significant differences between the experimental group and the control group. Conclusion: The results indicate that self-directed fundamental nursing practice using smartphone video is effective in practice satisfaction. Therefore, this intervention can be utilized in nursing practice education as an effective educational device.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.4
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• pp.663-674
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• 2013

Purpose: This study was to scrutinize not merely the nomenclature of clinical competency suggested in nursing literature but also what core clinical competency nursing students should be focused on for improving competency-based curriculum. Methods: A comprehensive review on 69 domestic and 89 foreign related literature was conducted. After reviewing the full text of a total of 158 articles, only 23 articles with measurement tools were selected for scrutinizing while 135 articles with obscure definitions of clinical competency were excluded. Results: Clinical competencies including 120 concepts were identified. Those concepts were categorized as 30 clinical competencies according to their similarities. Seven core clinical competencies including 1)nursing knowledge, 2)nursing skill, 3)interpersonal skill/cooperation, 4)problem-solving, 5)professionalism, 6)nursing management/leadership and 7)research ability were derived from the 30 clinical competencies through the categorizing process. Conclusion: Teaching & learning strategies should focus on the integration of nursing theories and clinical practices based on competency-based curriculum considering the 7 core clinical competencies. Nonetheless, they include somewhat abstract concepts and some were not concrete enough to be applied to the nursing curriculum. Thus, further research is needed in order to develop consensus-driven clinical competencies and competency modeling which can suggest the interrelation between the core competencies.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.11
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• pp.5178-5187
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• 2011

National Competency Standards(NCS) development related researches on the semiconductor industry were carried out partially, but the field training demand survey and analysis using that NCS were not done. The past demand survey for the job skill training had focused on personnel shortage and oversupply so it has the problems called skill mismatch. This study has the purpose to provide an alternative analysis of qualitative evaluation using the relative importance and gap of the job skill elements in the semiconductor industry. As research methods, we carried out related literature and report review, and a job skill demand survey on the semiconductor industry. We analyzed about the industry related jobs and job tasks, the qualitative demand for each job skill elements, and procurement methods for each job skills and manpower. We illustrated some related training courses to find out a relevant way for supplying the training programs.

• Journal of Practical Engineering Education
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• v.7 no.2
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• pp.147-153
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• 2015

The purpose of this research is to analyze training needs for skill assessor's competency of vocational education teachers in Korea. This research was conducted based on Russ-Eft's competency model for skill assessor. Data were gathered from 234 vocational education teachers over the country, and final respondents were 158 males and 73 females. As a result of analysis, reliability for expert (needs score 2.51), establishment for assessment management plan (needs score 2.11), management plan (needs score 2.08), and effective collaboration (needs score 2.07) have high developmental needs. On the other hand, recognition of a variety intention (needs score 1.01), observation of ethical standard (needs score 1.24), and personal relationship (needs score 1.76) have low developmental needs.