• Human Ecology Research
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• v.57 no.3
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• pp.383-393
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• 2019

This study examined the association among practical teaching competence (PTC) and teaching efficacy (TE), and explored the mediation effects of theoretical teaching competence (TTC) between the PTC and TE of Practical Arts (Technology and Home Economics Education) teachers. Data were collected from the 301 survey responses completed by elementary, middle, and high school teachers. All teachers showed high levels of PTC, TTC, and TE. Elementary school teachers perceived higher PTC than middle and high school teachers. PTC, TTC, TE showed significant effect in regards to teacher's age and teaching career. Using multiple regression analysis, this study found that TTC fully mediated PTC and TE of elementary school teachers. For middle and high school teachers, there was a partial mediation effect of TTC in the relationship between PTC and TE. This study suggests that teacher education programs should develop a program that can enhance teaching efficacy by cultivating TTC and support teachers who want to strengthen competence, and more practical opportunities to practice teaching.

• Journal of East-West Nursing Research
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• v.26 no.2
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• pp.157-166
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• 2020

Purpose: This study was conducted to identify the relationship between the transcultural self-efficacy (TSE) and cultural competence of nursing students. Methods: This study was a cross-sectional study. A total of 352 nursing students were recruited from two universities in Incheon and Gyeonggi. The data were analyzed using descriptive statistics, t-test, ANOVA with Scheffe's test, correlation coefficient, and hierarchical multiple regression analysis. Results: The mean score of TSE was 6.20 (out of 10). The mean score of cultural competence was 4.98 (out of 7). TSE was positively correlated with cultural competence (r=.47, p<.001). The practical domain (β=.18, p=.001) and affective domain (β=.35, p<.001) of TSE had a significant effect on cultural competence. TSE accounted for 22.3% of cultural competence. Conclusion: Educational programs for improving cultural competence should include contents to improve the affective and practical domains of TSH. It is also helpful for subjects with various cultural backgrounds to learn interview skills and nursing skills through practice to reinforce cultural competence.

• Journal of the Korean Applied Science and Technology
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• v.36 no.3
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• pp.930-941
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• 2019

The purpose of this study was to investigate the effect of health assessment practical education through scenario on communicative competence, critical thinking diposition and academic achievement among nursing students' in university. A nonequivalent control group pretest-posttest design was used to measure. A survey was held to the students who are taking a health assessment practical class for 2grade in J university in Chungbuk and P university in G-do. Participants in a health assessment practical through scenario class and traditional health assessment class were 35 experiment group students and 34 control group students who attended 16 weeks. Effects were evaluated through pre and post tests that included measurements. As a result, the experimental group is more capable of communicative competence (t=2,797, p=.007), critical thinking disposition(t=2,406, p=.019), ability to collecting information(t=2,977, p=.004), problem awareness competence(t=3.584, p=.001) has increased statistically significantly than the control group. Therefore, Therefore, this study could be used that health assessment practical education through scenarios to improve nursing students' communicative competence, critical thinking disposition, collecting information competence, and problem awareness competence.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.35-50
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• 2014

This study is a discussion about specific directions and strategies for development of subsequent curriculum of practical arts(technology ome economics) based on two issues ; developing curriculum which is 'connecting elementary-secondary course' and 'based on key competence'. Specific Study is as in the following. First, in the aspect of home economics, this study explored the meaning of connection between elementary-secondary courses, and in the process of curriculum development, we explored implicit problems through strategies that come out from elementary-secondary courses. Second, we search what the key competence is in terms of home economics, and the meaning of developing curriculum based on the key competence. For this, we examine the meaning of development of subject matters curriculum based on key competence and the conditions and tasks for developing curriculum for home economics based on key competence. Third, on the basis of discussion we explore the way to realize these two issues, already mentioned, into development of subsequent curriculum for home economics. For this, this study examines the academic interaction between home economics of elementary and secondary courses unifying the names of the subject, systematic understanding about development of curriculum based on key competence, finding strategies for appealing the subject, and practical instances. Through this study, we expect more active interaction between home economics from elementary and secondary courses and academic discussion for development of curriculum.

• Women's Health Nursing
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• v.24 no.2
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• pp.150-162
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• 2018

Purpose: To identify the effects of delivery-nursing simulation education using team-based learning on the delivery nursing knowledge, self-efficacy, and clinical competence of nursing students. Methods: The study used a nonequivalent, control group, quasi-experimental design. The team-based learning was applied to the experimental group, while the individual learning was applied to the control group. Data were collected from October 12 to December 7, 2016, and analyzed using the SPSS/WIN 22.0 program. Results: Comparison between the experimental and control group showed no significant difference in delivery-nursing knowledge (t=-0.33, p=.741) or self-efficacy (t=-0.65, p=.515). However, a significant difference (t=-2.09, p=.048) in the nursing-skills aspect of clinical competence was found between the experimental and control groups after the practical simulation education. Conclusion: Delivery-nursing simulation education using team-based learning was more effective in improving the nursing-skills aspect of nursing competence than was delivery-nursing simulation education based on individual learning.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.2
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• pp.218-225
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• 2011

Purpose: This study was to compare the influencing factors of clinical competence between associate and bachelor nursing students completing nursing courses. Method: The subjects were 429 students completing the nursing courses (172 bachelor course students, and 257 associate course students). The study design was cross sectional. Results: Bachelor students showed a significant higher score in clinical competence than associate students. There were significant influencing factors on clinical competence including critical thinking disposition, professional conduct, communication skill, theoretical education satisfaction, and practice education satisfaction. The strongest factor influencing clinical competence was critical thinking disposition. All the factors mentioned above explained 49% of clinical competence in associate courses, and 40.0% in bachelor courses excluding the factor of practice education satisfaction. The level of theoretical and practice education satisfaction of bachelor courses was significantly lower than associate. Conclusion: It is recommended that associate course nursing students should be encouraged in critical thinking disposition, professional conduct, and communication skill. Bachelor course nursing students should be encouraged in practical education including practical environments, instruction methods, and content for improving clinical competence.

• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.611-617
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• 2019

Purpose: This study applied simulation practice to nursing university students to see if they are related to teamwork capability, perceived interactions. Methods: This study single-group experimental study for 36 students who take a fourth-grade simulation course for nursing college students located in G city and the effects after the practical application. The analysis of the research was done using the SPSS 19.0 program to perform frequency analysis and technical statistical analysis of general characteristics and to identify paired t-test of Teamwork competence and perceived interactions between measurement variables. Results: After the simulation practical application, it was shown that Teamwork competence were improved. Conclusion: The results of this study show that the required teaming capabilities of the clinical site can be verified through simulation practical application, and the detailed design of the module that can develop the Teamwork competence in the future.

• Journal of Engineering Education Research
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• v.25 no.5
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• pp.20-32
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• 2022

This research sought to investigate the relationships among self-leadership, social support and interpersonal competence of women engineering students. First, women undergraduate students' differences respecting self-leadership, social support and interpersonal competence were examined. Second, the relationships among self-leadership, social support and interpersonal competence were identified in terms of sub-factors of those three variables. Third, the effects of social support and interpersonal competence, as perceived by women undergraduate students, on self-leadership were explored. A total of 398 women undergraduate students from three universities in Korea responded to survey based on a three-variables scale. The findings were that, firstly, women engineering students scored lower in all of the three variables including self-leadership, social support and interpersonal competence, and that these major differences were statistically significant. Secondly, a positive correlation among self-leadership, social support and interpersonal competence was identified. Thirdly, it was determined that self-leadership was affected significantly by social support and interpersonal competence. The practical implications of these findings are discussed herein, with particular attention on education for promotion of self-leadership, social support and interpersonal competence.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.543-550
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• 2024

This study aimed to identify factors influencing clinical practice abilities in nursing students after implementing simulation education. The study subjects and data collection were conducted from September 1st to October 30th, 2022, targeting 106 fourth-year nursing students. The research design employed descriptive correlational analysis. The research tools included critical thinking, self-efficacy, practical competence, and practicum satisfaction, with statistical analysis performed using SPSS version 27.0. The results revealed Practical competence showed a significant correlation with practicum satisfaction, and it demonstrated a positive correlation with critical thinking and self-efficacy. Factors influencing practical competence were practicum satisfaction (β=.85 p<.001) and self-efficacy (β=.25, p<.05), with an explanatory power of 57.0% (F=13.25, p<.001).

• Journal of Korean Critical Care Nursing
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• v.14 no.1
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• pp.40-49
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• 2021

Purpose : This study identified the factors affecting the clinical competence of emergency unit nurses caring for foreign patients. Methods : This study utilized a descriptive correlation design. Participants were 112 emergency unit nurses working in different hospitals designated as the government's emergency medical centers and agencies in 2018. The collected data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, Pearson's correlation coefficients, and multiple linear regression analysis. Results : Subjects' clinical competence showed positive relationships with cultural competency (r=.45, p<.001) and intercultural communication (r=.53, p<.001). Factors that affect the clinical competence of subjects showed intercultural communication (β=0.38, p=.001). Conclusion : It is necessary to develop programs to improve intercultural communication, factors that influence clinical competence of emergency unit nurses, and apply them to practical fields.