• Journal of the Korea Safety Management & Science
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• v.16 no.2
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• pp.101-109
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• 2014

This study is about safety education experience and practice of parents who are raising preschool children and the study results are as the following. For safety education experience state, parents had experience of safety education and mostly received it through communities, TV, Internet, etc. The most common educational content was the traffic safety education. For safety education practice degree according to number of children, safety education practice was mostly done well with 1~2 children. For safety education practice degree according to family type, safety education practice degree within the family was done most in nuclear families while healthy life habit safety education practice degree was done most in nuclear families and reconstituted families. Also, for traffic safety education practice degree, it was done well in nuclear families. For respiratory disease safety education practice degree, nuclear families and reconstituted families were the highest and for first aid safety education practice degree, single-parent families were the highest. For safety knowledge level of parents, safety knowledge of family was the highest, followed by safety knowledge of respiratory disease, and traffic. For safety education practice degree and safety knowledge according to safety education experience of parents, there was a significant difference in practice degree according to safety education experience of parents and there was also difference in practice knowledge according to experience. There was also education effect in healthy life habit safety knowledge and traffic safety knowledge.

• The Journal of Korean Academic Society of Nursing Education
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• v.16 no.2
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• pp.239-248
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• 2010

Purpose: This study was done to propose the developmental direction of study related to nursing practice education by grasping the trend of study in fundamental and clinical practice. Method: A total of 48 research articles which were published on nursing practice education in Korea from 2002 to 2009 were analyzed with structured analysis forms. Result: Most research was related to clinical practice (n=40). A high percentage of non-experimental research design was related to fundamental practice (75%) and clinical practice (65%). Qualitative research was only used in clinical practice (n=8). Nursing students were predominantly selected as an object of research in fundamental practice (n=6) and clinical practice (n=32). In addition, many of the areas in clinical practice were a general clinical setting without any classification of the specific area. The concepts of research in fundamental practice were related to competency in basic nursing skill and most concepts of research in clinical practice were associated with satisfaction, stress, experience, critical thinking and problem solving ability of the nursing student. Conclusion: There's something to be desired in nursing research related to instructor methods, teaching-learning methods and nursing education programs. Therefore, more specific and continuous research focused on these topics to improve clinical nursing competence of the nursing student is needed.

• Culinary science and hospitality research
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• v.17 no.2
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• pp.126-139
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• 2011

This study was conducted on the 4 year university students majoring in the culinary practice to survey the recognition levels of the culinary practice education with the purpose of searching for a development plan of the culinary education. The recognition levels of the culinary practice education according to the types of sex, grade and alma mater are as follows. The interest and necessity of the culinary practice education was very high while the performance degree of the culinary practice education was felt insufficient. For the efficient culinary practice education, they recognized that theoretical education and practice demonstrations are required and hoped to focus on hotel cooking and certified technician cooking. In addition, they hoped to be provided with a place for teacher's detailed practice demonstrations and supplementary practice. According to the variables, positive responses were given from male students, high grade students and vocational school students. In conclusion, if chances are given to display achievement desire self-directly through increasing practical training, development and application of various programs, operation of open practice classes and culinary organization reflecting social changes in the education courses, the culinary practice education is considered to be more vitalized.

• Food Quality and Culture
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• v.2 no.1
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• pp.48-54
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• 2008

The purpose of this study was to evaluate the elementary students' knowledge, attitudes, and practice for food hygiene and safety. A self-administered questionnaire was developed and offered to 375 elementary school students throughout the Seoul region. The results of the survey were as follows: First, the knowledge, attitudes, and practice were not at satisfactory level. The scores of children's knowledge, attitudes, and practice were 67.42%, 3.83, and 3.81 out of 5 point scale, respectively. Second, knowledge, attitudes and practice levels were significantly different according to demographic characteristics. The lower grade-students had significantly higher scores for knowledge (p<.05), attitudes (p<.05) and practice (p<.01) than higher gradestudents, suggesting that food hygiene and safety education is more effective in younger students or that repeated education is needed for higher grade-students. Third, knowledge, attitudes and practice levels were significantly correlated each other. These results suggest that the education programs for food hygiene and safety should be developed for, as well as implemented in, lower elementary school grades.

• Journal of Korean Academy of Nursing Administration
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• v.11 no.3
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• pp.303-314
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• 2005

Purpose: To describe the status on the education of the nursing management practice in college of nursing in Korea. Method: A descriptive survey research design was used. The participants were 47 of the college of nursing across the nation. The data were collected by mail from 15th August to 10th November, 2005. Result: The results are as follows : 1. In content analysis of teaching goals Nursing Management Process(n=66), management of environment, material and safety(n=16), Implication of Nursing Management Theory(n=16) were identified. 2. In 39 college of nursing, The education on Nursing Management Practice conducts 1${\sim}$2 credits. Also in 41 college of Nursing, The credits on Nursing Management Practice were opened in senior grade. 3. The type of instructors of Nursing Management Practice were varied in Nursing Schools. 4. As teaching methods, conference(93.5%), ward assigned instruction(73.9%), case report(67.4%), practice report(63%), presentation(52.2%) were used. 5. The education on Nursing Management Practice was performed mainly in clinical nursing area. 6. In evaluation of the education on Nursing Management Practice, all colleges have used evaluation tools. Promptness, neatness, responsibility, sincereness etc. were founded in evaluation criteria in evaluation of the education on Nursing Management Practice. 7. A standardized evaluation tools included essential content of the education on Nursing Management Practice needs to be developed. Conclusion: The result of this study will contribute to improve the education on Nursing Management Practice and also proposing to develop standardized evaluation tools in evaluation of the education on Nursing Management Practice.

• Journal of Technologic Dentistry
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• v.37 no.3
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• pp.131-144
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• 2015

Purpose: This study set out to propose plans for more efficient and effective clinical practice by investigating the current state of clinical practice in the field of dental technology and thus provide basic data to develop pre- and post-education programs for clinical practice. Methods: The subjects include dental technicians at dental technical laboratories that were appointed as the place of clinical practice by the Department of Dental Technology of G University. The survey period spanned from December 22, 2014 to January 20, 2015. Total 250 questionnaires were distributed to them, and 190(76.0%) were returned. After excluding 23 whose answers were uncertain or seemed to lack reliability, total 167(66.8%) were used in final analysis. Results: 1. The most frequent practice the student did during clinical practice was articulator attachment, which was followed by pin operation or model making, one's own task and practice, sand and crow sculpturing, burying, casting, and grinding. 2. In case of going through the entire process, porcelain had the most students at 39(23.4%), being followed by crown & bridge at 28(16.8%), clinical model at 23(13.8%), full denture at 17(10.2%), and partial denture at 17(10.2%) in the order. 3. Of the students, 59.8%(30.5% for reinforced basic practice; 29.3% for intensive practice education) said that intensive practice education should be reinforced in school; and 22.3% said that intensive theory and practice education was needed, which indicates that 82.6% voiced their opinion of reinforcing education around practice. 4. The students felt that they lacked diligence, passion, and theoretical knowledge somewhat and were relatively good at clinical adaptation and operational skills. Conclusion: The findings show that the students felt an absolute lack of practice education as the school education was focused on theory and national exams in the field of dental technology, thus raising a need to reinforce practice education. Of all the respondents, 62.9% said there was a need to improve the current education with a focus on jobs. In future, education of dental technology should work to bring up able dental technicians that can perform in clinical dental technology right after graduation by reinforcing job-based practice education.

• International Journal of Human Ecology
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• v.11 no.2
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• pp.93-101
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• 2010

This study finds methods to activate culinary education by surveying the level of recognition for culinary practice from the culinary teachers of vocational high schools. The number of individuals surveyed is 103. Data is verified by using SPSS 14.0 (SPSS Inc, Chicago, USA). The results of the survey on recognition for culinary education showed that learning requirements are very high as well as that theoretical education and trial demonstrations are necessary to enhance the effects of culinary practice education. Desired teaching learning materials were cooking materials by a certified technician. Their desired supplementary data for enhancing practical techniques were practical demonstrations, various materials and language instruction to learn other culinary practices. It is reported that there was increasing work other than learning time and complication for preparing practice. In addition, they desire more websites for cooking need to be built. Plans for activating culinary education are as follow: First, how to enhance the professional abilities of culinary teachers. Second, to show the necessity of theoretical education, video-based education, and culinary practice demonstrations. Third, to show the necessity to increase the ratio for culinary practice classes. Fourth, to display various teaching and learning materials. Fifth, to enhance websites for culinary data. Sixth, to provide opportunities to augment a sense of achievement.

• Korean Journal of Human Ecology
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• v.20 no.2
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• pp.475-485
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• 2011

This study was conducted with the purpose of surveying the high school and university students and culinary teachers in charge of guidance in cooking related departments to see the recognition levels of culinary practice education and to suggest improvement plans. The subjects of this research were 616 culinary high school students, 419 culinary university students, and 103 culinary teachers. The collected data was compared and analyzed by frequency and percentage. The collected data was analyzed(i. e., $X^2$ test and t-test) using SPSS 14.0(SPSS Inc, Chicago, USA). Learning demands were shown to be high and much more practice was demanded, so it is required to raise the importance of culinary arts as a subject. Manpower placement, such as practice assistant teachers and practice teachers, is necessary and more training support for teachers' professional ability expansion is required. Moreover, it is required that practices after theory study, video education, and practice demonstrations should be performed and multimedia developed. Detailed practice demonstrations should be enabled and foreign subject education should be performed. The general evaluation in which feedback is appropriately made, along with the evaluation of practice courses and results needs to be performed. Positive school life should be prepared by performing proper course education simultaneously.

• The Korean Journal of Health Service Management
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• v.8 no.1
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• pp.135-150
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• 2014

The purpose of this study was to identify the effects of nursing simulation-based practice education on learning outcome and teaching experience in nursing students. Pretest-posttest design with nonequivalent control group was utilized to analyze the effects of nursing simulation-based practice education. The subjects were 96 students of a nursing college. All subjects participated in 6 week. The data were analyzed by the SPSS win 17.0 program. The results were as follows; There were statistically significant differences in learning outcome and teaching experience effects of nursing simulation-based practice education in nursing students. In conclusion, we required nursing simulation-based practice education and small group discussion analysis of factors are associated with goal-setting skills and self-presentation skills, goal setting skills. We required nursing simulation-based practice education training to strengthen the ability of self-directed learning program utilizing the repeated study.

• Women's Health Nursing
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• v.12 no.1
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• pp.12-21
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• 2006

Purpose: This study was performed to provide data for improvement in clinical practice education through analyzing the status of clinical practice education in maternity nursing in four year course nursing schools in Korea. Method: Analyzed subjects were 43 schools out of 53 four year course nursing schools in Korea. Result: Credits in theory and clinical practice are on the decline. The relationship between goals and areas of clinical practice was not sufficient. The department was not efficient in meeting the demands between theory and practice. The number of students in a group according to clinical areas were thoughtfully assigned, and clinical practice was performed based on real situations. Instructors for clinical practice used practice lecturers, part-time lecturers, preceptors, and assistant instructors including faculty. Methods of practice education and evaluation were varied. Conclusion: A suitable philosophy and goals of clinical practice education maternity nursing should be established at this point in time. Furthermore, a study should be performed to analyze the relationship between goals and contents of clinical practice for maternity nursing. In addition, a standardized tool should be developed to evaluate clinical practice.