• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.467-473
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• 2021

The purpose of this study is to confirm the effect of health assessment classes applied with flip learning on self-directed learning ability, critical thinking disposition, and academic self-efficacy of nursing students. This is a comparative study before and after a single group, targeting sophomore students taking a health assessment by applying flip learning at a nursing college in K city, Gyeongsangbuk-do. The final analysis consisted of 104 subjects, and the pre-post difference was analyzed by a paired sample test. As a result, self-directed learning ability (t=-3.23, p<.01), critical thinking disposition (t=6.381, p<.001), and academic self-efficacy (t=-4.62, p<.001) were all statistically significantly increased. Based on the results of this study, it was confirmed that the flip-learning method is an effective program to enhance the self-directed learning ability, critical thinking ability, and academic self-efficacy of nursing students. In the long run, the application of the flipped learning learner will play a role in improving the educational environment and strengthening the abilities of students.

• Journal of Korean Elementary Science Education
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• v.40 no.1
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• pp.55-65
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• 2021

The purpose of this study was to investigate the effects of application of maker education program in school maker space on the creative problem solving ability and self-directed learning ability of elementary students. For research, we secured 18 periods of creative experience activities with 5 categories appropriate for elementary students, and integrated these activities into an elementary maker education program in school maker space. Pre and post tests were done before and after application of this maker education program to assess the changing in participants' creative problem solving ability and self-directed learning ability. The results of this study can be summarized as follows: First, the maker education program meaningfully improved the creative problem-solving abilities of elementary school students. Second, the maker education program meaningfully improved the self-directed learning abilities of elementary school students. From interview with the students, we could know that this program made the students have self-confidence and gave them favorable impression.

• Journal of Korean Clinical Health Science
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• v.6 no.2
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• pp.1136-1146
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• 2018

purpose: The study was performed by targeting nursing students in order to examine the level of their self-directed learning ability, self efficacy and learner satisfaction and to identify their effects on learner satisfaction. methods: A structured self-administered questionnaire was used, and a total of 150 questionnaires were distribute. Data were collected from 150 nursing students at D university located in D city, and a total of 141 students were included for the final analysis. Data were collected between November 15, 2017 to December 16, 2017, and questionnaire comprised items to measure general characteristics, self-directed learning ability, self efficacy and learner satisfaction. results: In addition, learner satisfaction was positively correlated with self-direct learning ability, self-efficacy. Finally, self-direct learning ability, self-efficacy and interpersonal relationship were found to explain 42.9% of the variance of learner satisfaction. conclusion: The findings of this study could be utilized as base data when developing a program to enhance nursing students's learner satisfaction and it is suggested that an interventional research of analyzing validity and effectiveness of developed education program would be also required.

• Journal of the Korea Society of Computer and Information
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• v.28 no.3
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• pp.119-126
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• 2023

This study attempted to find out the factors affecting the self-directed learning ability of nursing students who took online lectures. The research method was a structured questionnaire survey targeting 2nd to 4th grade nursing college students, and the analysis method was analyzed by t-test, ANOVA, and multiple regression analysis. As a result of the study, the self-directed learning ability of nursing college students was an average of 3.48 points out of 5 points, and it was found that learning immersion had the greatest effect on self-directed learning ability. Based on the results of this study, it will be necessary to establish a quality education system and the efforts of instructors who apply various lecture methods or customized lecture programs so that learners can immerse themselves in learning in order to improve learners' self-directed learning ability.

• Journal of Digital Convergence
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• v.18 no.8
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• pp.55-67
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• 2020

The purpose of this study was to investigate the effects of CELL curriculum participation on learning flow, learning motivation, academic self-efficacy, and self-directed learning ability. To this end, in the first semester of 2020, 386 students from K University conducted a pre-post survey and analyzed using SPSS. The main research results are as follows. First, participation in the CELL curriculum showed statistically significant improvement in the student's learning flow, learning motivation, academic self-efficacy, and self-directed learning ability. Second, the analysis by gender showed significant improvement in learning flow, academic self-efficacy, and self-directed learning ability only for female students. Third, in the analysis by grade level, the sophomore showed significant improvement in learning flow and self-directed learning ability, the junior in all variables, and the senior in academic self-efficacy and self-directed learning ability. Fourth, participation impressions and improvements were summarized through interviews of participating students. This study is significant in that it examines the effectiveness of the CELL curriculum and suggests practical measures for systematic operation and support.

• Health Communication
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• v.13 no.2
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• pp.109-115
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• 2018

Background: The study is descriptive research study to investigate the self-directed learning ability to explore the facts that influence of anatomy using cadaver dissection beginning nursing students. Methods: A descriptive research design was used. The data was collected from 31st May to 7 June, 2016. The participants were total 121 first-year nursing students in C University. This anatomy practicum course was composed of three session, and each session was composed of 3hours, 60minutes of body structure and anatomy lecture, 90 minutes of cadaver dissection, and 30minutes of summary. Results: The results of the study showed that satisfaction with cadaver dissection was statistically significant in the usefulness in connection with the major of nursing (r=.543, P<.001), educational understanding (r=.465, p<.001), and nursing learning motivation (r=.517, p<.001). As the nursing learning motivation increased, self-directed learning ability increased. Also nursing learning motivation influenced self-directed learning (${\beta}=0.266$, p<.01). Conclusion: It is necessary to develop a program that can link theoretical education with practicum education of anatomy using cadaver dissection for efficient learning of the anatomy major courses of nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.9
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• pp.302-314
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• 2017

This study was conducted to investigate the relationship among character, nursing professionalism, self-efficacy and self-directed learning ability of nursing students as well as to identify the factors influencing self-directed learning ability. Data were collected from May 22 to June 8, 2017 using a self-report questionnaire and questionnaires from 396 nursing students in J Province. The data were analyzed by t-test, ANOVA, $Scheff{\acute{e}}$ test, Dunnett's T3 test, Pearson's correlation coefficient and hierarchical regression analysis. The mean scores of character, nursing professionalism, self-efficacy and self-directed learning ability were $3.93{\pm}0.47$, $3.83{\pm}0.48$, $3.53{\pm}0.59$ and $3.63{\pm}0.51$, respectively. Character, nursing professionalism, and self-efficacy were positively correlated with self-directed learning ability. The factors influencing self-directed learning ability of nursing students were participation in class, satisfaction with major, awareness of self-initiated life, self-control, will and competence, habit, and self-efficacy, nursing professionalism had no significant effect. Based on these findings, programs that develop character, self-efficacy, and nursing professionalism are necessary for nursing students to promote self-directed learning ability.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.1
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• pp.147-155
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• 2012

This study was to investigate the understand learning motivation, self-directed learning ability and problem solving process of fundamentals of nursing course using role play in evaluating the course. The subjects were 289 nursing students in year 1 in J college taking fundamental nursing practice course from Nov. 22 to Dec. 10. 2010. After setting hospital context and preparing scenario with patient and nurse roles, the evaluation of fundamentals of nursing practice was performed. For learning motivation and self-directed learning ability, there were significant differences by application motivation, a group intending further study and a group positive in role play evaluation. For problem solving process, there were significant differences in male group and a group positive in role play evaluation. Learning motivation had significant positive correlation between self-directed learning ability and between self-directed learning ability and problem solving process. This evaluation had correlation between learning motivation, self-directed learning ability and problem solving process.

• The Journal of the Convergence on Culture Technology
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• v.4 no.2
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• pp.17-25
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• 2018

The purpose of this study was to investigate the relationship among the variables and the influence of academic self-efficacy and self-directed learning ability on the life satisfaction of nursing students. Method : The participants were 340 nursing students in K city, who were surveyed between October 10 and October 17, 2017, using self-report questionnaire. Result: There were positive correlation between academic self-efficacy and self-directed learning ability life satisfaction for nursing students. The variables for life satisfaction addiction where "Self-directed learning ability" (${\beta}=.143$, p=.029) and "Class concentration" (${\beta}=.099$, p=.048), with a coefficient of determination ($R^2$) of 37.0%. Based on these results, it will be necessary to develop educational programs and strategies related with the self-directed learning ability and class concentration disposition to improve life satisfaction of nursing students.

• Perspectives in Nursing Science
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• v.9 no.2
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• pp.111-118
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• 2012

Purpose: This study investigated the effects of simulation-based nursing education (for the care of congestive heart failure patients) on self-directed learning competency, clinical knowledge and problem-solving ability among nursing students. Methods: A one-group, pre-post design was utilized with 87 nursing students as the subjects. The scenario of simulation-based nursing education was created using a high-fidelity patient stimulator, and consisted of four states ((1) assessment, (2) reviewing laboratory data and administering medications and treatments, (3) managing increased dyspnea and decreased urine output, and (4) handling the "getting better" state). The simulation-based nursing education included orientation, team-based learning, team-based practice, and debriefing. The data were analyzed using descriptive statistics, Pearson's correlation coefficients and paired t-tests. Results: The scores on the factors for self-directed learning competency (t=-2.57, p= .011), clinical knowledge (t=-6.85, p<.001), and problem-solving ability (t=-3.01, p= .003) increased significantly after the education intervention. Conclusion: Simulation-based nursing education is useful in improving self-directed learning competency, clinical knowledge, and problem-solving ability in nursing students.