• Journal of Convergence for Information Technology
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• v.12 no.3
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• pp.158-170
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• 2022

The purpose of this study is to analyze class satisfaction with peer evaluation in Collaborative Learning-based classes. For collaborative learning-based classes, problem-based learning and project-based learning were selected. Educational implications were derived by designing Instructional procedures of Collaborative Learning-based classes, Peer evaluation types and questionnaire design, Peer evaluation progress of Collaborative Learning-based classes, Class satisfaction research and analysis In Collaborative Learning-based classes. The subjects of the study were participants in Collaborative Learning-based classes selected as problem-based learning and project-based classes. For class satisfaction with peer evaluation in Collaborative Learning-based classes, a survey was conducted on 168 participants A University in Korea. The research tool was designed as Learning procedures for peer evaluation Collaborative Learning-based classes is Team Building, Plan to the Task, To do Task, Mid-check on task, Task completion, Presentation & Evaluation, Reflection & Self-Evaluation. The content validity of items was confirmed by CVR of 12 experts. In the research results, the average class satisfaction of peer evaluation is 4.05(SD=91), followed by class concentration, diligence, voluntary, learning atmosphere. As a result of t-testing the difference in class type between collaborate learning-based classes, the satisfaction of PBL was higher than that of PjBL and a statistically significant difference was observed. The result of this study have significance in providing implications for class design and operation for the application and expansion of peer evaluation in higher education. However, there is a limit to generalization as a result of research using convenience.

• Journal of dental hygiene science
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• v.20 no.2
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• pp.107-117
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• 2020

Background: In this study, we tried to comprehensively explore clinical dental hygienist's experience of a prevention-based incremental oral health care program, which was pilot-operated by dental clinics, define prevention-based incremental oral health care as experienced in the field, and identify factors to be considered. Methods: This study conducted a focus group interview with five dental hygienists who participated in an ongoing oral management pilot project in 2016. The interview was conducted by a researcher, and the co-research team attended as progress assistants and recorded characteristics of the participants, main dictations, and non-verbal characteristics. All interviews were recorded and underwent thematic analysis to examine the questions of the study as the main axis. Results: As a result of the study, 65 meaningful statements were extracted by code, integrated into 24 sub-categories, and structured into 11 categories. Finally, four keywords were drawn: characteristics, facilitating factors, conflicting factors, and improvement measures for prevention-based incremental oral health care. Regarding prevention-based incremental oral health care in dental clinics, dental hygienists were highly aware of the physical and mental burdens of personalized treatment and education for each individual. They were responsible for the patient and for facilitating changes in the behavior of the client, leading to professional satisfaction. The dental team's cooperation and supportive attitude were found essential to continue oral health care in the dental clinic. Conclusion: Through dental team-based treatment philosophy sharing and collaboration, it is possible to provide prevention-based incremental oral health care in dental clinics. In future, it is necessary to develop a system for establishing a sustainable preventative management system for public health promotion.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.126-137
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• 2020

This study provided implications for applying learner-centered teaching methods in the field of management education by adopting flipped learning and team-based learning to Business Communication classes and operating the classes according to its characteristics. Business communication capability, especially related to drawing up a document or a written report, is considered one of the crucial factors for making individuals valuable in an organization. For the identification of the subject outputs, a total of 64 students from the first and second semesters in 2018 were sampled, and the Wilcoxon signed rank test and paired t-tests were carried out. The results show that all types of communication capabilities have significantly increased at the end of each of the semesters. Also, the overall satisfaction level proved to be higher at the end rather than at the beginning of each semester. This study is especially meaningful because the results suggest concrete ways to apply learner-centered teaching methods for business education.

• Perspectives in Nursing Science
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• v.6 no.1
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• pp.21-37
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• 2009

The purpose of this GWP project was two-fold:(1) to launch an organizational culture improvement for great workplace (2) to improve the perception of nursing personnel on communication and team work in a surgical nursing department of a teaching hospital in Seoul. Using one group pretest-posttest design, nursing personnel's perception on organizational culture related to communication and team work was evaluated. A 10-item, 5-point scale (1.5) survey was administered to 209 nursing personnel in January 2009 and again to 191 nursing personnel in October 2009. From January 2009, AMANNA team has taken activities focused on trust, pride, and fun. AMANNA is an abbreviation of Korean language, which means wonderful meeting and sharing in English. Monthly activities are as follows: choral concerts by nurse managers, welcome and farewell events, praising members for their services, explaining current circumstances, etc. Special activities are as follows: a New Year's greeting party, a spring picnic, beauty classes, a lecture on drug administration, cultural lectures using videos, and presentations of academic posters and another activity. The reliability of measurement was Cronbach's ${\alpha}$: 0.917(pretest), 0.954(posttest). Most nursing personnel's perception on organizational culture was improved (pretest mean=3.50 and posttest mean=3.78, p<.001). "A sense of belonging" showed the greatest improvement among the 10 items(3.18 vs. 3.56, p<.001). "Trust each other" showed the highest score (mean=3.98) in posttest. Frequency of participation and satisfaction showed a significant relationship(r=0.179, p=.021). We believe that this project has made a contribution towards a positive organizational culture. The keys to this initiative's preliminary success have been the leadership support and flexibility in implementing the interventions tailored to the hospital.

• Journal of the Korea Convergence Society
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• v.12 no.4
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• pp.369-375
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• 2021

The study explores the kinds of emotions freshmen in South Korea universities experience. Specifically, the study examines their emotional experiences on level-differentiated classes, team-teaching by native speakers and Korean professors, and communicative activities. 327 freshmen participated in the survey based on 'Academic Emotions Questionnaire (AEQ)' and the statistical results are as follows: Firstly, research showed that the participants in advanced classes feel higher negative emotions such as 'worries' and 'boredom' than those of beginner and intermediated classes (P < .05). Secondly, participants feel higher level of 'fun', 'satisfaction' and lower level for 'boredom' in the native speaker classes than those of Korean professors (P < .001). Thirdly, participants feel games are the most 'fun' and 'satisfying', while presentations are viewed as the most 'worrying' and 'boring' among the communicative activities (P < .001). Finally, the pedagogical implications and suggestions are discussed.

• Korean Journal of Clinical Pharmacy
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• v.32 no.4
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• pp.328-335
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• 2022

Background: Case-based learning (CBL) is becoming an important approach for improving interprofessional collaboration education. Previous studies have examined learners' satisfaction with interprofessional education (IPE) in medical institutions. However, there are few studies on the implementation of university-led CBL interventions and their direct effects on learning outcomes. The aim of this study was to evaluate the effectiveness of CBL interventions on changes in the participants' perception and knowledge acquisition ability. Methods: The CBL approach consisted of team-based case-based learning, self-directed learning, and post-feedback. It was conducted as a single course for pharmacy students in their 5th year in a university setting. Changes in the participants' perceptions and self-assessments of competence levels were evaluated using survey responses. The effect of the CBL intervention on knowledge acquisition ability was directly evaluated using the exam score. Results: The majority agreed or strongly agreed that team-based case-based learning, and self-directed learning helped them to improve their knowledge and skills to a higher level and to increase the self-assessment of competency level. The average score of knowledge acquisition ability (average score of 75.0, p=0.0098) was significantly higher in the CBL intervention group than the lecture-based learning intervention group (average score of 52.0). Conclusion: The participants positively perceived that CBL intervention helped them to effectively improve their knowledge and the self-assessment of competency level. It also enhanced knowledge acquisition ability. These data, based on the survey responses, suggest that it is necessary to implement CBL interventions in a university-led single professional education.

• Journal of muscle and joint health
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• v.31 no.1
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• pp.22-30
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• 2024

Purpose: In-hospital cardiac arrest is rare, but often results in high mortality rates. Early and effective cardiopulmonary resuscitation (CPR) is crucial for survival and nurses are often the first responders. This study aimed to investigate how inter-professional attitudes and educational burdens affect self-efficacy related to CPR performance following team-based CPR simulation training. Methods: This retrospective observational study analyzed data from a satisfaction survey conducted after team-based CPR training sessions between January and November 2022. Of the 454 nurses surveyed, 238 were included in the study after excluding those with ambiguous responses. Multiple regression analysis was performed to assess factors influencing CPR self-efficacy. The factors examined included inter-professional attitudes and educational burden. Results: Higher levels of inter-professional attitudes, particularly regarding teamwork roles and responsibilities, lower educational burden, and a positive perception of CPR competence were all associated with improved CPR-related self-efficacy. Participants who reported higher engagement in teamwork, lower task load, and greater confidence in their CPR abilities demonstrated higher self-efficacy in performing CPR. Conclusion: Enhancing the competencies of nurses who may act as initial responders in CPR situations within or outside hospital settings can help save lives and support public health.

• Quality Improvement in Health Care
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• v.18 no.1
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• pp.27-36
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• 2012

Objectives : A protocol called "critical pathway" was developed to standardize the management of hospital patients the day after they underwent gamma knife radiosurgery. The quality of improvement in patient outcomes was evaluated. Methods : Critical pathway was developed, according to the regulations of the I hospital, by analyzing the medical records of 22 inpatients who underwent gamma knife surgery within the period from January to April 2011 on the day of the surgery. The study included a group of 22 patients admitted to the hospital the day after they underwent gamma knife radiosurgery, between July and September 2011. The control group included 22 patients who had surgery employing the same method within the period from May to June 2011. To measure the effects on quality improvement, the average length of stay, the execution rate of the hospital discharge notice system, daily hospital revenue, and the satisfaction of the patients and the medical team were assessed. The patient questionnaire employed a four-point Likert scale while the medical-staff questionnaire employed a five-point Likert scale. Result : The average length of stay was significantly shorter in the study group compared to the control group (2.3 days vs. 3.8 days, P<0.05). The execution rate of the hospital discharge notice system was higher in the study group (100% vs. 72%) than in the control group. Daily hospital revenues were higher by 264,178 Korean won in the study group when compared to the control group. The study group showed greater satisfaction of patients compared to the control group based on a four-point Likert scale (P<0.05). The study group showed greater satisfaction in medical team compared to the control group based on a five-point Likert scale (P<0.05). Conclusion : The development and implementation of a critical pathway protocol for hospital admission the day after gamma knife radiosurgery is an effective care process that improves the clinical quality.

• Journal of Convergence for Information Technology
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• v.9 no.6
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• pp.44-51
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• 2019

This study was performed to explore the difference in communication anxiety and class satisfaction after taking the traditional lecture and flipped learning lecture. Fifty four nursing students participated in this study. The study design was one group pretest-posttest design. 4 weeks traditional lecture and 4 weeks flipped learning lecture was applied. Flipped learning was ineffective in improving communication anxiety (t=1.85, p=.069) of nursing students. But emotional state variables and activity variables in the emotional domain were significantly higher after taking the flipped learning lecture(t=-3.80, p=.000; t=-3.35, p=.001). In addition, all of the variables were higher in the flipped learning based team, in the control of the class activities (t=-3.07, p=.003), personal ability (t=-2.48, p=.016), and class participation(t=-3.25, p=.002). Flipped learning is therefore considered to be effective in training nursing students. This study suggested to investigate the effectiveness of flipped learning and learners' satisfaction.

• Journal of the Korea Society for Simulation
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• v.32 no.4
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• pp.27-39
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• 2023

This study aimed to develop SSTPBL (Student-led Simulation with Team and Problem-Based Learning), whichcombines TBL and PBL with a student-led method to strengthen knowledge application, nursing diagnosis ability, and collaboration ability among the core competencies of nurses. Then, SSTPBL was applied to nursing students, and the results were assessed. The data was collected from September 15, 2022, to December 21, 2022, with structured questionnaires and focus group interviews with 51 fourth-year nursing students at a university in A City. The collected data were analyzed using SPSS version 25.0 and topic analysis. As a results, it was effective in simulation experience satisfaction(t = 3.51, p < .01), vSim experience satisfaction(t = 3.50, p < .01), preparation as a prospective nurse(t = 3.73, p < .01), learning self-efficacy(t = 3.87, p < .01), collaborative self-efficacy (t = 4.30, p < .01), problem-solving ability(t = 5.26, p < .01), educational satisfaction(t = 3.54, p < .01), digital health equity(t = 2.18, p < .05). Through the qualitative data's topic analysis, six main topics were derived. The main topics were 'similar to clinical practice', 'difficulty in immersion', 'learning through others', 'learning through self-reflection', 'improving confidence through new experiences' and 'new teaching methods'. Based on the results of this study, it is expected that SSTPBL can be used in various ways as a new training method for prospective nurses in the face of growing clinical practice restrictions after the pandemic.