• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.344-356
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• 2019

Purpose: This study aimed to develop and evaluate the effects of an empathy education program for undergraduate nursing students. Methods: The study employed a non-equivalent control group pretest-posttest design. A total of 46 nursing students were voluntarily recruited by convenience sampling from senior nursing students from the nursing department of K college in I city, Korea. Participants were divided into two groups, an experimental group of 23 and a control group of 23. The experimental intervention (empathy education program) was conducted from April 19 to May 6, 2016 and consisted of 150-minute sessions, twice a week, for 3 weeks for a total of 15 hours. Results: Participants demonstrated improvements in perspective taking in cognitive empathy, improved empathic concern in emotional empathy, and improved communicative empathy. Analysis of reflective writings identified four theme clusters regarding communicative empathy: improvement of empathic expression, experiencing comfort and healing, improvement of interpersonal relationships, and experience of conflict resolution. Improved interpersonal ability and caring were also identified. Conclusion: The empathy education program improved cognitive, emotional and communicative empathy, and interpersonal skills and care, which are all necessary qualities for nurses.

• Journal of the Korean Applied Science and Technology
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• v.35 no.3
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• pp.836-847
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• 2018

This study aimed to determine the effects of simulation-based education in diabetic patient care to nursing students on their level of diabetic knowledge, clinical nursing competence, practicum satisfaction and communicative competence. The pre-post test were conducted to compare the differences in diabetic knowledge, clinical nursing competence, practicum satisfaction and communicative competence. The research data for the subject of study was collected from October 21 to November 1, 2013 in 3rd grade 75 nursing students. The student who had received the simulation-based education, did show significant increase in diabetic knowledge(t=-9.684, p<.001), clinical nursing competence(t=-4.173, p<.001), and communicative competence(t=-7.685, p<.001) than before. But, there was no significant different in the practicum satisfaction(t=-1.144, p=.256). Based on the above results, simulation-based education can enhance the nursing knowledge, clinical performance and communication ability of the subjects and can be applied to various education courses.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.1
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• pp.95-107
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• 2015

Purpose: The purpose of this study was to develop a tailored simulation learning (SL) program and to evaluate the effects of the program on the clinical competency, clinical decision-making competency, and communicative competency of new nursing staffs in intensive care units (ICU) and emergency rooms (ER). Methods: In this quasi-experimental study, fifteen nurses were assigned to the experimental group and fifteen to the control group. The experimental group was given the SL program of four sessions, whereas the lectures of four sessions were given to the control group. Data were analyzed using a $x^2$-test, Mann-Whitney U test, and Kruskal-Wallis test with an SPSS program. Analysis of covariance was used to treat the covariate of pre communicative competency between the experimental and control groups. Results: Based on the education needs of new nursing staffs in ICUs and ERs, three learning scenarios and one evaluating scenario were developed for the SL program. The score for clinical competency, clinical decision-making competency, and communicative competency were significantly higher in the experimental group compared with the control group. Conclusion: The SL program is an effective learning strategy for new nursing staffs in ICUs and ERs. These findings suggest that an SL program be offered as an alternative for new nurse orientation and continuing nurse education.

• The Mathematical Education
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• v.48 no.3
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• pp.329-352
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• 2009

The purpose of this study was to investigate the effects of small group cooperative communicative activities on the strategies for estimating measurement. To do this, two research questions were set as follow: First, are there any differences between strategies employed by students in the experimental group and the control group before and after the estimating measurement activities? Second, are there any differences between strategies employed by students in different ability levels(upper, middle, lower) of pre-estimating measurement test in the experimental group? The research results were drawn from the investigation as below: First, the strategical change of before and after the estimating measurement tasks in the experimental group was quite noticeable. Unlike the small strategical change in the control group, small group cooperative communicative learning resulted in a decrease of simple memorization and guessing strategies and an increase of refined strategies such as the standard strategy, clustering, unit load and so on. Second, mathematical communicative activities in a small group cooperative learning showed that the students in the upper level of pre-estimating measurement test used more refined strategies and the students in the lower level used simple memorization and guessing strategy more frequently. And through interaction in small group, students could have chances to recognize error of strategies and to modify and learn strategies. In conclusion, small group cooperative activities allowed students to have chances to communicate mathematically and it is a efficient way of helping students learn estimating measurement strategies.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.12
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• pp.371-380
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• 2017

This paper aims to explore a comparative instructional effects among meaning-based communicative language teaching, input-enhanced FnF instruction and output-enhanced FnF instruction in order to optimize the teaching methods of target grammar and vocabulary. The experiment selected three homogeneous groups of 30 students in each group for the comparison: One comparative group with communicative language teaching, one input-enhanced FnF group and another output-enhanced FnF group. The result indicates that the input-enhanced group outperformed the comparative group in the grammar test with statistical significance and the output-enhanced group overweighted the comparative group in the vocabulary test. However, no significant statistical difference was found between the input-enhanced group and the output-enhanced group. The conclusion from the result could bear the following pedagogical implication: The general English education must use the eclectic method of adopting communicative language teaching with FnF of input-enhanced target grammar and output-enhanced target vocabulary to supplement the students with the basic vocabulary and grammar.

• The Journal of the Korea Contents Association
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• v.20 no.6
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• pp.326-341
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• 2020

Based on theoretical background of Situational Theory of Problem Solving(STOPS), we have examined the role of STOPS variables on a group of online public in their issue recognition and communicative behavior on Korea's nationwide civil boycott movement of Japanese goods. Results from 524 survey cases from a Korea's major online community show that two independent variables(Problem Recognition, Referent Criterion) revealed positive in their effect on mediating variable(Situational Motivation in Problem Solving). Situational Motivation also revealed positive in its effect on six dependent variables(Information Forefending, Information Permitting, Information Forwarding, Information Sharing, Information Seeking, Information Attending) of Communicative Behavior. Involvement Recognition and Constraint Recognition revealed positive without proper statistical significance. As a result, study on the case of online public in Korea supports STOPS theory as high-level of Problem Recognition and Referent Criterion effects on Communicative Behavior in positive way via Situational Motivation. Implications from the findings have discussed and proposed suggestions for government public relations and further studies.

• Journal of Digital Convergence
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• v.15 no.5
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• pp.271-280
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• 2017

This study was done to develop a human relation and communication course combined with a convergence communication training program and examine the effects of communication self efficacy, communicative competence, and interpersonal relations in nursing students. The study was designed using a nonequivalent control group pretest-posttest design, data were collected between September 5 and December 13, 2016, Participants were 83 1-year nursing students in 1 College of D City, and were assigned to an experimental group (n=41), or a control group (n=42). The data were analyzed using descriptive analysis, t-test, and ${\chi}^2$ test with the SPSS/WIN 21.0. After receiving the program, difference was observed in communication self-efficacy(t=15.23, p<.001), communicative competence(t=11.42, p<.001), and interpersonal relations(t=19.24, p<.001) of the experimental group. It is expected that these results would be helpful for increasing communication self efficacy, communicative competence, and interpersonal relations in nursing students on human relation and communication course combined with a convergence communication training program.

• English Language & Literature Teaching
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• v.12 no.1
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• pp.159-181
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• 2006

The purpose of this paper is to examine the effectiveness of presentation-based instruction and to suggest a model of instruction targeted to the Korean intermediate level students learning English as a foreign language (EFL). To achieve this objective, the author examined how the acquisition of practical English through oral presentation would enhance the students' learning motivation, language abilities, and communicative competence in concrete situations. It was confirmed that the trained leader and systematic teaching and learning are needed to maximize the effects of presentation-based instruction. In doing so, the author compared and analyzed the collected data in order to support the validity of this teaching method. It was further pointed out that the teacher should have a close look at the roles of the presenter and learner in an effort to work out the usefulness of such an instruction model. The method of presentation in classroom settings would be a practical mode to attain the essential purpose of EFL teaching particularly to get over the drawbacks of Korean students' communicative competence. As a result, it would be an effective teaching method to meet the nation's long-standing demands for EFL education.

• Journal of Engineering Education Research
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• v.15 no.3
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• pp.47-58
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• 2012

The purpose of this paper is to verify the education effects of program for engineering students and extract the essential components to be included in the learning contents. For this, we investigated the lecture contents critically and analyzed the evaluation result of questionnaire to examine the students' learning satisfaction and learners' needs concerning the effectiveness of course. The survey using two types of questionnaires was conducted with 210 junior and senior students taking lectures of ${\ll}$Presentation and Debate Skills${\gg}$ in the college of engineering at Pusan National University. According to the evaluation result, students experienced various speech education's effects concerning (1) verbal components, (2) non-verbal components, (3) problem solving competence, (4) teamwork skills, etc. On the other side there have been pointed out as problems in the ${\ll}$Presentation and Debate Skills${\gg}$ class, such as (1) a large number of assignments, (2) insufficiency of more refined evaluation method for the individuals and (3) a well-balanced arrangement between 'theory' and 'practice' was needed. However more importantly, the individual students can not do practice sufficiently owing to the large scale of class. Therefore the various and effective ways to help students improve their communicative competence have to be developed further. Finally, there have been extracted several essential components to be included in the class and implications for ameliorating the class were discussed and suggested in detail.

• Child Health Nursing Research
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• v.12 no.1
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• pp.114-121
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• 2006

Purpose: Humor is an important part of life. Humor has many benefits as an intervention for hospitalized children. Humor is one strategy that pediatric nurses can use to help children cope with illness and hospitalizations. The purposes of the study were to 1) review the definition of humor, 2) identify methods and skills in using humor as an intervention, 3) identify the effects of humor as an intervention, and 4) suggest further research. Method: The design was a descriptive study with literature review. Previous studies were identified by searches of MEDLINE, CHNIAL, PUBMED and ProQuest. Results: Humor has positive physiological, psychological, social and communicative effects on patients and humor has a positive effect on the immune system. Conclusion: The main point identified from this study suggests that humor as a nursing intervention be developed for nurses to use with children who are hospitalized. Further research is needed to develop programs for humor as an intervention for health promotion and disease prevention in children.