• 한국어정보학회:학술대회논문집
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• 2017.10a
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• pp.281-284
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• 2017

On the basis of studies that show multi-word combinations, that is the field of phraseology, this study aims to examine relationship between the quality of text and phraseological competence in L2 English writing, following Yves Bestegen et al. (2014). Using two different association scores, t-score and Mutual Information(MI), which are opposite ways of measuring phraseological competence, in terms of scoring frequency and infrequency, bigrams from L2 writers' text scored based on a reference corpus, GloWbE (Corpus of Global Web based English). On a cross-sectional approach, we propose that the quality of the essays and the mean MI score of the bigram extracted from YELC, Yonsei English Learner Corpus, correlated to each other. The negative scores of bigrams are also correlated with the quality of the essays in the way that these bigrams are absent from the reference corpus, that is mostly ungrammatical. It indicates that increase in the proportion of the negative scored bigrams debases the quality of essays. The conclusion shows the quality of the essays scored by MI and t-score on cross-sectional approach, and application to teaching method and assessment for second language writing proficiency.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.4
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• pp.2329-2337
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• 2015

The purpose of this study was to develop a communication simulation and evaluate its applicability of curriculum of community health nursing for nursing students. This study used one- group pretest-posttest design and participants were 35 junior nursing students. Data was collected through self-reported questionnaires of communicative competence and satisfaction and analyzed using paired-t test and descriptive statistics. There was no change of overall mean score of communicative competence, though the simulation program related to communication of community health nurses was developed and the score of satisfaction after the simulation was 4.4 out of 5. In the categories of communicative competence, the score of role competence was increased after simulation(p<.001) but interpretive competence was decreased(p=.029). And others were not significant changes. As these results, the developed simulation program was applicable to community health nursing course, but further consideration is needed about strategies of simulation to increase communicative competence.

• Journal of Korean Academy of Nursing
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• v.17 no.1
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• pp.33-43
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• 1987

This study was to explore the level of self-actualization of the students in Korea Air and Correspondence University. The study subjects consisted of 507 students who visited the counseling center for taking advices to several psychosocial problems due to distance education through nursing counseling. The self actualization of the subjects evaluated by the self-actualization Inventory standardized by Kim and Lee in Korea. It consisted of 130 two-choice comparative value and behavior judgements. The items also consisted of two basic scales: one is inner directed scale (107 items) and the other is time competence (23 items) which included eight subscales, each of which measures a conceptually important element of self-actualization. Analysis of finding was as follows: 1) The self-actualization mean score of the total subjects was characterized by normal value within normal range of scale. The highest subscale score was NC scale: the lowest scale was EX scale. 2) The mean score of time competence scale of female student was higher than male student's time competence scale. 3) There was no significant differences in self aclualization among 4 groups in age. 4) There was also no significant differences in self-actualization between the group taken one time nursing counseling and the group taken two more times nursing counseling. 5) The problems of Job, learning, personality and further study, significantly had effects on the score of self-actualization level.

• Journal of the Health Care and Life Science
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• v.8 no.2
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• pp.95-104
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• 2020

This study was conducted in order to examine the effects of humanistic knowledge and empathy ability on cultural competence of nursing students. A convenience sample of 250 nursing students were recruited. The average scores were 2.50 for humanistic knowledge, 3.40 for empathy ability, and 3.33 for cultural competence. Humanistic knowledge had positive correlation with cultural competence. Also, the empathy ability was positively correlated with humanistic knowledge and cultural competence. Finally, cultural competence, empathy ability and level of academic score have shown to influence cultural competence. The research founds that humanistic knowledge, empathy ability and level of academic score influenced cultural competence of nursing students. Therefore, this study provides the basic information for improving the curriculum and quality of nursing for nursing students' cultural competency enhancement.

• Journal of Korean Academy of Nursing Administration
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• v.13 no.3
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• pp.302-310
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• 2007

Purpose: This study was designed to identify clinical competence and education needs of hospital nurses. Method: A questionnaire was used for data collection which was done form July 1 to July 30, 2005. The respondents were 165 staff nurses in a university hospital. The study instrument were clinical education need scale and Lee(2002)'s clinical competence scale. The data were analyzed using percentages, means, t-test, ANOVA with SPSS-WIN 10.0 program. Result: The results of this study are summarized as follows: The total mean score for clinical competence was 2.57 and education need was 3.30 on a 4 point scale. There was a significant difference in clinical competence according to individual factors of age, marital status, preceptorship experience, present ward, job satisfaction, and total clinical experience. also there was a significant difference in education needs according to preceptorship experience and present ward. Conclusions: Conducting a education needs and clinical competence assessment can provide valuable information that will plan education program and improve staff competence.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.1
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• pp.16-27
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• 2015

Purpose: This study evaluates the level of cultural competence (CC) and educational needs for cultural competence in nursing (CCN) in undergraduate nursing students. Methods: A self-report instrument was used to measure CC and educational needs for CCN. Questionnaires were completed by 330 nursing students in three nursing colleges. Descriptive statistics, a t-test, an ANOVA, Pearson correlation analyses, and multiple regression were used to analyze the data. Results: The mean CC score was 2.99 and the mean CCN educational needs score was 7.1. CC positively correlated with educational needs for CCN. The regression model explained 36% of the variance in CC. Factors affecting CC were school grades, multicultural education experience, frequency of meeting foreigners, length of encounters with foreigners, foreign-language fluency, and degree of interest in multicultural nursing. Conclusion: To strengthen the CC of students, nursing educators should develop an educational program for CCN and incorporate CCN into nursing school curricula.

• Journal of Korean Academy of Nursing Administration
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• v.20 no.3
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• pp.313-321
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• 2014

Purpose: The purpose was to compare operating room (OR) nurses and general ward nurses on their communication competence and interpersonal relationship ability within the medical team. Methods: Participants were 276 nurses (OR 122, ward 154) working in one of 4 university hospitals located in I and K areas. Data were collected using a questionnaire and data collection was done in June, 2013. Comparisons between OR nurses and general ward nurses on communication competence and interpersonal relationship ability were analyzed using ANCOVA. Results: There were statistically significant differences between the two groups in communication competence (F=11.96, p=.001) with average score for OR nurses at 3.37 points and ward nurses at 3.53 points. There were statistically significant differences between the two groups in interpersonal relationship ability (F=15.51, p<.001) with the average score for OR nurses at 3.30 points and ward nurses at 3.50 points. Conclusion: The results indicate a need to develop a variety of programs to promote communication competence in OR nurses and to enhance the openness of interpersonal relationship ability in human resource management.

• The Journal of Korean Academic Society of Nursing Education
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• v.28 no.4
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• pp.389-399
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• 2022

Purpose: This study aimed to develop a multicultural education program that includes contact with persons from multiple cultures and to report on the program's effects on intercultural communication competence and nursing professionalism. Methods: A multicultural education program that included contact with persons from multiple cultures was developed, and a quasi-experimental study was performed using a non-equivalent control group pretest-posttest design. The experimental group comprised 32 participants, and the control group comprised 26 participants. An online survey was conducted before and immediately after the intervention to collect data. Results: The experimental and control groups' mean scores for intercultural communication competence before the intervention were 3.67 and 3.84, respectively, while their mean scores for nursing professionalism were 3.87 and 3.69, respectively. After the intervention, both the intercultural communication competence score and the nursing professionalism score improved to 4.02 in the experimental group. The study demonstrated significant improvement in intercultural communication competence and nursing professionalism after the multicultural education program was conducted. Conclusion: The study's results demonstrate the need to develop a multicultural education program including contact and communication with persons from multiple cultures, such as international students, women who immigrated for marriage, immigrant workers, and multicultural families.

• Journal of Korean Biological Nursing Science
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• v.14 no.3
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• pp.174-182
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• 2012

Purpose: The objective of this study was to identify predictors of drug calculation competence of nursing students. Methods: A total of 120 students were recruited from 3 universities from November 10 to 20, 2011. The instruments for this study were drug calculation competence, self-efficacy for drug dosage calculation, anxiety for drug dosage calculation, and the academic self-efficacy scale. The data were analyzed by descriptive analysis, chi-square test, t-test, Scheffe test, partial correlation coefficients, and stepwise multiple regression using the SPSS 18.0 program. Results: The mean score of good competence group was $0.67{\pm}0.08$ and the mean score of no-good competence group was $0.42{\pm}0.10$. The drug calculation competence was positively related to self-efficacy for drug dosage calculation and academic self-efficacy scale, but negatively related to anxiety for drug dosage calculation after controlling personal attributes. The main predictors of drug calculation competence in nursing students were identified as anxiety for drug dosage calculation (${\beta}$=-.25, p=.046), academic self-efficacy (${\beta}$=.19, p=.035). These two factors explained about 10% of variance in drug calculation competence. Conclusion: Based on the results, the strategies reducing the anxiety for drug dosage calculation and improving the academic self-efficacy should be developed and implemented.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.20 no.4
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• pp.438-448
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• 2013

Purpose: The purpose of this study was to investigate factors influencing clinical competence in nursing students. Method: The participants were 125 nursing students and data were collected from October 8 to December 18, 2010 using questionnaires with. Collected data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient and stepwise multiple regression. Results: There were significant correlations for creativity, problem-solving ability, self-directed learning ability, and clinical competence. The factor influencing clinical competence the most was creativity, followed by problem-solving ability, self-directed learning ability, and grade point average score. The regression model explained 37% of variance in clinical competence. Conclusion: The results indicate that for improvement in the clinical competence of nursing students, it is necessary to develop strategies and education programs to enhance creativity, problem-solving ability, and self-directed learning ability.