• Korean Journal of Adult Nursing
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• v.19 no.5
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• pp.70-79
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• 2007

Purpose: This study was to evaluate clinical competence in relation to self-directed learning, critical thinking disposition, and participating in PBL(Problem-Based Learning) group activities of nursing students. Methods: Data were collected from 108 nursing students in Oct. 2006. Results: Clinical competence had a significant positive correlation with self-directed learning, critical thinking disposition, and participation in PBL group activities. There was a significant difference in clinical competence according to interpersonal relationship. Participation in PBL group activities was the most influential factor of clinical competence($R^2$=.34). Also, the influence of clinical competence increased with the addition of self-directed learning($R^2$=.42). Conclusion: It is essential to encourage the self-directed learning and participation in PBL group activities for the improvement of clinical competence. It is relatively important for clinical competence to consider the educational environment systematically.

• Asian Journal of Innovation and Policy
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• v.4 no.1
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• pp.55-75
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• 2015

The purpose of this study is to find what competence determines the employment of college students using data from the K-CESA (Korea Collegiate Essential Skills Assessment) of a Korean university during 2009-2014. This test comprises of 6 categories of competence: self-management, global readiness, interpersonal relationship, resource/information/technology handling, communication and comprehensive reasoning. In addition to these competences, we add the comprehensive variable, grade point average. In order to identify the qualities of employment, employment was classified into 3 types: all employment, employment in decent jobs and employment in the top 500 companies. Results are as follows: For all employment and decent jobs, GPA and comprehensive reasoning were the meaningful variables. However in case of the top 500 companies, interpersonal relationship was added. Based on the analysis, this study suggests the fundamental concepts of college students' job competence: job specific competence, job basic competence, and basic competence.

• Women's Health Nursing
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• v.20 no.4
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• pp.246-254
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• 2014

Purpose: The purpose of this study was to analyze the effectiveness of simulation-based maternity nursing practice by applying problem based learning (PBL) on the problem solving process, self-confidence in clinical performance and nursing competence of nursing students. Methods: This study was one group pre-posttest design, with 123 third year nursing students. Data were collected from March 19 to May 29, 2013 as the students completed their simulation practice class. Students completed a survey about their problem solving process, self-confidence, and nursing competence at the beginning and the end of the class. Results: Students' problem solving process, self-confidence, and nursing competence showed significant improvements after the simulation-based maternity nursing practice. Conclusion: Therefore, it is recommended that current maternity nursing curriculum should be reviewed and improved, and the students should be provided variety of simulation-based education and maternity nursing skills.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.1
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• pp.14-24
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• 2012

Purpose: This study was conducted to identify the effect of simulation-based education relevant to the care of patients with acute renal failure (ARF) for third-year nursing students. Methods: This study was a non-equivalent control pre-posttest design. Based on the clinical situation scenarios pertaining to patients with ARF, a simulation-based learning module was developed using Human Patient Simulator version 6 (HPS6) manufactured by Medical Education Technologies Inc. The pretest was conducted so as to evaluate the difference in prior knowledge and clinical competence between two groups. The control group consisted of 91 students during the 2010 academic year and the experimental group consisted of 94 students during the 2011 academic year. Data were analysed using SPSS/win 10.1. Results: In the experimental group, knowledge related to care for ARF patients was not significantly increased; however, clinical competence improved significantly for the experimental group. Conclusion: In conclusion, the simulation-based education program was effective in contributing towards the development of clinical competence. Increased development of clinical competence is vital for today's clinical environment where nursing professionals need the necessary knowledge, thinking, and performance skills to meet the needs of the hospital and their patients.

• Women's Health Nursing
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• v.18 no.4
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• pp.312-320
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• 2012

Purpose: This study was conducted to examine the effects of simulation-based education on communication skill and clinical competence in maternity nursing practicum. Methods: This study used a non-equivalent control pretest-posttest design. The simulation-based education in maternity nursing practicum consisted of two clinical situation scenarios pertaining to patients with normal and high-risk deliveries. The control group consisted of 35 students in 2010 and the experimental group consisted of 35 students in 2009. The experimental group was given the simulation-based education using a high-fidelity patient simulator over 3 sessions, whereas the control group was given a conventional pre-clinical practice orientation before maternity nursing clinical practicum. Data were collected using a questionnaire, which included questions to assess communication skill and clinical competence. Data were analyzed using SPSS/WIN 18.0. Results: Members of the experimental group, who received the simulation-based education, showed significantly higher communication skill and clinical competence scores than the control group (t=-2.39, p = .020; t=-2.71, p = .009). Conclusion: The simulation-based education in maternity nursing practicum is effective in promoting communication skill and clinical competence. With application of diverse clinical situation scenarios, it is recommended to develop and apply simulation-based education using a high-fidelity simulator in the area of maternity nursing.

• Journal of the Korea Society of Computer and Information
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• v.23 no.12
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• pp.241-248
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• 2018

Recently, there have been calls for approaching from the irrationality point of view to better explain the privacy paradox phenomenon. This study is a kind of response to them. The aim of the study is to investigate how satisfying competence needs, one of basic psychological needs suggested in self-determination theory, affects irrational information disclosure decision (i.e., risk-benefit assessment). To do this, the study builds an irrationality-based model in which competence needs satisfaction affects both perceived risks negatively and perceived benefits (i.e., relationship building and maintenance), which in turn determine a level of self-disclosure. Based on the data from Facebook users which is collected by a large sample survey (N=1050), the study analyzes it using Mplus, a powerful structure equation modeling tool. The study results reveal that while the relationship between competence needs satisfaction and perceived relationship building and maintenance is statistically significant, the relationship between competence needs satisfaction and perceived risks insignificant. These findings imply that people who is in a high level of competence needs satisfaction is more likely to respond to some opportunities for social benefits and in turn disclose more information about self.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.35 no.4
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• pp.133-141
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• 2012

Virtual project organization may be recognized as one of the promising business models in which many knowledge sources externalize through cross boundaries of knowledge-based organizations. This paper proposes a knowledge competence evaluation of virtual project organization based on the following perspectives: 1) Individual knowledge perspective, 2) Activity-oriented knowledge perspective, and 3) Knowledge-driven social network perspective. In the framework, individual knowledge competence having experienced or learned from knowledge-based activities and virtual networks in the project, should be evaluated according to the assumption that knowledge and collaboration competence depends on the activities and networks acquired proportionally by the past participation to projects. An illustrative SI example is given in order to validate the proposed evaluation and computing procedure.

• Korean Journal of Adult Nursing
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• v.28 no.1
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• pp.83-94
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• 2016

Purpose: The purpose of this study was to explore how knowledge management of hospital and nurses' beliefs and competences on evidence-based practice can affect evidence-based decision making. Methods: In this descriptive study, a total of 184 nurses who were working in the five general hospitals participated. The data were collected through a self-administered questionnaire in September, 2014. Data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation coefficient, and step-wise multiple regression with SPSS/WIN Statistics 21.0 program. Results: Evidence-based decision making was correlated with EBP beliefs (r=.55, p<.001), EBP competence (r=.57, p<.001), and knowledge management (r=.50, p<.001). Hierarchical regression analysis showed that EBP beliefs (${\beta}=.18$, p=.005), EBP competence (${\beta}=.37$, p<.001), organizational knowledge management (${\beta}=.27$, p<.001) explained 48.6% of evidence based decision making (p<.001). Conclusion: The study results indicated that evidence-based practice competences, organizational knowledge management, and evidence-based practice beliefs were important factors on evidence-based decision making. In order to improve evidence-based practice among nurses through organizational knowledge management, EBP beliefs and competence at individual level need to be considered and incorporated into any systemic training of EBP.

• Journal of the Korea Society of Computer and Information
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• v.24 no.7
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• pp.117-123
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• 2019

In this paper, we propose to investigate the differences of academic achievement and core competence according to university admission types. Research subjects were 159 nursing students in G city. The tool used in this study was Collegiate Students Essential Skills Assessment developed by the KW University. The 6 areas measured with the tool are: humanities, Humanism, self-directedness, creative competence, practice competence and global competence. The data were analyzed by descriptive statistics, ANOVA, Scheffe' test and pearson's correlation coefficient using SPSS WIN 18.0 Program. There were significant differences in core competence according to university admission types. But There were significant differences in academic achievement according to university admission types. And significant positive correlation between academic achievement and core competece was not founded. But significant positive correlation of 6 core competencies were founded. Based on the result of this study, it is possible to serve basic data for establishing better university admission type.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.12
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• pp.6163-6172
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• 2013

This study examined the job competence of the staff at the center for teaching and learning(CTL) in university and to find out the level of job competence, which has been asked to the staff of the CTL. For that, the factor of the job competence, which is required of the staff of the CTL, was inquired through a literature review. Based on the job competence, this study examined the required job competence of the staff in Daejeon city and Chungnam province. The result suggests that the job competence required of staff are the basic job competence, planning-analysis job competence, management job competence for the project, and evaluation job competence. The first factor in basic job competence is the attitude to change and innovation. In the planning-analysis job competence, the first factor is an analysis and consultation of instruction. In managing the job competence for the project, the first factor is the management of human resources, and the first factor in evaluating the job competence is an evaluation of the effectiveness of the media. Therefore, to revitalize the CTL, there is a need to organize an expert pool, plan and support program that is suitable for professional development.