• 대한수학교육학회지:수학교육학연구
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• 제24권2호
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• pp.253-267
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• 2014

교사의 평가도구 개발 전문성은 자동적으로 개발되지 않으며 실습을 통해서 개발될 수 있다. 본 연구의 목적은 평가 문항 개발 연수가 평가도구 개발 전문성 향상에 효과에 있는지를 분석하기 위한 것이다. 연수에 참여한 수학 교사들이 문항 개발에 대한 실습을 할 수 있도록 연수 과정을 구성하였고, 연수 전과 후로 평가도구 개발 전문성 평가지, 문항 검토 의견서를 작성하게 하고, 연수 후에 일부 교사들을 대상으로 연수를 평가하도록 하였다. 이 연구의 결과는 첫째, 교사들이 스스로 판단하기에 문항 개발 연수는 평가도구 개발 전문성 향상에 효과가 있었다. 특히 표준화 검사에 대한 이해와 문항의 난이도와 변별도에 대한 이해가 증가하였다. 둘째, 구체적인 근거를 제시하여 검토 의견을 제시하는 비율이 증가하였다. 셋째, 짧은 연수시간은 연수의 효과를 저해하는 요인이었고, 팀내 토론과 팀간 토론 과정, 강사의 피드백, 적극적인 참여와 전문성 부족의 자각은 효과적인 요인이었다.

• 한국간호교육학회지
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• 제21권2호
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• pp.215-226
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• 2015

Purpose: This study aimed to develop a self-assessment tool to evaluate program outcomes of nursing students in Korean nursing undergraduate education. Methods: The instrument development process consisted of literature review, focus group interviews, and item validation. A total of 117 items were analyzed through content validity testing. Data was gathered from 302 nursing students in Korea and analyzed using SPSS 21.0. Results: To construct validity, principal component analysis and Varimax rotation were used, and 12 factors, with a cumulative explanatory variance of 69.16%, were determined from 79 items. For internal consistency and reliability, Cronbach's ${\alpha}$ was .91. The half-split reliability results were .84 and .85, and the ROC curve showed an optimal cutpoint at 227. A five-point Likert scale was used for scoring. Conclusion: This instrument was found to have fair validity and reliability as a self-assessment tool for nursing student learning outcomes. Therefore, it can be used to evaluate program outcomes indirectly in nursing schools.

• 기본간호학회지
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• 제6권2호
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• pp.228-239
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• 1999

In 1990 Home Care Education Programs started when legislation established certification for Home Care Nurses. The Ministry of Health and Welfare proposed a home care education curriculum which has 352 class hours and 248 hours of 'family nursing and practice'. Though Home Care Education Programs have been offered in 11 home care educational institutes, there has been no formal revision for the home care education programs. Also a first and second home care demonstration projects have been carried out, but there has been no research on outcomes for home care education as applied in home care practice. The purposes of this study were to identify the important content areas for home care nursing as perceived by home care nurses, and to identify their clinical competence in each of these areas, and from these to identify the education needs. The sample was 107 home care nurses who were working in home care demonstration hospitals and community-based institutions which have been offering home care services. Responses were received from 88 nurses, comprising a 82.2% return rate, and 86 were included in the final analysis. The instrument used was a modification of the instrument developed by Caie-Lawrence et(1995) and Moon's(1991) instrument on home care knowledge. The instrument's Cronbach's coefficient was 0.982. Among the respondents, 64% were working at home care demonstration hospitals and 36% were working at community-based institutions. Their home care experiences were from one month to six years, with a mean of 20.6 months. The importance rating for home care education content was 3.42 0.325, which means importance was rated relatively high. Technical aspects of home care were identified the most important. Five items 'education skill', 'counseling skill', 'interview skill', 'wound care skill', 'bed sore care skill' received 100% importance ratings. The competency rating was 2.87 0.367 and 'technical aspects of home care' was the highest, and 'application to home care skill' was the lowest. Home care nurses' education needs were identified and compared to the importance ratings and competency ratings. Eleven items were identified as the highest in the importance areas and eleven items were in the lowest competency areas. High importance ratings matched with low competency ratings determined training needs, but there was no matching items in this study. In the lowest competency areas four items were excluded, because of not being applicable in current home care practice. Therefore total eighteen items were identified as home care education needs. These items are 'bed sore care skill', 'malpractice', 'wound care skill', 'general infection control', 'change and management of tracheostomy tubes', 'CVA patient care', 'Hospice care', 'pain management', 'urinary catheterization and management', 'L-tube insertion and managements', 'Respirator use and management skill', 'infant care', 'prevention to burnout', 'child assessment', 'CAPD', 'infant assessment', 'computer literacy', and 'psychiatry patient care'.

• 간호행정학회지
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• 제23권1호
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• pp.90-100
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• 2017

Purpose: The purpose of this study was to develop a tool to evaluate the nursing competency of ambulatory nurses and to verify the reliability and validity of the developed tool for use in general hospitals. Methods: The evaluation tool for ambulatory nursing competency was developed through a literature review and tests for validity and reliability. Results: Subsequent to a review of the literature on nursing performance of ambulatory nurses, a 12 item questionnaire was developed. Through factor analysis, 12 items in a 2 factor solution were derived. Cronbach's ${\alpha}$ coefficient of the final instrument was .86. Conclusion: The assessment tool developed in this study allows for objective assessments of nursing competencies in relation to the competencies expected of ambulatory care nurses. It is hoped that the assessment tool can be used for empirical verification and to provide basic data for establishing the necessary policies to secure outstanding human resources.

• 한국응급구조학회지
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• 제20권3호
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• pp.37-47
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• 2016

Purpose: The purpose of the study was to establish an education curriculum subject program design for the department of emergency medical technology based on National Competency Standards (NCS) key competencies. Methods: A self-reported questionnaire was completed by 180 level 1 emergency medical technicians in K area from June 15 to 20, 2016. Except for 14 incomplete questionnaires, 141 data were analyzed. The study instrument included general characteristics of the subjects (7 items) and importance and satisfaction levels for 10 key competencies including 34 items of subfactors by a Likert 5-point scale using Borich Needs Assessment Model. A locus for focus model (LF model) was used to derive the top priority key competencies for the education curriculum. Data were analyzed by SPSS v. 20.0. Results: The order of education needs of the program included interpersonal competency (1.442), communication competency (1.384), problem solving competency (1.185) and professional ethics competency (1.149). In the LF model, the required jey competencies included interpersonal competency, communication competency, professional ethics competency, and problem solving competency. Conclusion: The study results coincided with standard education curriculum guidelines. Our resluts can provide a valid reference for the department of emergency medical technology.

• 과학교육연구지
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• 제45권3호
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• pp.349-363
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• 2021

이 연구의 목적은 학교 STEAM 교육의 실행과 교육환경 기반을 진단하고 평가할 수 있는 학교 STEAM 교육 역량 진단 도구를 개발하는 것이다. 진단 도구의 개발은 STEAM 교육의 평가 또는 성과와 관련된 문헌 조사, 연구진의 반성적 재검토, 전문가 및 현장교사의 타당도 검증 등으로 이루어졌다. 학교 STEAM 교육 역량 진단 도구는 'STEAM 교육의 실천과 지속가능성의 계획', 'STEAM 교육과정 및 교수학습 방법', 'STEAM 학습 전문성 개발', '과정 중심 평가', '고등 교육 기관, 산업 파트너, 기술 센터와 연계 구축' 등 5개 영역과 하위영역의 총 14문항으로 구성된다. 학교 STEAM 역량 진단 도구의 타당화는 전문가의 내용 타당도 검증과 예비조사(pilot study)의 학교 교사의 실제에 의한 타당도를 통해 진행하였다. 개발된 학교 STEAM 역량 진단 도구를 활용하여 초등, 중, 고등학교 267개교를 진단한 결과, 5개 영역 평균이 1.46 ~ 2.18의 수준으로 나타났다. 이 진단 도구는 학교의 STEAM 교육의 실행 및 효과를 포괄적으로 진단·평가하고, 우리나라 STEAM 교육의 실행을 진단하고 이해하는데 기초 자료로 활용될 것으로 기대한다.

• 성인간호학회지
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• 제26권3호
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• pp.300-309
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• 2014

Purpose: This study was to develop a Health Dieting Competency (HDC) scale to assess self-rated health dieting competence of college students. Methods: The scale was developed as follows: items generated, and tests of validity and reliability. Items were developed through a literature review, review of instruments, and interviews. A panel of four experts reviewed the scale for content validity. Factor analysis, Pearson correlation, descriptive statistics and Cronbach's ${\alpha}$ were used to analyze the data (N=183). Results: In the preliminary stage, thirty-three items were generated. Final items were fourteen that were selected through exploratory factor analysis. The HDC scale was consisted with five factors and fourteen items that were Goal-Directed (5-items), Health Support (2-items), Health Self-Efficacy (3-items), Health Perception (2-items), and Escaping from Health (2-items). The internal consistency of HDC as measured by Cronbach's ${\alpha}$ was .78. Conclusion: Content validity, construct validity, and reliability of the HDC were established. The HDC scale is a reliable and valid instrument for early adulthood youth who are willing to assess health dieting competency.

• 한국생활과학회지
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• 제21권5호
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• pp.819-835
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• 2012

The purpose of this study was to develop and test the validity of an assessment scale for determining the competency of early childhood teachers practicing unification education. For this purpose, an evaluation scale was constructed and then tested for reliability and validity. Participants for this study included 266 early childhood teachers in the unification education field. In order to the measure reliability and validity of this scale, Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted with SPSS 18.0 and AMOS. The result of this study identified four principal factors: 1) Instruction skills, 2) Evaluation, 3) Attitude, and 4) Knowledge. The results of this study supported the scale's reliability and legitimacy as a valid instrument for the evaluation of early childhood teacher's competence in unification education.

• 대한간호학회지
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• 제43권1호
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• pp.102-113
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• 2013

Purpose: This study was done to investigate the level of transcultural self-efficacy (TSE) and related factors and educational needs for cultural competence in nursing (CCN) of Korean hospital nurses. Methods: A self-assessment instrument was used to measure TSE and educational needs for CCN. Questionnaires were completed by 285 nurses working in four Korean hospitals. Descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and multiple regression were used to analyze the data. Results: Mean TSE score for all items was 4.54 and score for mean CCN educational needs, 5.77. Nurses with master's degrees or higher had significantly higher levels of TSE than nurses with bachelor's degrees. TSE positively correlated with English language proficiency, degrees of interest in multi-culture, degree of experience in caring for multi-cultural clients, and educational needs for CCN. The regression model explained 28% of TSE. Factors affecting TSE were degree of interest in multi-culture, degree of experience in caring for multi-cultural clients, and educational needs for CCN. Conclusion: The results of the study indicate a need for nurse educators to support nurses to strengthen TSE and provide educational program for TSE to provide nurses with strategies for raising interests in cultural diversity and successful experiences of cultural congruent care.

• 한국간호교육학회지
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• 제18권1호
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• pp.25-33
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• 2012

Purpose: In order to know where to begin, where to focus and how to tailor training and support, nurse educators usually start their work with an assessment of student needs. The purpose of this study was to investigate the needs of nursing students for clinical nursing education. Methods: The participants were 344 nursing students who had experienced clinical practice for one or more years. The instrument was established by a literature review and verified by 9 experts. Data was analyzed using the SPSS program and content analysis. Results: Clinical nursing educational needs of the nursing students were as follows. In preparation for clinical practice, the need for the 'open-lab of fundamental nursing practice' was the highest. In the needs to the clinical nurse educator, nursing students strongly demanded that the clinical teachers show cooperation and respect for students. In the nursing activities, nursing students demanded nursing activities, which included doing measurements, managing infection and nursing responsibilities. Conclusion: To achieve the goals of education, it is important to understand the opinions of students. Therefore, these results will contribute to improving clinical nursing education to achieve nursing competency as a professional nurse.