• Journal of Korean Society of Industrial and Systems Engineering
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• v.31 no.1
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• pp.21-31
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• 2008

Industrial society has changed to information society in these day. Even through the core issue of information society is the creation of competency and profit of corporations, the implementation of SCM packages is not popular. The reason why companies hesitate to introduce SCM packages is that the performance enhancement by the implementation of SCM is not clear. This paper addresses the effect of financial performance according to IT the implementation of SCM packages. Eight financial performance measures were selected based on the literature review. Financial data on the fifteen companies that implemented SCM packages before December, 2003 were collected considering the differences on performance measures between before and after the SCM implementation.

• Journal of Korea Society of Industrial Information Systems
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• v.22 no.4
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• pp.117-129
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• 2017

The Purpose of this Study is to Identify the Learning Modules of the National Competency Standard (NCS) Related to the Information Systems Development Curriculum of 4-year Colleges, to Explore the Possibility of Applying NCS to the Curriculum, and to Examine Implications. The Importance of 26 Competency Units in the Applied SW Engineering of NCS was Compared by Area Experts Composed of 14 Information Systems Developers and Professors of 7 Universities who Teach Software Engineering Subjects Through the Hierarchical Analysis Process (AHP). The Results of the Study as Follows. First, the Relative Importance of the Competency Elements was in order of 'Confirming the Requirements', 'Checking the UI Requirements', 'Designing the Physical Data Repository', 'Testing Developer Integration', and 'Fixing Developer Defects'. Second, while the Entry and Intermediate Level Developer Group Determined that the Competency Elements Related to the IS Development Implementation Stage is more Important, the Advanced IS Developer Groups Consider the Competency Elements Related to the Theory-oriented Design Stage as Important Competency. In Addition, the Group of College Professors was Found to Choose all the Practical and Theoretical Competency Elements that Two Developers Groups Considered Important. Implications of the Study Suggested that the Job Performance Competence and Quality of Education Related to IS Development can be Enhanced.

• Journal of vocational education research
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• v.36 no.4
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• pp.41-56
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• 2017

The purpose of this study is to analyze the level of current difference of education needs for instructional competency of lifelong education instructor and the level of importance of lifelong education for drawing priority. Through the literature review, this is divided the lifelong education instructor's competencies such as planning, implementation, management and support and analyzed the current level and importance with 35 items through t-test analysis. The priority for education needs is applied to Borich and the Locus for Focus model simultaneously. According to result for study, the largest item of competency for lifelong education instructor is verified with the current level and importance for building of social networking and managing competency. The top priority item of education needs for instructional competency of lifelong education instructor is located in the first quadrant of model and the Locus for Focus model, according to priority in needs for Borich and was showed in program competency. The second items in priority were derived by learning resources, information gathering, competency for focus development, equitable evaluation for student, competency for building team work. Therefore, these competencies are considered as factors for priority of lifelong instructor and will be developed in personal and organizational development.

• Journal of Home Health Care Nursing
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• v.23 no.2
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• pp.186-194
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• 2016

Purpose: The purpose of this study was to evaluate the effects of standardized patient simulation on nursing students' communication skills, problem-solving skills, critical thinking dispositions, and clinical competency. Methods: A one-group pretest-posttest design was used. Data were collected from a convenient sample of 47 junior nursing students at W University. Scenarios to train SP and checklists to evaluate the students''competence were developed by our research team. The collected data were analyzed with descriptive analysis t-test, Pearson's Correlation Coefficient and Cronbach's ${\alpha}$ using SPSS WIN 21.0 Program. Results: The simulation practicum using a standardized patient was conducted based on four steps, namely, selections of scenario modules, standard patient training, implementation, and evaluation. The differences between the pre and post-test scores of problem-solving skills(t=-2.94, p=.005) and clinical competency(t=-2.84, p=.007) were statistically significant. But communication skill(t=-.32, p=.747) and critical thinking(t=-.68, p=.498) was not different in group. Conclusion: Standardized patient simulation in nursing education may be useful the improvement of problem-solving skills and clinical competency.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.4
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• pp.369-380
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• 2021

Purpose: The objectives of this research are to verify the development and effectiveness of a nursing student emotional competency promotion program that is important in professional nursing strategies for strengthening the psychological well-being of patients. Methods: This research was done by developing an emotional competency promotion program for nursing students according to the analysis, design, development, implementation, evaluation (ADDIE) model. Apply the program to students and evaluate their effects on their self-awareness, self-management, social awareness, relationship management and self-efficacy using a nonequivalent control group pretest-posttest design. The subjects of this research were 48 nursing students enrolled in the department of nursing of D College; 24 students were placed in the experimental group and 24 students were in the control group. The experimental group participated in the developed program from December 18, 2017 to January 12, 2018, for a total of 8 sessions. Each session was 120 minutes long. For data collection, a pretest, posttest 1 and 2 were performed using an independent t-test and repeated measure ANOVA using SPSS/WIN 22.0. Results: The experimental group who participated in the emotional competency promotion program showed higher self awareness (F=5.65, p=.005), self management (F=11.12, p<.001), social awareness (F=5.02, p=.009), relationship management (F=11.22, p<.001) and self-efficacy (F=14.24, p<.001) than the control group. These results were supported by a statistically meaningful difference in the time period and the interaction between the time period and the two groups. Conclusion: The study's findings indicate that the emotional competency promotion program developed through this study is effective at increasing the self-awareness, self-management, social awareness, relationship management and self-efficacy of nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• v.28 no.2
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• pp.179-192
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• 2022

Purpose: The purpose of this study is to identify the effects of a standardized educational program to improve nursing competency on newly graduated nurses in a children's hospital after developing and applying a pediatric nurse education program. The effectiveness of the program was confirmed by evaluating the clinical competency and field adaptation. Methods: In the first step, an education program was developed using the analysis, design, development, implementation and evaluation (ADDIE) model. As a second step, a similar experimental study of a single group repeat measures design was conducted to evaluate the clinical competency and field adaptation over time after application of the program. Additionally, a focus group interviews were conducted to collect subjective data on the effects and improvement points of the program. Results: As a result of applying the program, there was a significant change in the clinical competence and the field adaptation of newly graduated nurses in a children's hospital. The categories derived from the focus group interviews were "getting special guidance," "better care," "becoming a nurse at a children's hospital" and "winning together." Conclusion: It was confirmed that the education program enhances the clinical competency of new nurses in children's hospitals. In addition, it provided the necessary data to understand the experiences of new nurses, help them adapt effectively, and establish appropriate interventions.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.10
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• pp.145-153
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• 2016

The purpose of the study is to draw competencies of faculty members at graduate school faculty to implements the NCS-based curriculum. A set of competency was deductively derived from a total of three professors and consultants with more than ten-year experiences and has been involved in developing the college curriculum. The political endeavors of the Korean government toward the competency-based education have been implemented as a movement to the NCS-based curriculum. The requirements for the reorganization of curriculum and education system as well as cooperation among faculty, industry, region and development part of NCS were suggested for the activation of NCS based education and the operation of NCS. However, one of the most critical factors in introducing and implementing the NCS-based curriculum is the role of faculty members. Therefore, it is an urgent issue to equip the faculties with required competencies. Result showed that the competencies required professors at graduate school for the NCS-based curriculum implementation were classified into four areas: marco-level curriculum development; micro-level course design; knowledge across areas; and attitude across areas.

• Journal of Korean Clinical Nursing Research
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• v.30 no.2
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• pp.75-83
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• 2024

Purpose: This study is descriptive research to examine the effects of the clinical nurse's character and nursing informatics competencies of nurses working at veterans hospitals on their nursing performance. Methods: Data were collected from 192 nurses with over one year of clinical experience working at three veterans' hospitals in B, D, and G Metropolitan from September 6 to September 30, 2021. The collected data were analyzed with the SPSS 25.0 program in descriptive statistics, an independent t-test, ANOVA, Pearson's correlation coefficient, and multiple regression. The Scheffé test was used as a post hoc test. Results: Nursing performance had a statistically significant positive correlation with the clinical nurse's character (r=.69, p<.001) and nursing informatics competency (r=.73, p<.001). The study results showed that nursing informatics competency (β=.49, p<.001) and the clinical nurse's character (β=.41, p<.001) significantly affected nursing performance. The total explanatory power of these variables was 62.4% (F=32.26, p<.001). Conclusion: The above results of this study show that the most significant factors in nursing performance are nursing information competency and the clinical nurse's character exhibit better nursing performance. Programs for improving nursing informatics competency and implementation methods need to be developed to improve nursing performance. It is also necessary to apply an effective clinical nurse's character program to enhance the level of the clinical nurse's character.

• Korean Medical Education Review
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• v.15 no.1
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• pp.9-18
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• 2013

An outcome-based curriculum is perceived to be one alternative educational approach in medical education. Nonetheless, it is difficult for curriculum developers to convert from traditional curriculum to an outcome-based curriculum because research documenting its development process is rare. Therefore, this study aims to introduce the development process and method of outcome-based curriculum. For the purpose of this study, we used diverse data analyses, such as an existing literature search, development model analysis, and case analysis. We identified five phases from the analysis. First, the curriculum developers analyze the physician's job or a high performer in a medical situation. Second, curriculum developers extract outcomes and competencies through developing a curriculum, affinity diagraming, and critical incident interviews. Third, curriculum developers determine the proficiency levels of each outcome and competency evaluation methods. Fourth, curriculum developers conduct curriculum mapping with outcomes and competencies. Fifth, curriculum developers develop an educational system. Also, it is important to develop an assessment system for the curriculum implementation in the process of developing the outcome-based curriculum. An outcome-based curriculum influences all the people concerned with education in a medical school including the professors, students, and administrative staff members. Therefore, curriculum developers should consider not only performance assessment tools for the students but also assessment indicators for checking curriculum implementation and managing curriculum quality.

• Knowledge Management Research
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• v.15 no.1
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• pp.65-84
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• 2014

Organization's innovation capability is strongly tied to its intellectual capital or knowledge utilization. Employees play a key role in generation of intellectual capital and utilization of knowledge in a firm. Thus, the importance of human resource management (HRM) system for enhancing competency of employees and facilitating knowledge sharing between employees is getting its significance. In this paper, we highlighted the effect of HRM implementation to explain the reason of performance differences among firms, adopting the same ideal HRM system. The successful implementation of HRM system as well as the contents of HRM system was critical to enhance firm performance through HRM system. To investigate the effect of HRM implementation on firm performance, we proposed the three components of HRM implementation (i.e.; TMT philosophy, HR department capability and communication) in perspective of sense making and sense giving theory. Then, we analyzed the moderating effect of HRM implementation on the high commitment HRM - firm performance relationship. Empirical results showed that each component of HRM implementation positively strengthened the relationship between high commitment HRM and firm performance. In addition, the composite index of HRM implementation calculated by average value of three components revealed more significant moderating effect between the two. Furthermore, We discussed the academical and practical implications, and suggested future research directions.