• International journal of advanced smart convergence
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• v.9 no.2
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• pp.140-146
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• 2020

This study aimed to provide basic data for enhancing the structural relationship among learning motivation, learning confidence, critical thinking skill and problem-solving ability in junior high school students and factors influencing problem-solving ability, by closely examining them. To this end, it investigated the causality among variables, for 390 junior high school students in Gangwondo, based on the outcomes of a questionnaire survey conducted to verify the effectiveness of digital textbooks. Although learning motivation did not have a significant effect on critical thinking skill, learning confidence had a direct effect on it. In addition, learning motivation, learning confidence and critical thinking skill had direct effects on problem-solving ability. In order to enhance problem-solving ability, therefore, We may be necessary to make efforts to support learning capabilities and provide opportunities for them to experience rich learning and resources.

• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.148-159
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• 2021

The purpose of this study was to investigate the influence of critical thinking disposition and communication competence on the problem-solving confidence satisfaction of nursing students. The data was collected using questionnaires completed by 215 nursing students in G city from November 1 to November 30, 2019. Data was analyzed using SPSS version 22.0. The data analysis showed that the mean score for critical thinking disposition was 3.69±0.37, communication competence 3.72±0.46, and problem-solving confidence 3.56±0.41. There was a significant positive correlation between critical thinking disposition and communication competence (r=.588, p<.001). critical thinking disposition and problem-solving confidence (r=.462, p<.001), communication competence, and problem-solving confidence (r=.255, p<.001). As per the regression analysis, the factors that affect problem-solving confidence were academic achievement, critical thinking disposition, the motive for selecting nursing science, and gender with an explanatory power of about 33.8%. Conclusions: This study showed that problem-solving confidence correlated with critical thinking disposition and communication competence. Therefore, to increase the critical thinking disposition and communication competence and thus enhance the problem-solving confidence of nursing students, it is necessary to develop and apply appropriate teaching methods and non-contact education programs.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.320-326
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• 2004

This study investigated whether algorithmic problem solving and conceptual problem solving influenced each other or not. Four classes of 12th grade (N= 112) that are equal in prior achievement were randomly assigned to group AC (Algorithmic-Conceptual problem) and group CA (Conceptual-Algorithmic problem). Students of group AC solved the conceptual problems after learning the related algorithmic problems, and those of group CA solved the same problems in reverse order. The results revealed that learning the algorithmic problems improved students' ability to solve the related conceptual problems, but learning the conceptual problems did not help students solve the related algorithmic problems. Regarding the confidence on problem solving, learning the algorithmic problems had little effect on the related conceptual problems. Learning the conceptual problems also had little effect on students' confidence on solving of the related algorithmic problems.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.1
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• pp.66-75
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• 2017

Purpose: The aim of this study was to evaluate differences of pre-post simulation training in problem solving ability, performance confidence, and critical thinking skill according to degree of nursing students' self-leadership. Methods: This study was a descriptive survey using a self-report questionnaire. One hundred eighty nursing students participated in this study which programed a simulation scenario of pre-post operative patients' care. Descriptive statistics, paired t-test, ANCOVA with IBM SPSS 21.0 program were used for data analysis. Results: After the simulation training, both the above-average subjects and below-average subjects in self-leadership significantly improved their problem-solving ability, performance confidence, and critical thinking skill. compared with their previous level. The subjects who rated above-average in self-leadership, improved their degree of problem-solving ability, performance confidence, and critical thinking skill significantly more than those who were below-average in self-leadership. Conclusion: Self-leadership of nursing students is an important element in effective simulation training.

• Journal of Industrial Convergence
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• v.21 no.10
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• pp.159-166
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• 2023

This study is a descriptive research study to confirm the mediating effect of Problem-Solving Skills in the relationship between Confidence in Performing Core Nursing Skills and Clinical Performance of nursing college students. Participants included 211 nursing college students from S university in D city. Data was collected from August 14 to August 18, 2023 using a self-report questionnaires. The collected data were analyzed by descriptive statistics, Pearson's correlation coefficient, sem function and sobel function using the R.4.2.2 program. In this study, it was found that there was a significant positive correlation between the Confidence in Performing Core Nursing Skills, Problem-Solving Skills, and Clinical Performance, and it was confirmed that Problem-Solving Skills partially mediated the relationship between onfidence in Performing Core Nursing Skills and Clinical Performance. Therefore, it is suggested that Performing Core Nursing Skills and Problem-Solving Skills should be improved in order to improve the Clinical Performance of nursing college students.

• Journal of Korean society of Dental Hygiene
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• v.21 no.2
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• pp.109-118
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• 2021

Objectives: This study aimed to investigate the association between interpersonal relationships and the 4C core competencies of dental hygiene students. It also examined how interpersonal competence can be enhanced by the development and application of programs so that the 4C core competencies of university students can be improved. Methods: A survey was conducted from March to May 2019 on students from the Department of dental hygiene in Busan, South Korea, and 177 valid responses were analyzed. The general characteristics of the students were calculated using frequency and percentage, and their degree of 4C core competencies and interpersonal abilities were expressed as means (±standard deviation). Multiple regression analysis was used to analyze the effects of interpersonal competence on the 4C core competencies. Results: The findings revealed the factors affecting the 4C core competencies as; (a) communication ability was affected by interpersonal cognition and confidence building; (b) critical thinking ability was affected by person-oriented, self-expression, and confidence building; (c) creative problem-solving ability was affected by self-confidence, person-orientation, self-expression, and confidence building, and (d) cooperative self-efficacy was affected by person-oriented and confidence building. Conclusions: Based on the above findings, it is necessary to develop systematic program items and education systems that can effectively develop interpersonal competency, and thereby improve 4C core competencies among students.

• Journal of Industrial Convergence
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• v.21 no.11
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• pp.57-65
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• 2023

This study was attempted to verify the mediating effect of perceived interaction in the relationship between learning flow and problem-solving confidence of nursing students who experienced team-based nursing practice learning. The subjects of this study were 148 senior nursing students who experienced team-based nursing practice learning classes. Data were collected using a structured questionnaire. For data analysis, descriptive statistics, Pearson correlation analysis, hierarchical multiple regression analysis, and Sobel test were conducted. The results of the study showed that nursing students' learning flow was 3.58±0.56 points, perceived interaction was 4.06±0.56 points, and problem-solving confidence was 3.67±0.53 points on average. Learning flow of nursing students showed a positive correlation with perceived interaction(r=0.63, p<.001) and problem-solving confidence(r=0.74, p<.001). Perceived interaction showed a partial mediating effect in the relationship between learning flow and problem-solving confidence(z=5.31, p<.001). It may be necessary to develop programs to improve nursing students' learning flow, perceived interaction, and problem-solving confidence, and to improve their clinical practice ability to solve nursing problems in various nursing settings.

• The Mathematical Education
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• v.31 no.2
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• pp.109-119
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• 1992

The primary purpose of the present study is to provide the sources to improve the mathematical problem solving performance by analyzing the effects of the belief systems and the misconceptions of the middle school students in solving the problems. To attain the purpose of this study, the reserch is designed to find out the belief systems of the middle school students in solving the mathematical problems, to analyze the effects of the belief systems and the attitude on the process of the problem solving, and to identify the misconceptions which are observed in the problem solving. The sample of 295 students (boys 145, girls 150) was drawn out of 9th grade students from three middle schools selected in the Kangdong district of Seoul. Three kinds of tests were administered in the present study: the tests to investigate (1) the belief systems, (2) the mathematical problem solving performance, and (3) the attitude in solving mathematical problems. The frequencies of each of the test items on belief systems and attitude, and the scores on the problem solving performance test were collected for statistical analyses. The protocals written by all subjects on the paper sheets to investigate the misconceptions were analyzed. The statistical analysis has been tabulated on the scale of 100. On the analysis of written protocals, misconception patterns has been identified. The conclusions drawn from the results obtained in the present study are as follows; First, the belief systems in solving problems is splited almost equally, 52.95% students with the belief vs 47.05% students with lack of the belief in their efforts to tackle the problems. Almost half of them lose their belief in solving the problems as soon as they given. Therefore, it is suggested that they should be motivated with the mathematical problems derived from the daily life which drew their interests, and the individual difference should be taken into account in teaching mathematical problem solving. Second. the students who readily approach the problems are full of confidence. About 56% students of all subjects told that they enjoyed them and studied hard, while about 26% students answered that they studied bard because of the importance of the mathematics. In total, 81.5% students built their confidence by studying hard. Meanwhile, the students who are poor in mathematics are lack of belief. Among are the students accounting for 59.4% who didn't remember how to solve the problems and 21.4% lost their interest in mathematics because of lack of belief. Consequently, the internal factor accounts for 80.8%. Thus, this suggests both of the cognitive and the affective objectives should be emphasized to help them build the belief on mathematical problem solving. Third, the effects of the belief systems in problem solving ability show that the students with high belief demonstrate higher ability despite the lack of the memory of the problem solving than the students who depend upon their memory. This suggests that we develop the mathematical problems which require the diverse problem solving strategies rather than depend upon the simple memory. Fourth, the analysis of the misconceptions shows that the students tend to depend upon the formula or technical computation rather than to approach the problems with efforts to fully understand them This tendency was generally observed in the processes of the problem solving. In conclusion, the students should be taught to clearly understand the mathematical concepts and the problems requiring the diverse strategies should be developed to improve the mathematical abilities.

• Journal of Korean Public Health Nursing
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• v.32 no.3
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• pp.424-437
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• 2018

Purpose: This study was to conducted to search for factors influencing the confidence of core fundamental nursing skill performance (CC) based on comparative analysis, of the relationship between problem solving ability (PS), self-directed learning ability (SL) and CC of nursing students. Methods: This study was conducted based on questionnaires (208) given to senior nursing students. Data were analyzed by the t-test, ANNOVA and Scheffe's test. Moreover, Pearson's correlation coefficient and hierarchical regression were conducted to determine the relationship between items. Results: Proving Solving ability differed significantly in SC. In addition, satisfaction with core fundamental nursing skills (SL) differed significantly by gender, academic performance of last semester, support for nursing, and SC. Moreover, PS was found to have a normal relationship with SL and CC, and SL was found to have a normal relationship with CC. Conclusion: Education strategy should include methods of increasing the PS of student to improve CC in nursing education. Moreover, SL education should be used to increase nursing tasks and effective adaptation to their circumstances as a clinical nurse after graduation.