• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.4
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• pp.577-587
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• 2016

Purpose: This study was conducted to provide Simulation Problem-Based Learning (S-PBL) for community visit nursing students according to their Myers Briggs Type Indicator (MBTI) personality types for learner-focused education and to verify its effectiveness. Methods: This study was conducted with subjects having the ST (Sensing-Thinking) and NF (iNtuition-Feeling) personality types, which are conflicting personality types, and forty-one subjects were allocated to the experimental group and nineteen subjects to the control group. The training, provided to subjects once a week, for a total of six times and 100 minutes each time, was with respect to the improvement of problem-solving ability, communication ability, and clinical practice competency. Data were analyzed through t-test and independent t-test. Results: After training, the self-rated problem-solving competency (t=3.07, p=.003), communication ability (t=2.86, p=.006), and academic self-efficacy (t=2.44, p=.018) were significantly higher in the experimental group than in the control group. However, there was not a significant difference in the clinical practice ability rated by subjects themselves (t=1.50, p=.140) and by professors (t=1.08, p=.285), and in the communication ability rated by professors (t=0.72, p=.474). Conclusion: The community visit nursing S-PBL, according to MBTI personality types, is a helpful learning method for nursing students participating in self-directed learning of nursing theory and practice.

• Journal of Science Education
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• v.36 no.1
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• pp.22-34
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• 2012

This study was aimed to discuss how to improve the professionalism enhancement program for teachers in charge of energy and climate change education based on STEAM perspectives. It analyzed the program according to the specialties of the teachers in charge of training, and identified the degree of professionalism enhancement of the participating teachers through the pre- and post-survey. Also, researchers described the strengths and weaknesses, opportunities and threats of this program that were found through the interviews with trainees by participating in the program in person. The results were as follows; First, teacher's training course in charge of energy and climate change education should be approached from the perspective of STEAM education. Second, teachers should have time to discuss their activities after they complete experience learning related with STEAM education. Third, it should be a 60-hour intensive course, but the burden for the teachers should be reduced by using online programs. Fourth, the training program should be planned based on the focus on improving the professionalism. Also, there should be enough time to prepare for the training program. Fifth, energy and climate change teacher training program should be practice-oriented, using hands-on experiences and experiments, in fusion education. Sixth, it would be better to run energy and climate change teacher training programs according to the level of schools. However, several courses could be mixed between different levels of schools.

• 전자공학회논문지 IE
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• v.48 no.3
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• pp.33-39
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• 2011

Field training system is an establishment for improving practical ability of college students. That system is a learning experience that are relative to university's regular educational curriculum and industry field training. In order to practice an effective field training system, lots of helps from company, college, students and government's interest are needed. But, in most industry fields, it is hard to accept field training manpower in condition of that has no extra guaranteed budget or staff for field training. Because of it, the biggest matter of college the industry field training is to maintain industry fields. Although students want to be paid properly in industry fields where are furnished the advance facilities and equipments and participated in practices, it is extremely hard situation to achieve it in reality. In this way, the management of industry field training has realistic difficult problems, but it is a necessary system. Therefore, in this paper, methodology and model for industry field training management process are suggested in order to administer effective industry field training. If the industry field training are managed by those system mentioned above, students will have chance to exert their creativeness and speediness through field experience, and industry fields where students can get various dimensions of education are expected to manage.

• The Journal of the Korea Contents Association
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• v.19 no.8
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• pp.453-464
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• 2019

This study was to draw some managerial implications by examining the role of content career plateau, an individual's perception that one's own career is stagnated, in the relationship between the members' perception on HR practices and organizational commitment/turnover intention. The result showed that the perception on education/training practices has positive influence on organizational commitment, and a negative effect on turnover intention and career plateau. However, the perception on evaluation/compensation was shown to have no direct impact either on organizational commitment or on turnover intention. In addition, career plateau served as a partial mediator only between the perception on education/training practices and the attitudinal variables. Based on the results, some managerial/practical implications and suggestions for future research on career plateau are discussed.

• Journal of Korean Clinical Nursing Research
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• v.27 no.2
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• pp.149-164
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• 2021

Purpose: The purpose of this study was to develop a Korean Nurse Residency Program (KNRP) in order to facilitate new nurses' transition to clinical practice working at tertiary hospitals in Korea. Methods: The KNRP was developed through a literature review, investigation of NRP cases in United States, two rounds of expert consultation, and appropriateness survey. For appropriateness survey of the program, a questionnaire with 118 items and 14 subcategories including overview and operation of KNRP, education programs, staffing criteria for new nurses' education, preceptor supporting strategies, evaluation standards for new nurse's education, infrastructure, and KNRP benefits was used. Data were collected from 369 nurses including nurse educators, nurse managers, preceptors, and new nurses working at 43 tertiary hospitals in Korea from February 16, 2021 to March 22, 2021. Data were analyzed with descriptive statistics. Results: Appropriateness score of KNRP was 3.42±0.31 (out of 4) and those of 14 subcategories ranged from 3.18±0.47 to 3.58±0.46. The final version of the KNRP postulated is a one-year program, which is composed of off-job training and on-site training including preceptorship over 3 months, and competency reinforcement and adaptation supporting programs. Conclusion: The application of the one-year KNRP will facilitate new graduate nurses' transition to clinical practice. In order for effective application of the KNRP, cooperative efforts of the government, professional associations, and hospitals are needed.

• Journal of Korean society of Dental Hygiene
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• v.15 no.5
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• pp.907-915
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• 2015

Objective: The purpose of the study is to investigate the curriculum development and operation based on national competency standard (NCS). Methods: The duty of the dental hygienist was analyzed based on DACUM by ten experts in January, 2011. The duty model of the dental hygienist was inspected after duty analysis. The subjects of choice were preventive dentistry and practice. The satisfaction with the subjects were carried out from March to June, 2015. Results: The duty analysis of dental hygienist by DACUM produced preventive dental treatment(11 tasks), oral health education(3 tasks), comprehensive dental hygiene treatment(6 tasks) and 12 categories(156 tasks). Preventive dental treatment was divided into preventive dentistry and practice, oral health education was changed into oral health education and practice, and comprehensive dental hygiene treatment was replace by comprehensive dental hygiene and practice. The contents of preventive dentistry and practice included outline, learning objective, related knowledge and self evaluation. Professional evaluation required mutual experience and evaluation of the students. The mutual evaluation of the students was $4.61{\pm}0.506$(dental plaque control) and $1.80{\pm}0.316$(tooth brushing). The professional evaluation was $1.73{\pm}0.274$(dental plaque control) and $1.60{\pm}0.322$(tooth brushing)(p<0.01). The satisfaction with preventive dentistry and practice was $4.61{\pm}0.506$(improvement in practical work ability), $4.58{\pm}0.511$(knowledge improvement) and $4.55{\pm}0.572$(NCS educational environment) in order. Conclusions: The operation of NCS curriculum is considered to improve practical work ability and to solve skill mismatch between dental industries and educational training institutions.

• Journal of agricultural medicine and community health
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• v.47 no.4
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• pp.275-282
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• 2022

Objective: This study intends to analyze the performance of LINC+ program for three years of the dental hygiene department at Ulsan college and to present the direction for the operation of the LINC 3.0 project to be conducted for 6 years. Methods: A survey was conducted on 87 human resources officers participating in the LINC+ project of dental hygiene department from July 2021 to August 30, 2021, and the IBM SPSS Statistics 24.0 program was used for data analysis. Results: In terms of the suitability of the curriculum, operation of clinical practice averaged 4.82 points and omnibus courses averaged 4.77 points, and it was identified that OJT course, clinical practice, and educational environment make effects on job adaptation period, education and training period, and the reduction of education and training costs(p<0.05). Conclusion: In order to produce graduates who are highly adaptable in the field, participation of industries in the development and operation of the curriculum must be expanded and jointly operated, and it was possible to confirm the importance of the same educational environment as the industry to shorten the job adjustment period.

• Journal of Korean Home Economics Education Association
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• v.7 no.1
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• pp.107-120
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• 1995

This study aims at seeking how to activate and operate vocational home economics curriculum efficiently. We collected data from school district offices in the nation and questionaries to 37 high school teachers in charge of vocational home economics, 30 teachers in charge of vocational course, 305 students of vocational school, and 135 students on vocational course for the recognition of and request for vocational home economics curriculum. Collected data were analysed by frequency, percentage, and X(sup)2, and SPSS/PC(sup)+ program are used for the statistical analysis. Followings are the outcomes of this study. 1. The number of classes in which vocational home economics is operated has been on the rise since 1986. As for curriculum of vocational high school, 79 classes for clothing, tourism, and childhood education are being operated in 8 schools. 2. Teachers acknowledge vocational training should keep complete and sustaining education and that it should aim ar conduction education which enables students to acquire technical knowledge and to seek a gob. Both teachers and students admit vocational home economics should be carried out so that vocational training can be combined with general education. 3. Teachers put more emphasis on its major field than that general field. As for laboratory classes, teachers complained about the financial lack, while students need for field practice for the purpose of opening the way for combing theory with practice and proposing for scientific study of industrial sites. As for the contents, students considered the technical course size appropriate and they though it is desirable that the ratio of practical class should be increased by more than 60% of that of the current class ratio.

• 대한공업교육학회지
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• v.44 no.2
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• pp.86-103
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• 2019

The purpose of this study is to provide basic data on the development of education and training programs for training 'mechanical facilities maintenance manager'. To this end, the DACUM technique was used for job analysis and education and training programs were developed through expert consultation meetings. The job analysis was based on the 10-member DACUM Committee to derive the job definition, job model, job description, and task description of the 'mechanical facilities maintenance manager'. The main findings are as follows. First, the 'mechanical facilities maintenance manager' was defined as those who operate, inspect, diagnose, and repair mechanical facilities to provide the best performance and efficient operation management, provide a safe and pleasant environment, and perform energy saving and facility life extension tasks. Second, the duties of the 'mechanical facilities maintenance manager' analyzed in the job model consist of the comprehensive plan for operation of mechanical facilities, energy management of mechanical facilities, operation management of mechanical facilities, maintenance of mechanical facilities, safety environment management of mechanical facilities, and customer support management of mechanical facilities. Considering the nature and content of the duties, 4 to 11 tasks per duty were derived and a total of 33 tasks were presented as job model. Third, the curriculum for the 'mechanical facilities maintenance manager' was set up in two courses: Practice I for Mechanical Facilities Maintenance and Practice II for Mechanical Facilities Maintenance. Considerations and policy suggestions were presented when applying and implementing education and training programs based on the results of the research.

• Fire Science and Engineering
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• v.26 no.5
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• pp.54-60
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• 2012

This study is the analysis of the actual state of hospital-based training in level 1 emergency medical technicians (EMTs) in fire station. The survey was carried out to 42 fire fighters having level 1 emergency medical technician certification from May 11 to 12 in 2012. The results showed 56.5 %, that the level 1 EMTs of roles had direct experienced. Level 1 EMTs performance frequency of clinical practice that endotracheal intubation 66.9 %, laryngeal mask airway 8.4 %, intravenous access 76.6 %, nitroglycerin sublingual 61.2 %, bronchodilator inhalation 50.0 %, fluid loading 73.8 %, ventilator apply 57.6 %, dextrose injection 57.6 %. It is necessary to investigate the continuous study on the education among the level 1 EMTs and the continuous evaluation and analysis of problems, supplemented of guidebook, practical education programs and regulation upon the operation and management of a hospital-based skill training.