• Journal of the Korean Applied Science and Technology
• /
• v.36 no.3
• /
• pp.930-941
• /
• 2019

The purpose of this study was to investigate the effect of health assessment practical education through scenario on communicative competence, critical thinking diposition and academic achievement among nursing students' in university. A nonequivalent control group pretest-posttest design was used to measure. A survey was held to the students who are taking a health assessment practical class for 2grade in J university in Chungbuk and P university in G-do. Participants in a health assessment practical through scenario class and traditional health assessment class were 35 experiment group students and 34 control group students who attended 16 weeks. Effects were evaluated through pre and post tests that included measurements. As a result, the experimental group is more capable of communicative competence (t=2,797, p=.007), critical thinking disposition(t=2,406, p=.019), ability to collecting information(t=2,977, p=.004), problem awareness competence(t=3.584, p=.001) has increased statistically significantly than the control group. Therefore, Therefore, this study could be used that health assessment practical education through scenarios to improve nursing students' communicative competence, critical thinking disposition, collecting information competence, and problem awareness competence.

• Journal of Convergence for Information Technology
• /
• v.9 no.9
• /
• pp.67-77
• /
• 2019

This study was conducted to examine effects of the spiritual care education program on self esteem, communication, existential well-being and spiritual care competence in nurses. A non-equivalent control group, non-synchronized with pre-posttest design was used. The participants were 63 nurses(30 in an experimental group and 33 in a control group)attending a bachelor program of C Colledge in G metropolitan city. The experimental group attended 7 sessions of a SCE(Spiritual Care Education) program. Sessions were 90 minutes each, held once per week for 7 weeks. The scores for self-esteem, communication, existential well-being and spiritual care competence were measured before and after the treatment. Data were collected between October 10 and December 5, 2017 in an experimental group, April 24 and June 5, 2018 in a control group. Data were analyzed using Chi-square, Fisher's exact test, independent t-test using SPSS/WIN 21.0. The existential well-being(p<.025) and spiritual care competence(p<.001) were significantly increase in the experimental group compared to the control group after the intervention. Results suggest that this SCE program could be effective in increasing the existential well-being and spiritual care competence of nurses.

• Journal of Science Education
• /
• v.43 no.1
• /
• pp.136-156
• /
• 2019

This study examined the effects of STEAM program on preservice science teachers' communication competency and further explored their experiences of and reflection on STEAM program. The study design is one group pretest-posttest with mixed methodology using both quantitative and qualitative data. The STEAM program consists of three stages: introduction of STEAM, participation in STEAM activities, and reflection on the STEAM program. The preservice science teachers improved their communication competency after the STEAM program (p < .01). The preservice science teachers represented statistically higher scores on the three subscales of communication competency: Interpretation ability, self-presenting ability, and understanding others' viewpoints. In addition, the preservice science teachers reflected on their STEAM experiences. During the first stage of 'Presentation of the Problem Situation,' the preservice science teachers mentioned that they roused their curiosity due to everyday experience-related, social issues or present issues. In the stage of 'Creative Design,' the preservice science teachers mentioned that they selected the final idea through mutual consent of the members, the practical possibility of everyday life, the previous experience-based decisions, or persuasive power. Further, about 87.5% of preservice science teachers mentioned that they were fully engaged in the 'Emotional Learning' stages due to the application of integrated thinking, everyday related issues, and communication among group members. About 85% of the preservice science teachers mentioned that they could challenge new problems in future situations.

• Journal of Convergence for Information Technology
• /
• v.9 no.6
• /
• pp.44-51
• /
• 2019

This study was performed to explore the difference in communication anxiety and class satisfaction after taking the traditional lecture and flipped learning lecture. Fifty four nursing students participated in this study. The study design was one group pretest-posttest design. 4 weeks traditional lecture and 4 weeks flipped learning lecture was applied. Flipped learning was ineffective in improving communication anxiety (t=1.85, p=.069) of nursing students. But emotional state variables and activity variables in the emotional domain were significantly higher after taking the flipped learning lecture(t=-3.80, p=.000; t=-3.35, p=.001). In addition, all of the variables were higher in the flipped learning based team, in the control of the class activities (t=-3.07, p=.003), personal ability (t=-2.48, p=.016), and class participation(t=-3.25, p=.002). Flipped learning is therefore considered to be effective in training nursing students. This study suggested to investigate the effectiveness of flipped learning and learners' satisfaction.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.12
• /
• pp.237-245
• /
• 2018

This study was conducted to identify the effects of baby care using dolls on nursing students' contraceptive attitude, sexual attitude, and recognition of unmarried mothers. A quasi-experimental nonequivalent control group, pretest-posttest design was used. The subjects of the study were 104 nursing college students who agreed to participate. The control group (n=52) received lecture sex education while the experimental group (n=52) received lecture sex education and baby care education using a doll. The contraceptive attitude, sexual attitude, and unmarried mother's recognition were then examined. Data were collected from September to December, 2017 and analyzed using descriptive statistics, ${\chi}^2$-tests, and t-tests with the SPSS/WIN 21.0 program. The scores of contraceptive attitude differed significantly between the experimental group and the control group (t=4.66, p=<0.001). Additionally, the sexual attitude score of the experimental group was lower than that of the control group (t=-2.23, p=0.028), with pleasure playfulness showing a significant decrease (F=3.96, p=<0.001). However, recognition of unmarried mothers did not differ significantly between groups (t=-0.08, p=0.937). Overall, the results showed that baby care using a doll has positive effects on contraceptive attitude and sexual attitude. In the future, effective sex education should include methods that complement lectures.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.12
• /
• pp.383-392
• /
• 2018

This study was conducted to examine the effects of a meta-cognition teaching and learning program on nursing students' self-leadership, collaborative preference and problem solving ability. The study was designed using a nonequivalent control group pretest-posttest design. Data were collected between March 5 and June 30, 2018 from 74 2-year nursing students in D College of D City who were assigned to an experimental group (n=36) or a control group (n=38). The meta-cognition teaching and learning program consisted of 10 sessions of combined individual and small group learning. Data were analyzed using descriptive analysis, as well as a t-test, ${\chi}^2$-test, and paired t-test with the SPSS/WIN 21.0 program. After receiving the meta-cognition teaching and learning program, significant differences were observed in self-leadership (t=4.79, p<0.001), collaborative preference (t=5.07, p<0.001), and problem-solving ability (t=6.48, p<0.001) of the experimental group. The results of this study indicate that the meta-cognition teaching and learning program was effective at increasing self-leadership, collaborative preference and problem-solving ability in nursing students. It is expected that the results of this study will be used as basic data to improve self-leadership, collaborative preference and problem-solving ability of nursing students.

• Journal of agricultural medicine and community health
• /
• v.44 no.3
• /
• pp.115-123
• /
• 2019

Objective: This study was conducted to examine the effects of a health promotion program on the health condition of rural elderly women implemented at primary health care posts using Korean Frailty Index. Methods: The research was designed a nonequivalent control group pretest-posttest setting. The participants in this study were 50 residents (intervention group: 25, control group: 25) selected from 4 villages 2 primary health care posts in J city Gyeongsangnam-do. The health promotion program was conducted at the primary health care posts twice a week for 12 weeks. This program consisted of basic exercises(Gukseondo + Theraband muscle strength training) and additional activities(including modified Theraband activity, rubber ball exercise, ball massage, nutrition class, singing class). Collected data were analyzed by descriptive statistics, paired t-test, and repeated measures ANOVA with SPSS 21.0. Results: Results of the health promotion program showed that the health conditions(measured by perceived health status, frailty score, upper/lower flexibility, maximum grip strength, dynamic balance test Timed Up and Go) of the experimental group(25) all statistical significantly improved. Conclusion: Study findings indicate that the health promotion program implemented at primary health care posts on rural elderly women is effective and can contribute to a developed health promotion program for local residents in the future.

• Journal of Korean Physical Therapy Science
• /
• v.28 no.2
• /
• pp.57-64
• /
• 2021

Background: During squat exercises, Ankle joint stability during squat movement transfers forces produced by unstable supports or various loads to the leg joints and trunk, reducing the risk of injury; therefore, a reference is needed for correct ankle joint posture during squat exercises. The purpose of this study was to examine the effect of ankle joint stability on quadriceps femoris and hamstring activation during squat exercises. Design: Quasi-experiment one group pretest-posttest design. Methods: The participants in this study were 20 volunteers who performed squat exercises with and without kinesiology tape. We measured quadriceps femoris and hamstring activation using surface electromyography. The ankle joint was stabilized with kinesiology tape using the ankle balance taping (ABT) method. A paired t-test was performed to compare differences between taping conditions. Results: Vastus medialis and vastus lateralis activation were greater following squat exercises with kinesiology tape than without; however, the difference was not significant. Medial and lateral hamstring activation was not significantly different between taping conditions. Conclusion: Although it is difficult to maintain stability using kinesiology tape alone, ankle joint stability is believed to affect quadriceps femoris muscle activity, which increases the effectiveness of the squat exercise.

• Journal of the Korea Convergence Society
• /
• v.12 no.6
• /
• pp.27-32
• /
• 2021

The purpose of this study was to compare the immediate effect of EMS (electrical muscle stimulation) on rectus femoris thickness during resisted knee extension exercise in healthy adults. This experiment was conducted on 20 healthy adults as pretest-posttest nonequivalent one group design. The subject's 1RM of both knee extension was measured indirectly using an elastic band, and the knee extension resistance exercise using an elastic band was applied to high intensity (80% of 1RM) on the right leg and low intensity (50% of 1RM with EMS) on the left leg, which were applied with 5 sets. Muscle measurements were performed on the rectus femoris (1/2 site, 1/4 site) using ultrasonography before and after exercise. There was a statistically significant difference on the thickness of the rectus femoris in low intensity exercise of the elastic band applied with EMS between pre-test and post-test (p<.05). The results of this study showed that elastic band low intensity exercise combined with EMS had an immediate effective in increasing the thickness of rectus femoris. Based on this result, it is also necessary to verify the effectiveness of intervention methods incorporating low-intensity resistance exercises applying EMS to elderly who cannot exercise high-intensity resistance training in the future, and to develop exercise programs for various body parts.

• Journal of Digital Convergence
• /
• v.19 no.6
• /
• pp.399-408
• /
• 2021

The purpose of this study was to determine the effects of simulation-based practice and clinical practice on nursing students' critical thinking disposition and nursing process confidence. This study is a quasi-experimental design using the non-equivalent control group pretest-posttest only design, targeting 103, 4th grade(51=control group, 52=experimental group) in the Department of Nursing at D University. The collected data were analyzed using the SPSS/WIN 23.0 program, and the main research results are as follows. Students who experienced simulation-based practice showed significant improvement in critical thinking tendencies(t=-3.28, p=.001) compared to those who experienced clinical practice. There was no significant difference in nursing process confidence (t=-1.78, p=.079), but it was significantly higher in actual application, collaborative contsistency, and nursing contsistency. As a result, There were no significant difference in some, but it was contfirmed that simulation-based practice improved the critical thinking disposition and nursing process confidence in of nursing students. In addition to clinical practice, it is considered necessary to study simulation-based practice using repetitive practice and standardized patients in a free simulation practice environment.