• 한국노년학
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• v.30 no.3
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• pp.993-1003
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• 2010

his study was to investigate effects of improvement of balance abilities through 8-weeks Transcutaneous Electrical Nerve Stimulation (TENS) and balance training in the women elderly. 42 women elders who were participated in silver college. Randomized study design of two groups was used: TENS group (21 women, 84.53 years old) and balance training group(21 women, 79.93 years old). Each group had a application of TENS, balance training by a researcher three times per week for 8 weeks. Measurements of static postural sway velocity on the floor and foam, timed get up and go test (TUG), functional reach test (FRT), and lateral functional reach test (LFRT) were evaluated at initial presentation (pretest) and after completion of the each intervention program (posttest). The results showed that the TUG was significantly decreased in all groups (p<.05) and the postural sway velocity using force plate in all conditions was significantly decreased in all groups (p<.05). FRT and LFRT were significantly increased in all groups (p<.05). There were significantly differences in TUG and postural sway velocity on the eye closed condition between two groups (p<.05). In conclusion, the application of TENS to older adults whose somatosensory were deteriorated was effective for improvement balance ability.

• 한국노년학
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• v.29 no.2
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• pp.513-527
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• 2009

The purpose of this study was to verify the effect of senior simulation on geriatric unit nurses' attitude and job satisfaction toward the elderly with one group pretest-posttest design. The subjects of this study were the 30 nurses who are working in geriatric units in a general hospital in Daegu, Korea and who were well informed about the purpose of this study and allowed to join the study. The data were collected from August 23 to September 6, 2006. The experimental procedure was to do activities for daily living for 45 minutes wearing senior simulation suit. Self administered questionnaires were used to ask the nurses' attitude toward the elderly and job satisfaction in their work before, right after, and one week after senior simulation. According to the results of this study, there were significant changes in the geriatric nurses' attitude toward the elderly and job satisfaction after aging simulation implying that senior simulation is an effective intervention to facilitate nurses to do quality care for the elderly with sympathetic understanding and attitude. Senior simulation needs to be applied to geriatric education for the nursing students and health care providers who are involved in care for the elderly.

• Journal of Internet of Things and Convergence
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• v.10 no.1
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• pp.29-37
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• 2024

The purpose of this study is to investigate the impact of education applying the Havruta learning method in fundamentals nursing classes for nursing students on problem-solving ability, self-directed learning ability, critical thinking disposition, and learning commitment. One-group pretest-posttest design was used. Nursing students received training applying the Havruta learning method for 6 weeks (12 hours) in fundamentals nursing classes. The study was conducted from September 18 to November 6, 2023. Data were analyzed using SPSS/WIN 28.0 with mean, standard deviation, and paired samples t-test. problem-solving ability (t=4.52, p<.001), self-directed learning ability(t=-4.61, p<.001), critical thinking disposition(t=-4.10, p<.001) significantly increased before and after the 6-week Havruta learning method training for nursing students. However, there was no statistically significant difference in learning commitment (t=-0.28, p=.782). The Havruta learning method is an effective nursing education tool for improving problem-solving ability, self-directed learning ability, and critical thinking disposition. The results of this study can serve as basic data for nursing professors when planning teaching and learning strategies using Havruta. Research will be needed to utilize the Havruta learning method in various classes and evaluate its effectiveness.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.481-496
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• 2023

This study aimed to evaluate the effects of utilizing educational game content for science learning on science-related attitudes. The content was applied to 24 students in an after-school science club at an elementary school in Gyeongsangbuk-do Province followed by a pre and posttest analysis using the Attitude About the Relevance of Science Test and the Creative Personality Test. This study used Tino's Journey, which was developed by the Korea Creative Content Agency and is currently distributed for free through the Ministry of Education to develop nine lessons that include scientific scenarios and concepts presented in the game. The results demonstrated that science lessons utilizing educational game content significantly influenced the science-related attitudes of the students. Among the subdomains, enjoyment of science lessons increased the most followed by the attitude toward scientific inquiry, social meaning of science, and hobby of science. However, the commonness of scientists, acceptance of scientific attitudes, and career in science did not reveal significant differences. This study classified the students into two groups (i.e., high and low, n=12 each) using the Creative Personality Test in advance. This study performed covariate analysis with the score for pre-science-related attitude as the covariate. Result revealed that the scores for science-related attitude significantly differed between the high and low groups. Specifically, the increase in the scores of the low group was larger than that of the high group. Lastly, the study presented implications for the utilization of educational game content in science learning.

• Journal of the Korean Society of Radiology
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• v.17 no.6
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• pp.1009-1015
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• 2023

This study was a one-group pretest-posttest design experimental study that attempted to verify the effects of applying the Havruta learning method on the academic self-efficacy, academic achievement, and communication skills of radiology college students. This study was conducted from May 1 to June 23, 2023, and applied the Havruta learning method for 6 weeks to 38 second-year radiologists taking a radiology technology course at a university in Jeollanam-do. SPSS/WIN 21.0 was used for data analysis, the reliability of the scale was verified, the subject's general characteristics, pre-test values and post-test values for measurement variables were verified with descriptive statistics, and the difference between before and after the Havruta learning method was verified with paired t-test. Research results show that the Havruta learning method improves academic self-efficacy (t=-2.70, p<.001), academic achievement (t=-2.87, p=.006), and communication skills (t=-2.76, p=.008). showed a statistically significant difference. As a result, Havruta learning method was confirmed as an effective learning method that improves academic self-efficacy, academic achievement, and communication skills of radiology college students. In the future, expanded application of the Havruta learning method will be necessary.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.1143-1149
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• 2023

The purpose of this study was to the effects of case-based learning (CBL) on problem solving ability and academic self-efficacy in nursing students and was a quasi-experimental study with a one-group pretest-posttest design. The subjects of this study were 121 grade 4 students, and the data collection period was from Aprill 24 to June 12, 2023. The research procedure was scenario development, preliminary investigation, application of case-based learning classes, and follow-up investigation, and the CBL was conducted for 2 weeks, 50 minutes per week. The general characteristics of the subjects were obtained by frequency, percentage, mean, and standard deviation and the effects of CBL on problem solving ability and academic self-efficacy was tested using a paired t-test. The results of this study showed that nursing students' problem solving ability (t=-5.70, p<.001) and academic self-efficacy (t=-3.25, p<.002) improved after applying CBL compared to before applying it. We suggest the use of case-based learning as a strategy to improve problem-solving skills and academic self-efficacy in nursing education. In the future, follow-up research is needed to verify the effectiveness by developing and applying step-by-step clinical cases at an appropriate level according to the learning content of nursing major subjects by grade.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.393-405
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• 2006

The purpose of this study was to analyze the effects of Semantic Network Program (SNP) instruction on learning achievement and motivation in high school biology classes. For this study, a SNP was designed by applying the recommendations in regard to student attention and satisfaction factors in Keller's ARCS theory. SNP instruction was conducted with an experimental group and a control group, each consisting of 62 high school biology class student. A pretest-posttest control group design was employed. The pre-test was used to analyze the learning achievement test, learning motivation test, and semantic forming test. For 4 weeks the experiment group was instructed using the developed SNP which centered on Keller's attention and satisfaction factors, and the control group was instructed via teacher-centered lectures based on the textbook. It was found that SNP instruction efficiently increased students' biology learning achievement (p<.001). It was also discovered that SNP instruction was effective in increasing Keller's motivation strategies on attention and satisfaction factors (p<.001). In addition, SNP instruction positively affected students' semantic formation (p<.001) and learning content retention (p>.05) in the heredity unit by aiding students in the area of active multimedia learning. An in depth interview with students in the class using SNP instruction showed that material learned via this method in biology had longer retention of problem-solving methods. Consequently, SNP instruction according to motivation strategies may high school biology teachers with meaningful teaching-learning methods strategies for the unit on heredity.

• Journal of Korean Physical Therapy Science
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• v.31 no.2
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• pp.15-29
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• 2024

Background: This study investigated the effects on the range of motion, pain, disability index, and quality of life when applying thoracic mobility exercise in middle-aged women with chronic back pain. Design: pretest-posttest control group design Methods: The study subjects were 32 patients with chronic back pain of 3 months or more among middle-aged women divided 2 groups. All groups were tested thrice a week for 30 minutes per session for four weeks. Each subject was evaluated using the thoracic rotation Range of Motion, the numerical pain rating scale and pressure pain threshold, Disability Index(Oswestry Disability Index), the Quality of Life(SF-36) before and after treatment. Results: As a result of the study, the range of motion at T1 and T2 of the exercise group to which thoracic mobility exercise was applied was significantly increased in both left and right rotations(p<0.05). In the evaluation of pain, the number pain rating scale(NPRS) score decreased significantly(p<0.05), and the pressure pain threshold was significantly increased (p<0.05), but there was no significant difference from the control group. In the evaluation of the disorder index, the Oswestry disorder index decreased significantly after the experiment (p<0.05), and there was a significant difference in group comparison with the control group (p<0.05). In quality of life, there was a significant increase in PCS of SF-36(p<0.05), but there was no significant difference from the control group. Conclusion: Through this study, thoracic mobility exercise can be used as an effective exercise therapy intervention method to improve and promote physical factors of range of motion, pain and disability index, and physical components of quality of life when treating middle-aged women with chronic back pain in the future.

• Journal of Practical Engineering Education
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• v.16 no.5_spc
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• pp.783-791
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• 2024

The purpose of this study was to determine the effects of a True Self meditation program on self-esteem and attention in elementary school students. In the first semester of 2021, two 6th grade classes at B elementary School in A city participated as the experimental group and two 6th grade classes at C elementary School in A city participated as the control group. Data from 46 students in the experimental group and 41 students in the control group who participated in both the pretest and posttest were used for analysis. Compared to the control group, the experimental group showed an increase in self-esteem after meditation, but the difference was not significant. On the other hand, the experimental group's attention improved significantly after meditation compared to that of the control group. Based on these results, True Self meditation can be recommended as a method to improve children's attention. In addition, we recommend replication studies that increase the duration and frequency of meditation interventions to improve self-esteem and attention in elementary school children, studies that measure the effectiveness of the program on measures of practical ability, and studies that determine the extent to which the effects of meditation are sustained.

• Korean Journal of Gerontological Social Welfare
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• v.73 no.1
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• pp.517-542
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• 2018

The purpose of this study is to test the effectiveness of client violence(CV) prevention education program. The program was held for 15 practitioners at 'S' Senior Welfare Center for once a week for 2 hours and 4 sessions from 28 Jan to 25 Feb 2016. The control group consisted of 15 practitioners at'B'Senior Welfare Center. Data was collected using a non-equivalent control group pretest -posttest comparison design. In order to test the effectiveness of program, we conducted a nonparametric conditional two-step comparison analysis on the rate of change in preparedness against CV, self-confidence during the process of responding to CV, knowledge on CV prevention and response, ability to respond to CV, and self-efficacy. The first step, a Wilcoxon signed ranks test, showed the treatment group's statistically significant change compared to the control group in preparedness against CV, self-confidence during the process of responding to CV, and knowledge on CV prevention and response. The second step, Mann-Whitney rank-sum test, showed the treatment group's statistically significant change compared to the control group in ability to respond to CV and Self-efficacy. The research findings suggest practical implications and recommendations for CV prevention education program in the social work field.