• 한국간호교육학회지
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• 제10권2호
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• pp.271-277
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• 2004

Purpose: The purpose of this study was to identify the relationship of clinical competency and self-directed learning in nursing students. Method: This study was conducted at two nursing colleges with students in a 2 year undergraduate nursing program. Data were collected from 182 students by means of self reporting questionnaires from October 1 to October 8, 2004. The data were analyzed by SPSS 10.0 PC programs using descriptive statistics, one-way ANOVA, Pearson correlation coefficient. Result: The questionnaire of students' clinical competency consisted of nineteen items based on a five point summated rating scale and was categorized into six subscales by factor analysis. The six subscales are nursing process, major nursing intervention, education for clients, observation and physical examination, and fundamental nursing. The more adaptable to major, the higher clinical competency (F= 3.406, p= .035) and self-directed learning (F= 7.444, p= .001). There was a positive correlation between students' clinical competency and self-directed learning (r= .367, p= .001). Conclusion: we concluded that future research should explore strategies for the development of self-directed learning to improve clinical competency of nursing students.

• 한국치위생학회지
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• 제24권2호
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• pp.99-108
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• 2024

연구목적: 본 연구는 캡스톤 디자인 설계 지역사회 치위생학 수업 후 학생들의 역량과 자기주도력 증가에 미치는 효과를 검증하고자 하였다. 연구방법: 연구 참여자는 C시에 소재한 4년제 대학에서 지역사회 치위생학 수업을 이수한는 치위생 전공 34명이었다. 설문도구는 치과위생사 역량 52문항과 자기주도력 20문항으로 구성되었다. 연구결과: 캡스톤 디자인 수업 후 전반적인 치과위생사의 역량이 증가하였고(p<0.05), 임상치위생 및 지역사회 건강증진 역량도 높은 증가를 보였다(p<0.001). 자기주도력에 따른 치과위생사의 역량 증가를 분석한 결과, 자기주도력이 낮은 집단일수록 임상 치위생 역량과 지역사회 건강증진 역량이 높은 향상을 보였다. 결론: 본 연구를 통해 캡스톤 디자인 설계지역사회 치위생학 수업이 학생들의 치과위생사 역량과 자기주도력을 향상시켰음을 확인하였고, 캡스톤 디자인 수업법은 미래사회에서 요구되는 역량을 배양하는데 탁월한 교수법임을 시사하였다.

• 기본간호학회지
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• 제24권3호
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• pp.181-188
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• 2017

Purpose: Competency in physical assessment is an important component of nursing practice. However, some physical assessment skills are not being utilized within the current teacher-centered, content-heavy curriculum. This study was conducted to identify the effects of student-centered, self-directed learning in the physical assessment class. Methods: An experimental study with a post-test only control group design was used to compare an intervention group that was provided self-directed learning classes and a control group that was provided traditional lecture and practice classes. Competency in physical assessment, academic self-confidence, and learning satisfaction were evaluated. Collected data were analyzed using $x^2$-test (Fisher's exact test) and independent t-test. Results: Competency in physical assessment was significantly higher in the experimental group. However, academic self-confidence and learning satisfaction were not significantly different between the groups. Conclusion: The findings in this study indicate that self-directed learning can improve nursing students competency in physical assessment and that self-directed learning is a good education method to improve nursing students' competency in physical assessment during clinical practice and perform quality patient care by making active use of physical assessment skills.

• Educational Technology International
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• 제18권2호
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• pp.249-263
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• 2017

The purpose of this study was to examine whether respondents showed gender differences in life- learning competency, self-directed learning ability, problem-solving ability, and academic achievement and to identify relationships among variables of university students in the context of higher education. To address those goal, the data set was analyzed that nationally collected from Korea Youth Competency Measurement and International Comparative Research III by National Youth Policy Institute in South Korea. 680 samples were used in the study that were 343 males and 337 females of university students. As results, statistically significant difference was showed in the participants' gender. Male university students were higher score than female university students in All variables. Also, learning agility in life-learning competency was strongly related to self-directed learning ability and problem-solving. Thinking skills in life-learning competency was strongly related to academic achievement in university students in higher education. In terms of learning strategy in the context of higher education, some suggestions have been made for university students.

• 한국학교보건학회지
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• 제26권2호
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• pp.62-71
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• 2013

Purpose: This study was conducted to examine the level of communication, problem-solving, and self-directed learning competencies, academic and English achievement of healthcare major students in university and to determine the effect of three main competencies on their academic and English achievement. Methods: The participants were college students studying in health care related major at a four-year university in D-city who agreed to participate in this study. Some of their data were intentionally excluded as their answers were incomplete or missing and finally 272 surveys were analyzed. Results: It was found that they have high level of general life competencies of which the subcategories are communication, problem-solving, and self-directed learning competency. GPA and TOEIC score which are the indicators of academic and English achievement were found to be correlated with the level of three competencies. Self-directed learning competency is assumed to be main cause variable of these achievement. Conclusion: As those students who have higher academic and English achievement also show high level of communication, problem-solving and self-directed learning competency. It is argued that a new curriculum that can contribute to improve communication, problem-solving and self-directed learning competency should be developed and implemented.

• 공학교육연구
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• 제23권6호
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• pp.17-26
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• 2020

In this paper, the effect of daily creativity of engineering students on problem-solving ability is addressed through the dual mediating effect of teamwork competency and self-directed learning ability. To this end, a regression-based statistical mediation analysis has been performed on the dual mediation model in which daily creativity and problem solving ability were treated as independent and dependent variables respectively, and teamwork competence and self-directed learning ability were included as mediation variables. The analysis result confirmed that the daily creativity has direct effect on the problem-solving ability, as well as indirect effects through teamwork competence and self-directed learning ability. In particular, the serial mediating effect of teamwork competency and self-directed learning ability was also confirmed to be statistically significant in the relationship between daily creativity and problem-solving ability. This verifies that problem-solving ability can be improved not only directly by improving daily creativity but also indirectly by improving teamwork competence and self-directed learning ability. In addition, teamwork competency showed greater indirect effect on problem-solving ability than self-directed learning ability, so increasing teamwork competency has a more significant effect on improving problem-solving ability than increasing self-directed learning ability. Therefore, in order to develop better problem-solving ability, it is necessary to identify and improve the learners' teamwork competency first and to strive to create an environment where learners can solve problems based on mutual trust with their teammates.

• 한국간호교육학회지
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• 제22권1호
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• pp.63-71
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• 2016

Purpose: This study was done in order to identify the effectiveness of open laboratory self-directed practice on knowledge, self-confidence, skill competency, and satisfaction of intravenous infusion in nursing students. Methods: This is a quasi-experimental study using a non-equivalent control pre-posttest design. The participants were 32 students comprising an experimental group and 30 students comprising a control group. The experimental group was allowed to perform open laboratory self-directed practice only. Pretest and posttest was performed through questionnaires of knowledge and self-confidence, and competence and satisfaction were assessed using checklists at posttest. Results: The score of Knowledge in the posttest showed no significant difference between both groups (F=1.28, p=.290), and those of self-confidence (F=3.87, p=.014) and competency (F=9.55, p<.001) of the experimental group were significantly higher than those of the control group. Conclusion: Open laboratory self-directed practice was effective in improving nursing students' self-confidence and competency of intravenous infusion. Therefore, students should be encouraged to actively participate in open laboratory self-directed practice and the effective strategies should be developed.

• 간호행정학회지
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• 제22권1호
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• pp.1-10
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• 2016

Purpose: A descriptive survey was used in this study to identify the relationship between nurses' critical thinking disposition, self-directed learning readiness and professional nursing competency and to examine factors that influence professional nursing competency. Methods: The data were collected from 188 nurses and analyzed using t-test, ANOVA, $Scheff{\acute{e}}$' test, Pearson correlation, and stepwise multiple regression analysis with the SPSS/WIN 20.0 PC program. Results: Professional nursing competency was found to have significant pure correlations with critical thinking disposition (r=.59, p<.001), and self-directed learning readiness (r=.54, p<.001). The most influential factor influencing nurses' professional nursing competency was critical thinking disposition, followed by self-directed learning readiness (${\beta}=.25$, p=.003), work department (${\beta}=.19$, p=.001), total clinical career (${\beta}=.19$, p=.003), and position (${\beta}=.12$, p=.040), and these factors explained 43.8% of the variance in professional nursing competency. Conclusion: The findings indicate the necessity of developing and applying strategies and educational programs to enhance individual nurse's critical thinking disposition and self-directed learning readiness. Furthermore, exploration is needed on ways to enhance professional nursing competency.

• 정보교육학회논문지
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• 제13권4호
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• pp.489-496
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• 2009

이 연구에서는 자기주도적 학습력 신장을 위한 교육용 블로그 커뮤니티를 구현하여 적용한 뒤 그 효과성을 살펴보았다. 블로그 커뮤니티를 활용한 수업을 한 후 자기주도적 학습력 검사지를 통해 그 효과성을 분석하였다. 그 결과 이 연구에서 설계 및 개발한 블로그를 활용한 학습이 일반 학급홈페이지를 활용한 학습보다 학습자의 자기주도적 학습력 신장에 유의한 차이를 나타내었다. 그리고 하위 척도별 검사 결과를 보았을 때 인지조절에서는 유의한 차이가 없었으나 동기조절, 행동조절 등의 척도에서 특히 유의한 차이가 나타났다. 따라서 블로그 커뮤니티를 활용한 학습 및 학급경영이 자기주도적 학습력 신장에 효과적이며, 특히 학습자의 동기 및 행동에 영향을 미쳐 학습자 주도형 수업 및 학급 커뮤니티를 개발하는 데 큰 도움을 주리라 기대된다.

• Perspectives in Nursing Science
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• 제9권2호
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• pp.111-118
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• 2012

Purpose: This study investigated the effects of simulation-based nursing education (for the care of congestive heart failure patients) on self-directed learning competency, clinical knowledge and problem-solving ability among nursing students. Methods: A one-group, pre-post design was utilized with 87 nursing students as the subjects. The scenario of simulation-based nursing education was created using a high-fidelity patient stimulator, and consisted of four states ((1) assessment, (2) reviewing laboratory data and administering medications and treatments, (3) managing increased dyspnea and decreased urine output, and (4) handling the "getting better" state). The simulation-based nursing education included orientation, team-based learning, team-based practice, and debriefing. The data were analyzed using descriptive statistics, Pearson's correlation coefficients and paired t-tests. Results: The scores on the factors for self-directed learning competency (t=-2.57, p= .011), clinical knowledge (t=-6.85, p<.001), and problem-solving ability (t=-3.01, p= .003) increased significantly after the education intervention. Conclusion: Simulation-based nursing education is useful in improving self-directed learning competency, clinical knowledge, and problem-solving ability in nursing students.