• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.342-351
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• 2016

Basic nursing, the course for the nursing students to experience nursing practice before going on to th clinical practice, and is crucial for solving health-related problems of patients. This study is a descriptive research study to analyze the impact factors associated with nursing students' basic nursing skill competency. In this study, total 181 subjects participants, and by using a structured questionnaire. Data were collected by self-written questionnaire method. The collected data were analyzed using the SPSS WIN 22.0 program. Of the general characteristics of the subjects, the difference in basic nursing competency was found according to admission motive, major satisfaction, and interest in practice. Critical thinking disposition and the degree of self-training aid influenced performance of basic nursing skills by nursing students, and these variables explained 23.8% of the total variance of basic nursing skills performance. These findings suggest, in order to improve performance of basic nursing skills in nursing students, it is necessary to use various teaching methods that help improve critical thinking and relevant curriculum that promote self-practice.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.2
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• pp.65-76
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• 2017

The purpose of this study is to promote the activation of creative problem - solving education in Korea through the case of countries leading education for creative problem solving in order to overcome the limitation of creative problem solving education in Korea. Based on 5 success factors by our cases of United States, Singapore, and Dublin City University in Ireland, we focused on the cases and extracted five key characteristics of creative problem solving education. The university should be able to provide various information gathering and theoretical knowledge for problem definition as well as continuing guidance and mentoring, rather than one-time teaching, in the form of teaching-student cooperative learning paradigm. Second, the class should be a team - based learning team which is a key factor in overseas universities' policy, so as to be able to identify differentiated, new ideas and creative problem solving methods based on knowledge and experience sharing. The creative problem solving method derived from education could be able to collect, organize, and apply to the field continuously and comprehensively about the learning process of the individual. Evaluation of curriculum should be based on characteristics of school and characteristics of students. The results of creative problem-solving education should be evaluated in order to continuously develop and create value in addition to the outcomes of the class. Therefore, it is necessary to develop an evaluation process for each university. The university should try to make creative problem solving education create value through specialization of university. Based on this, we propose a creative problem solving education framework.

• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.109-116
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• 2020

The effects of mentoring education bring positive effects such as mentees' capacity building, knowledge improvement and positive attitude. The major difficulties that nursing college students experience in clinical practice are low adaptability, lack of confidence, etc. Therefore, this study developed mentoring education program to improve the problem-solving ability, learning attitude, and confidence in nursing skill before clinical practice for nursing college students and evaluated their effectiveness. In order to develop the program, a group of experts consisting of professors and clinical nurses selected 11 topics after discussing nursing skills and knowledge, which were most required in clinical practice. The program involved 14 mentors who operated practice, counseling, video clips, and contextual discussions for two days to a group of 9 to 10 people. Nursing college students who received the mentoring education program showed a significant increase in learning attitude and confidence in performance of nursing skills, but there was no statistically significant difference in problem-solving ability. This study is meaningful in that it has improved the educational effect by using mentoring methods, away from formal in-school practice education. In the future, it will be necessary to evaluate whether the mentoring education program affect the problem-solving ability of nursing students by applying it before, during, and after clinical practice rather than in a short period.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.174-185
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• 2018

This study was conducted to explore the levels of Middle East Respiratory Syndrome (MERS)-related knowledge, attitudes and preventive behaviors performance and to identify predictors of MERS-related preventive behaviors performance among clinical practice students in a tertiary hospital. The participants were 480 nursing and medical clinical practice students. Data collection was conducted using self-reported questionnaires in June of 2015 and were analyzed using descriptive statistics, independent t-tests, one-way ANOVA, and hierarchical regression using the SPSSWIN 24.0 program. The MERS-related knowledge (9.56 out of 13 points) was high, attitudes towards MERS, such as severity cognition and prevention about MERS was positive (4.15 out of 5 points), and MERS-related preventive behaviors performance level was moderate (3.02 out of 5 points). Female students, having education experience regarding MERS, taking vaccination for influenza H1N1 infection in the last year, having the intention of taking influenza H1N1 in the current year, having fear of MERS infection, higher knowledge and more positive attitudes about MERS were predictors of better MERS-related preventive behaviors performance. These results show that general characteristics associated with MERS-related preventive behaviors performance should be considered to improve preventive behaviors of clinical practice students. Furthermore, this study highlights the need to develop effective and useful MERS education programs that provide essential knowledge and attitude about MERS that clinical practice students must acquire to promote the MERS-related preventive behaviors performance.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.173-179
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• 2020

The purpose of this study was to examine whether chicken-rearing activity is effective on the character, emotion and self-esteem of middle school students, as a pilot study for the development of an animal-assisted education program based on chicken-rearing activity. School was selected as the place where students have experience with raising animals before and no poultry farms were located near the school. The experimental group consisted of 11 students as the chicken-rearing group. The conducted activities were greeting chickens, cleaning henhouse, feeding them, and picking eggs up for five months. Character, emotion and self-esteem scales were used as test tools, and pre-testing and post-testing were conducted to verify the effectiveness of the study. Data collected were analyzed by using SPSS Win 25.0 statistical program. As a result, the character, emotional stability and self-esteem of middle school students who participated in chicken-rearing activity were improved. This study is meaningful in that the chicken-rearing activity proved to be effective for the character, emotion and self-esteem of middle school students and prepared an experimental case study for developing an animal-assisted education program based on chicken-rearing activity. It is expected to be useful as basic data of animal-assisted education for adolescents in school.

• Korean Journal of Community Nutrition
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• v.23 no.1
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• pp.60-72
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• 2018

Objectives: This study was conducted to investigate the awareness of energy drinks, energy drink consumption behaviors, and associated factors among college students. Methods: A total of 536 students from three universities in Cheongju completed a self-administered questionnaire regarding awareness and consumption of energy drinks as well as general characteristics, health-related characteristics, and eating habits. Results: Approximately half of the respondents reported they knew what energy drinks were, while 45.7% had heard of energy drinks but did not know what they were. However, 76.9% had experience in using energy drinks. The main reason for using energy drinks was to stay awake, and the main place that they were used was on campus or at the library. More than 70% of energy drink users did not read the caffeine contents of energy drinks. After consuming energy drinks, 31.3% experienced adverse effects, the most serious being sleep disturbance. Approximately 33% of students consumed energy drinks once a month or more frequently, and men consumed energy drinks more frequently than females. Energy drink users who consumed at least one drink each month were more likely to be natural science major or drink more milk for male students, and to have more allowances or consume less meat for female students, compared with non-users. Conclusions: Our study showed that 33% of students consumed at least one energy drink each month, and there were a small number of students consumed energy drinks almost every day or energy drinks mixed with alcohol. Accordingly, college students should be taught potential health hazards of energy drinks mixed with alcohol as well as energy drinks alone. In addition, reading labels about caffeine and sugar contents in energy drinks is encouraged.

• The Korean Journal of Elementary Counseling
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• v.7 no.1
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• pp.111-133
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• 2008

The purpose of this study was closely to explore the guidance experiences of senior elementary teachers who have had over 30 years of teaching experiences in elementary school based on interpretive(or hermeneutic) inquiry. The entry research question was 'What are the guidance experiences of senior elementary teachers like?' Seven senior elementary teachers working for O elementary School in G city participated in this study voluntarily. Each participant was interviewed twice in a consecutive manner. 14 periods of interview were completed all together and each period took about 40-60 minutes. In conclusion, this study conceptualized the guidance experiences of the senior elementary teachers(participants) as follows: First, the concepts of guidance held by the participants were conceptualized as 1) supporting and caring activity helping students to lead joyful school life, 2) assisting activity helping students to grow on good basic life habits, 3) character building activity helping students to lead integrative growth. Second, the fields and contents of guidance held by the participants were conceptualized as basic life habits, manners, and health & safety. Interestingly, these concepts were evolved in connection with their personal, practical teaching experiences rather than in-service teacher education. Third, the guidance methods frequently used by the participants were co-work with parents, exemplary storytelling, counselling, and praise. The participants applied these methods differently according to the grade, individual difference, and school curriculum policy to some degree. Fourth, the participants have experienced a lot of struggles with students, teachers, and parents in doing their guidance practices throughout the whole teaching career. Their guidance experiences commonly shifted from more teacher-centered or authoritative to more student-centered or relational way as their teaching years accumulated. Interestingly, all the participants more or less lived as lifelong learners to create their own right space as senior teachers in today's competitive and challenging landscape. This study strongly suggests that responsible teacher education can playa great role of enabling senior teachers to cope with guidance issues successfully. Compared with the speedy social change, the teacher education in Korea had been so authoritative, provider-based, subject-based until recently and it have not met the needs and wants of the elementary teachers in field. This trend has significantly hindered them from catching up with the needs of the speedy social change in terms of contemporary guidance issues. This study is limited in that the data is solely collected based on interview. So, an observational research is strongly suggested in order to uncover the situated understanding of the guidance experiences of elementary senior teachers.

• Journal of Korean society of Dental Hygiene
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• v.8 no.4
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• pp.165-180
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• 2008

The present study is a descriptive survey on factors affecting middle school students' oral health belief and oral health practice. In order to find methods for forming right beliefs and inducing desirable behavioral patterns, we conducted a questionnaire survey with 470 students at two middle schools in Cheongju and drew conclusions as follows. Of the 470 questionnaires, 457 were recovered. With 10 inappropriately answered ones excluded, 446 questionnaires were analyzed. 1. As to oral health belief according to general characteristics, susceptibility was 2.63 points (p=0.035) in male students, 2.68 (p=0.016) in 3rd year students, and 2.92 (p=0.002) in only child students. Seriousness was 2.57 (p=0.017) in male students, 2.67 (p=0.001) in 3rd?year students, and 2.92 (p=0.001) in only child students. barrier was 2.62 (p=0.009) in 3rd year students, and 2.95 (p=0.002) in only child students. Benefit was 3.40 (p=0.011) in female students, and 3.43 (p=0.003) in 1st year students. salience was 3.21 (p=0.006) in female students, and 3.24 (p=0.009) in 1st year students. 2. As to oral health belief according to oral?health?related factors, susceptibility and seriousness were 2.69 (p=0.003) and 2.72 (p=0.000), respectively, in the lower?middle class group, 2.83 (p=0.001) and 2.80 (p=0.003), respectively, in the drink taking group, and 2.80 (p=0.000) and 2.75 (p=0.000), respectively, in the low conversation group. barrier was 2.63 (p=0.018) in the lower?middle class group, 2.67 (p=0.021) in the low conversation group, and 2.77 (p=0.000) in the group fearing the visit to the dental clinic. Benefit was 3.36 (p=0.000) in the high conversation group, and 3.37 (p=0.0l5) in the group visiting the dental clinic for prevention. salience was 3.26 for beverage and 3.20 (p=0.003) for fruit and vegetable. 3. As to oral health practice according to general characteristics, the score of oral health practice was 3.21 (p=0.000) in female students, 3.30 (p=0.000) in those aged 12 or below, and 3.27 (p=0.000) in 1st?year students. 4. As to oral health practice according to factors related to oral health, the point was 3.17 (p=0.002) in the middle upper class group, 3.24 (p=0.001) in the group eating mainly fruit or vegetable, and 3.18 (p=0.030) in those with experience in education. 5. Oral health practice was in a negative correlation with susceptibility (r=-0.143), and in a positive correlation with benefit (r=0.229) and salience (r=0.286).

• Journal of Engineering Education Research
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• v.10 no.4
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• pp.78-92
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• 2007

This study presents how the engineering ethics instructional modules have been developed based on Korean culture and how they are implemented into the existing engineering curricula at Sungkyunkwan University. The engineering ethics instructional modules were designed to be taught by engineering faculty members who did not have any teaching experience in ethics. As a result, it was determined that the engineering ethics instructional modules should include a detailed instructor lesson plan and all supporting resources such as slides (Power Point base), and handouts, or assessment units (pre- and post-test). Two 75 minute modules developed in this study consist of the diverse instructional activities for various student group sizes. In order to improve students' interests and classroom attention, various visual and audio resources such as famous movies, cartoons, and poems were included in the instructional resources. In addition, a number of case studies which might happen in the students' daily lives were chosen. The resulting ethical module No. 1 has been instructed in the existing engineering classes during the 1st semester in 2007. Overall, the students reported positive impressions of the modules and the faculty members also reported favorable perceptions of the modules. Also, team based activities encouraged students to participate in constructing the event trees, which are a basic analysis tool for ethics case studies. The results of this study will provide a guideline of implementing engineering ethics into the engineering curricula to other engineering programs and schools.

• Korean journal of food and cookery science
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• v.15 no.2
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• pp.133-145
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• 1999

The schools in the survey consisted of 61 schools where foodservice was managed by themselves and 49 schools where it was done cooperatively. According to the style managed, the urban style was 42 schools, the rural style was 46, and the island style was 22. With regard to the amount for each student that parents have to pay. it was 745 won at schools managed by themselves and 616 won at schools managed cooperatively. The budgeted amount was 75 won at schools managed by themselves and 97 won at schools managed cooperatively. The result showed that parents at schools managed for themselves paid much more for the cost of food and management. The mean area of kitchens was 31 pyong (102 sq. meters) in environment of cooking utilities, and management was done wherever they were needed. The budgeted amount was supplied from the Educational Office and parents. In the situation of utilities and instruments for cooking, the places to wash hands and flush toilets, which were regarded as sanitary facilities were insufficient. The rates of containing measuring instruments and thermometers for cooking were also insufficient. The list to be considered in the management of menu was concentrated on raising acceptance of students served, based on the order of the tastes of students served, the quantity of the cost, nutrition needed, and then facilities. The replies that leftover food was thrown away after meals were numerous and the rate of leftover food was reflected on the menu. In purchase and management, the rate of food needed to be purchased was calculated through experience. A private contract was chosen to purchase food. The frequency of purchasing food was usually once a day, which would nutritists examined food, concentrating on the order of quality, number, and price. In the management of operation, a schedule for making food was seldom formed, referring to it only at the time needed. All the food was made in a day but some special foods were made the day before they would be required. It shows the situation was thought to be the most important. Guidance for sanitation was carried out once a month and the content of the guidance was about the sanitary treatment of food. With regard to degree of satisfaction with the management of meal service, all the dietitian at schools managed for themselves and cooperatively were somewhat satisfied with all the questions about the budgeted amount of food, and management, the management of purchase, operation, and sanitation. However, they were not satisfied with the environment of facilities.