• The Journal of Korean Academic Society of Nursing Education
• /
• v.21 no.2
• /
• pp.155-167
• /
• 2015

Purpose: The aim of this study was to develop course outcomes for nursing students by applying Hauenstein's theory. Methods: The research was conducted in three steps as follows: identifying exit outcomes related to the Adult Nursing course, developing Adult Nursing course outcomes based on the theory of Hauenstein, and finalizing Adult Nursing course outcomes. Results: Exit outcomes achievable in Adult Nursing were generated after a needs analysis survey among students, nurses and professors was conducted and subsequently reviewed by professors specializing in the subject. For theoretical courses, the level of the course outcomes was derived from the cognitive domain, whereas, for practical courses, it was derived, in stages, from the cognitive, affective and psychomotor domains. Next, using taxonomical terms that can properly address the level of each domain, course outcomes for theoretical and practical courses were determined. After expert opinion was sought, the final course outcome for the Adult Nursing course was produced. Conclusion: The results are meaningful in that valid course outcomes were developed through the process described above and are expected to greatly contribute to reaching exit outcomes and strengthen the professional capacity of nursing students.

• Proceedings of the Korean Institute of Interior Design Conference
• /
• 2005.05a
• /
• pp.255-256
• /
• 2005

For the students who specialize in interior design irrespective of their color susceptibility, it is prerequisite to precede a systematic curriculum in the first place on how to put the color theory to practical use. Therefore, this curriculum has its purpose to let the students study on how to put to practical use of their understanding of color as one of the finishing materials for interior design. The 16-weekschool days has been segmented into a theoretical study and practical training, This thesis has summed up the basic instance of the color theory, the first of the three basicpractical courses and presented its results to the students. In due course of this curriculum, the students were recommended to pick up one photo image of their selection out of which they could make out color palette based on their analysis of the photo image, so that they could study on how to apply their color palette to a three dimensional space. Firstly, through this course, they could experience the process for a color image that they had so far sensed subjectively and vaguely to become an objective inevitable result. Secondly, they studied on the process of how a two-dimensionalcolor image could be applied for a three-dimensional space. It is significant of this curriculum in the sense that the students become prepared through this study course with essential knowledge applicable to various interior designs in their future.

• Journal of Korean Home Economics Education Association
• /
• v.6 no.2
• /
• pp.133-145
• /
• 1994

The purposes of this study are to investigate the relationship between the Piaget’s cognitive developmental theory and the practical course subject in elementary school which have the characteristics of skillful subject and living subject, and to discriminate the suitability of contents of the practical course subject for the childrens’level of cognitive development. This work could serve the theoretical background that the practical course subject presents practical experiences which lead the development of logicomathematical thinking abilities. The results of the content analysis shows that create activities develop the logicomathematical thinking abilities such as projective geometry, topology geometry, area conservation, length & distance conservation, and volume & mass conservation. And the most contents of the practical course subject are suitable for the childrens’level of cognitive development.

• Journal of Families and Better Life
• /
• v.9 no.1 s.17
• /
• pp.1-11
• /
• 1991

This paper reviews the literature on life course as a perspective in family studies. Life course approach on family studies have been emerged since 1960. This approach, which is challenging accepted knowledge and theory, partly reflects a shift in analytic perspective from structural models to a more behavioral thrust that views as a actor in structured situations, Life course approach is a theoretical orientation for our understanding of the linkage between individual and family development in context of changing historical context. Life course approach contributes time, process, and context to receiving in sociological perspectives on family and kinship.

• Journal of the Korean Society of Clothing and Textiles
• /
• v.20 no.6
• /
• pp.1178-1192
• /
• 1996

The purpose of this study is to develop the fashion coordination course. The first step of this study is to set up the concept of fashion coordination. And the second step is to organize the fashion coordination course depending on the concept of fashion coordination. The concept of the fashion coordination is as foltowed: The goal of the fashion coordinapion is 'making the image' The image in this study is constituted of several concepts, which are perception/conition/impression, bojective/person perception, external/internal content, and simple/complex level. The elements of fashion coordination are the person, the clothing and the accessory. The method of making the image with elements is to harmonize the symbolic aspect of elements, and the beauty aspect of elements too. The fashion coordination course is organized into theory part and practice part. The theory part is composed of theories of 'making the image', the elements, the harmony depending on the concept of fashion coordination. The practice part is composed of exercises to make the image depending on the theory, especially the important point of exercise is Listing the clues that make the image.

• Journal of Korean Academy of Nursing
• /
• v.33 no.3
• /
• pp.376-385
• /
• 2003

Purpose: This study was conducted to develop gerontological curriculum model which reflects the need of Korean society. Method: Three round Delphi survey method was applied to find consensus of gerontological nursing competencies (knowledge, attitudes and skills) for graduates of nursing schools from the panel of gerontological nursing practice experts. Important concepts in gerontological nursing were delineated from literature review and discussions of gerontological nursing educators. Based on these results the gerontological nursing curriculum model was developed and course structure outlined by the researchers as a group. Result: As the result of delphi survey, 32 items of knowledge, 29 items of attitude, and 21 items of skill were identified. The curriculum model constructed around a cube with three plane- functional capacity levels, settings, and nursing practice. Specific knowledge, attitudes and skills for gerontological theory and practicum course were suggested. Competency items were assigned to theory and/or practice. Conclusion: A curriculum model for gerontological nursing has been developed by a group of gerontological nursing educators. The curriculum model should be further tested and developed with detailed theory and practicum course outline and textbooks.

• Journal of Technologic Dentistry
• /
• v.25 no.1
• /
• pp.203-218
• /
• 2003

The 3 year graduate school course of the dental technician, which has been enforced since 1994 till the present date, differs from the currently existing 2 year graduate course because of an 8 weeks clinical field training course being newly executed and an imposed curriculum about manufacturing specialized prosthetics like all-ceramic, double prosthetic technology, attachment, and implant. Even though nearly 10 years have passed, the education program of the 18 colleges have still not been standardized and the subjects differing a little, while some are still not following the 3 years graduate course. The goal of this research is to emphasize the qualities of the 3 years graduate program and enable the dental technician to handle clinical models in the dental technical clinic right after graduation by adding clinical field training in the dental technician education program of the 18 colleges. Also in accordance to a national and international increase in esthetical prosthetics, credits, weekly study hours, education practice time of specialized prosthetic dental technology can be analyzed as follows. 1. In the year 2003, currently colleges start clinical practice education starting from the 1st semester of the 2nd year junior year, to the 2nd semester of 3rd year the varying in time with adequate class time, and credits. The average credit is 9.56, and weekly average class time is 18.00 hours. later clinical trainee education will be adjusted to the 3 year graduate school course to 10 credits and 20 hours and the adequate education period should be the 2nd semester of 3rd grade when most basic clinical education has been covered. 2. Currently in the year 2003, all-ceramic education has an average credit of 8.01 in 17 colleges with an exception of Ma-san college. The weekly average theoretical education is 4.94 hours, weekly clinical education of 7.88 hours and currently in 14 colleges porcelain technical class usually starts in the 1st semester of the 2nd year. All-ceramic education is thought to have adequate credits, timing, and weekly study hours. 3. Currently in 2003 implant education is enforced in 11 colleges including Bu-san Catholic university and the education period is usually in the 3rd year. Out of the 11 colleges, only Bu-san Catholic univ., Ma-san and Shinheung college have practice training classes. We knew that Shingu, Dongu, Mokpo science colleges have practice training as a curriculum, namely specific prosthetics laboratory. Out of the 9 colleges enforcing implant education the average credits taken are 2.56, and the average hours of weekly theory education is 2.14, but with the exception of Shinheung college which has an implant practice training course theory and practice classes are not divided. Therefore implant education is thought to start in the 3rd year as a 3 credit course with 3 hours of theory and practice each. 4. Currently in 2003, theoretical attachment education is given in 15 colleges and including practical training it is given in 10 colleges. The education starts 1st semester of the 2nd year till the 2nd semester of the 3rd year. The average credit of attachment theory education in the 15 colleges was 3.64, the average weekly theoretical education was 2.64, and the average weekly practice training out of the schools teaching it was 3.20. Later attachment education is thought to start the 1st semester of the 3rd year as a 3 credit course with 2 hours of theory class and 3 hours of practice training. 5. Double prosthetic technology is currently carried out in Dae-jon Health Science college(2nd year 2nd semester, 2 credits, theory 2hours), Gimcheon college (1 credit, 2 hours of practical training), Bu-san Catholic university (4th year 2nd semester, 4 hours of theory. practice). When the 3 year course is enforced, education will start 1st semester of the 3rd year with 2hours of theory and practice each. 6. The newly installed programs of the 3 year education is clinical field training, and specialized prosthetic manufacturing practice like all-ceramic, double prosthetic technology, attachment, and implant. If such education is to be effectively managed, a primary precursor as systemic basic clinical education is thought to be important. 7. Nationally in the 18 colleges of dental technology the currently executed curriculum course had varying subjects, class time according to the subject, and credits by each college. The curriculum difference between the colleges must be settled.

• Journal of Hospice and Palliative Care
• /
• v.23 no.1
• /
• pp.17-26
• /
• 2020

Purpose: This study was conducted to develop a hospice music therapist training program and to evaluate its effects. Methods: The educational program consisted of training on the theory of hospice and the theory and practice of hospice music therapy. The course lasted for 4 weeks, with 8 hours of training per week, and 33 music therapists completed the course. In order to assess the effectiveness of the course, participants' knowledge and confidence regarding hospice music therapy and readiness for hospice music therapy before and after education were measured. The statistical analysis was done using SPSS version 18.0 and the paired t-test was used to assess the effectiveness of the program. Results: The trainees showed significant improvements in knowledge (P<0.001) and confidence (P<0.001) in all areas of this course, as well as in readiness for hospice music therapy (P<0.001). Participants' satisfaction with the lectures was assessed using a 5-point Likert scale. The average score for all lecture areas exceeded 4 (yes), and the satisfaction level was mostly high. Students were most satisfied with the lectures on music therapy theory, followed in order by those on music therapy practice and hospice theory. Conclusion: This hospice music therapist training program is considered to be suitable because of its positive educational effects and the high satisfaction of participants with the lectures. In order to provide high-quality music therapy services to patients and their families, this training course should be regularly offered to cultivate competent music therapists, and the content of the education should be standardized and applied in various clinical settings.

• English Language & Literature Teaching
• /
• v.10 no.1
• /
• pp.53-76
• /
• 2004

This paper introduces a class model based on a course, Internet English, offered by an English department at a university. The course has dual purposes of developing students I English skills and Internet using skills at the same time. In support of using the Internet for language learning, the advantages of project-based language learning and constructivist learning in relation to CALL are explored. The activities in this course, which are basically project-based under the paradigm of constructivist learning perspective, are explained in detail to show the relationship between second language learning theory and teaching application. The way how the four language skills - speaking, listening, reading, and writing - are integrated in this class is described as well. Finally, judgmental evaluation of the course by the students is noted. The results show that a project-based CALL class could be a promising class model to realize an integrative, constructivist, and authentic learning.

• Journal of Families and Better Life
• /
• v.23 no.5 s.77
• /
• pp.79-92
• /
• 2005

The purpose of this study was to explore the various perspectives to read micro-history of Korean housing after the period of Opening the Port for foreigners. This study were designed to adapt original theory for exploring the unique housing perspectives without using strict basic assumption which were already developed in the area of sociology, history, anthropology and philosophy. Research method applied was literature review. Each perspective might give useful insight to read the micro-history of Korean housing on the way of change after the Period of Opening the Port in Korea. Adapted perspectives to housing history were critical theory perspective, microsociological perspective, everyday life perspective(phenomenology tradition, symbolic interaction tradition, Marxist tradition), discourse perspective, exchange theory perspective, conflict theory perspective, and life course perspective. Conclusively, each perspective must be adapted multi-supportively to read the housing phenomena, because housing change derived from complex causes and factors. The fruit of this study was to ensure the adaptable viewpoint to housing were useful to read the micro-history of housing change.