Comparing the Life Core Competency of Korean Undergraduates by Learners Characteristics

Kangmyunghee,; Kim, Eun‐Hee; Yoo, Young Ran

doi:10.26857/jlls.2014.11.10.4.61

Cited by 8 publications

(17 citation statements)

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“…Currently, it is becoming difficult to acquire nursing knowledge and skills professionally because of the strengthening of privacy standards of patients in hospitals and out of respect for human rights [ 2 ]. The opportunities for nursing students to perform direct nursing during practical training are gradually decreasing, and observation-based practical training is predominantly conducted instead [ 2 , 3 , 4 ]. In this regard, Korean nursing colleges have raised the issue that such clinical training has a clear limitation in producing competent nurses with nursing performance ability.…”

Section: Introductionmentioning

confidence: 99%

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Effects of Simulation Practicum Using Flipped Learning for Korean Nursing Students

Sok

2020

IJERPH

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This study aimed to examine the effects of simulation practicum using flipped learning on nursing competency, core basic nursing skill (subcutaneous injection) performance, self-efficacy, and learning satisfaction of Korean nursing students. This study used a quasi-experimental pretest-posttest control group design. The samples used were from 101 nursing students (Intervention 1: n = 34; Intervention 2: n = 34; Control: n = 33) over 20 years old in G provinces, Korea. For the experimental interventions, participants in the intervention group 1 were applied by simulation practicum using flipped learning, and those in intervention group 2 were applied by simulation practicum. Participants in the control group were applied by lecture-based practicum using a model. The measures were the study participants’ general characteristics survey, the nursing competency scale, the core basic nursing skill (subcutaneous injection) performance scale, the self-efficacy scale, and the learning satisfaction scale. There were statistically significant differences in nursing competency, core basic nursing skill (subcutaneous injection) performance, self-efficacy, and the learning satisfaction among the three groups. It was seen in this study that simulation practicum using flipped learning was the most effective teaching and learning method for the nursing practicum of Korean nursing students. The simulation practicum using flipped learning can be useful in providing nursing practicum to nursing students.

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Section: Introductionmentioning

confidence: 99%

“…In this regard, Korean nursing colleges have raised the issue that such clinical training has a clear limitation in producing competent nurses with nursing performance ability. The teaching and learning method, using simulations, has been proposed as a way to overcome this [ 3 , 4 , 5 ].…”

Section: Introductionmentioning

confidence: 99%

Effects of Simulation Practicum Using Flipped Learning for Korean Nursing Students

Sok

2020

IJERPH

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“…Kim and Lee (2003) suggested gender and school grades as input factors among the factors that affect problem-solving competencies [26]. Kang et al (2014) showed that male students had higher problem-solving competencies than female students. Cognitive skills also affect problem-solving competencies [27].…”

Section: Learners' Personal Characteristicsmentioning

confidence: 99%

“…Kang et al (2014) showed that male students had higher problem-solving competencies than female students. Cognitive skills also affect problem-solving competencies [27]. According to Mayer (1998), among the cognitive skills, the ability to break subjects down into instructional objectives is especially important to finding solutions [25].…”

Section: Learners' Personal Characteristicsmentioning

confidence: 99%

An Analysis of the Factors on the Problem-Solving Competencies of Engineering Employees in Korea

2020

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The purpose of this study is to analyze the effect of the factors on the problem-solving competency of engineering graduates. To this end, we use the 2016 Korean survey data among the Program for the International Assessment of Adult Competencies (PIAAC) survey data conducted by the Organization for Economic Co-operation and Development (OECD). In summary of the study’s major results, older people and females have lower problem-solving competencies (Model 1); higher literacy and numeracy competencies lead to higher problem-solving competencies (Model 2); and those with more experiences of sharing work-related information have higher problem-solving competencies. However, those who give more presentations have lower problem-solving competencies (Model 3), and those who make frequent use of Information and Communications Technology (ICT) to send or receive e-mails or conduct real-time discussions have higher problem-solving competencies (Model 4). These results present implications from the two perspectives of “sustainability” and “integration.” Sustainability is further classified into the following two perspectives: (1) sustainability from the longitudinal viewpoint of middle school, high school, and then job education, and (2) sustainability from the cross-sectional perspective of sustainable organization cultures. In addition, the implications of integration are based on common growth with other related core competencies besides problem-solving competencies.

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“…In particular, core competencies required by university students share the same determinants demanded throughout their lives, but emphasize higher-order capabilities rather than fragmentary knowledge in terms of cognitive competencies, such as the ability to use and restructure knowledge and examine and solve complex problems. Moreover, these capabilities encompass not only cognitive but also affective and social domains, including attitudes, emotions, values, and social and behavioral elements [ 12 ]. Therefore, core competencies can evaluate potential knowledge, skills, and attitudes of individual learners and their integration and external manifestation in the form of performance level, serving as a suitable concept for comprehensively evaluating educational performance [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

Changes in Core Competencies among Korean University Students Due to Remote Learning during the COVID-19 Pandemic

Jang

Lee

2021

IJERPH

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This study aimed to determine the academic performance and learning skills of students who studied through remote teaching methods during the coronavirus disease 2019 (COVID-19) pandemic. It was conducted in February 2021 with 398 university students in South Korea. Data were collected through online surveys. Generalized estimating equations (GEEs) with an autoregressive correlation structure were employed to distinguish differences in core competencies, academic performance, satisfaction, and usefulness of teaching methods before 2019 and after the COVID-19 pandemic. The findings revealed that the overall core competencies of participants were significantly lower in 2020 than before the COVID-19 pandemic. Furthermore, knowledge construction, responsibility practice, and socialization were significantly low during the COVID-19 pandemic, whereas information management and identity value did not show a significant difference. However, problem-solving was higher during the COVID-19 pandemic. Enhancing the core competencies of university students is integral in the new learning environment of the post-COVID-19 era. It is necessary to devise approaches that improve the effectiveness of remote teaching methods and simultaneously augment student satisfaction.

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Comparing the Life Core Competency of Korean Undergraduates by Learners Characteristics

Cited by 8 publications

References 0 publications

Effects of Simulation Practicum Using Flipped Learning for Korean Nursing Students

Effects of Simulation Practicum Using Flipped Learning for Korean Nursing Students

An Analysis of the Factors on the Problem-Solving Competencies of Engineering Employees in Korea

Changes in Core Competencies among Korean University Students Due to Remote Learning during the COVID-19 Pandemic

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