This study aimed to develop standard items for the Korean Dental Hygienists' Licensing Examination; these items were also earmarked for use in developing the curriculum for dental hygienists, and in writing a job description, based on a job analysis using the Developing A Curriculum Method (DACUM). It also aimed to understand the significance and frequency of task elements that dental hygienists perform. Data were collected by means of a mail survey, in the form of self-entry, from a sample of dental hygienists registered with the Korean Dental Hygienists' Association. In all, 260 responses were analyzed. The tasks of dental hygienists were divided into four categories, 93 tasks, and 494 task elements. There were 281 elements (61%) that scored higher than 3.5 in significance, in the 4-scale items, and 480 elements (98%) that scored higher than 3.0. There were 30 elements (6%) that scored higher than 3.5 in frequency, and 140 elements (29%) that scored higher than 3.0 in frequency. Overall, 130 out of 494 elements (27%) scored higher than 3.0 for both significance and frequency. Therefore, those 130 elements should be included as items in the Korean Dental Hygienists' Licensing Examination. The results can also be used for curriculum development and as the basis of a job description for dental hygienists.
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This study is empirical and descriptive one for analysing the nurse's job. This study used the methods of making the job descriptions and survey research about the nurses' perception of importance in their job and the frequency of job performance. The results were in following: the research divided the job of new nurse into 11 duties. And duties include the 65 tasks and 446 task elements. According to the survey research on the nurses' perception of importance and the frequency of job performance, the elements graded higher than 2.5 point in importance perception, were 47 elements(10.5%). And the elements from 2.0 to 2.5 were 93 elements(18.8%). Regarding the frequency of job performance, the 56 elements were graded higher than 2.5 point on average(12.6%), and 84 elements were from 2.0 to 2.5(18.8%). Especially, the elements which grade higher than 2.5 point in both two items, were 31 elements(7.0%). Based on these results, the elements graded higher than 2.0 point were grouped to the core competencies for registered nurse, these could be core concepts to develop the questions for national examination for nurse's registration.
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