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The purpose of this study is to seek educational measures for correct punctuation usage in translation by investigating the level of students’ understanding on Russian punctuations and categorizing the types of errors in student translations acquired. A survey was conducted on the students attending A university’s graduate school for translation, and 289 Korean-Russian translation works by students were acquired for qualitative analysis. The results of the survey displayed that a majority of the students had received no formal education on the usage of punctuations and were relying on their intuition when conducing Korean to Russian translations, while receiving no feedback from the instructor. The analysis of the translations showed that when the same punctuation mark served different purposes in Korean and in Russian, error occurred as the Korean grammar rules would be followed (for example, ellipses, parentheses, periods and commas). Secondly, punctuation marks based on Russian syntax incurred the most error (for example, commas and dashes). Thirdly, the punctuation marks that are absent in the Korean grammar structure were rarely utilized and frequently misused (for example, colons and semicolons). Therefore the imperative for the following arises: 1) systematic education on the similarities and differences between the function and usage of Korean and Russian punctuations; 2) explanation of the syntactical characteristics of Russian punctuation and continuous inspection of their correct usage when translating; 3) comprehensive feedback on alternative translations so that the learners to whom the Russian punctuations are unfamiliar can actively utilize them when translating.

본 연구의 목적은 나머지가 있는 나눗셈 문장제에 대한 초등학교 6학년 학생들의 해결 전략 및 오류를 조사함으로써 나머지가 있는 나눗셈 문장제 지도에 대한 교수학적 시사점을 얻는 것이다. 초등학교에서 나눗셈에 대한 학습이 완료되는 시기인 초등학교 6학년 학생 177명을 대상으로 40분간 총 15문항의 검사 문항으로 구성된 검사지를 적용하고, 학생들이 작성한 문항의 답안을 분석함으로써 연구 대상이 문제해결 과정에서 사용한 해결 전략 및 오류를 파악하였다. 검사 결과와 관련하여 주목할 것은 학생들이 나머지가 있는 나눗셈 문장제를 해결하기 위해 주로 사용한 전략과 높은 성공률을 보인 전략이 일치하지 않았으며, 중 집단의 학생들이 다른 집단의 학생들에 비해 보조 전략을 빈번하게 사용했다는 점이다. 또한 학생들의 오류가 빈번하게 나타난 것은 해석과 식 세우기 단계였다. 특히 하 집단의 학생들에게서 식 세우기 오류가 주로 발견된 것에 비해, 상 집단의 학생들은 주로 해석 단계에서 오류를 보였다. 이와 같은 분석 결과에 기초한 논의로부터 나머지가 있는 나눗셈 문장제 지도에 대한 교수학적 시사점을 제안하였다.

For teaching division-with-remainder(DWR) problems, it is necessary to know students’ strategies and errors about DWR problems. The purpose of this study is to investigate and analyze students’ strategies and errors of DWR problems and to make some meaningful suggestions for teaching various methods of solving DWR problems. We constructed a test which consists of fifteen DWR problems to investigate students’ solving strategies and errors. These problems include mathematical as well as syntactic structures. To apply this test, we selected 177 students from eight elementary schools in various districts of Seoul. The results were analyzed both qualitatively and quantitatively. The sixth graders’ strategies can be classified as follows : Single strategies, Multi strategies and Assistant strategies. They used Division(D) strategy, Multiplication(M) strategy, and Additive Approach(A) strategy as sub-strategies. We noticed that frequently used strategies do not coincide with strategies for their success. While students in middle group used Assistant strategies frequently, students in higher group used Single strategies frequently. The sixth graders’ errors can be classified as follows : Formula error(F error), Calculation error(C error), Calculation Product error(P error) and Interpretation error(I error). In this study, there were 4 elements for syntaxes in problems : large number, location of divisor and dividend, divisor size, vocabularies. When students in lower group were solving the problems, F errors appeared most frequently. However, in case of higher group, I errors appeared most frequently. Based on these results, we made some didactical suggestions.

어휘는 의사소통의 기본단위로 언어교육의 기본이며 중심이라 해도 과언이 아니라고 할수 있을 정도이지만, 언어 교육현장을 살펴보면 어휘교육은 다만 문법교육의 부차적인 내용에불과하다는 것을 실감한다. 특히 교육현장에서는 여전히 문법 설명에 힘을 붓고 어휘 교육은대체로 대응되는 모국어로 번역하여 어휘를 이해시키면서 그 뜻과 쓰임에 대해서는 구체적으로 설명하지 않고 쉽게 짚고 넘어가는 것이 보편적이다. 본고에서는 중국어와의 다름으로 하여 표출된 기초 단계의 중국인 학습자들의 어휘사용 오류 양상을 기술하고 분석한 기초에서자동사와 타동사에 관한 교육, 명사 “N”과 “N+하다”류 동사 또는 형용사에 관한 교육, 공기관계를 나타내는 연어 패턴 교육, 고유어와 한자어, 외래어로 인한 유의어 교육, 존대를 나타내는 어휘교육, 구어체와 문어체의 어휘교육 등 한국어 어휘 체계 특징에 맞는 언어내적 요소와 관련된 어휘 교육방안과, 이중사전의 사용지도, 문화적 기반 어휘 교육 등 언어 외적 요소와 관련된 내용도 같이 제시하여 기초단계의 중국인 학습자에 맞는 효과적이고 이상적인 어휘교육을 실행하기 위한 교육․교수방안을 모색해 보고자 한다.

Word is abasic unit of a language, and it is also an important element offoreign language teaching. However, make a general survey of foreign languageteaching, it is not difficult to find that the old ideas that “grammar teachingis more important than vocabulary teaching” is still a widespread belief in thefield of foreign language teaching and study. Especially, most teachers so liketo take the approach that translate new words one-by-one in vocabularyteaching that the specific meanings and usages of words are often ignored. Onthe contrary, a lot of energy was put into grammar teaching. This articleanalysis and describe errors made by beginning Chinese Korean learners basedon the characteristics of Korean that is differ from Chinese, in order to findout a vocabulary teaching scheme and strategy that is suited to Chinesebeginning Korean learners.

This study examined the effects on 25 Japanese university students’ text revisions following teacher feedback through written recasts. Written recasts were categorized as recasts given on learners’: (1) grammatical errors; (2) lexical errors, (3) unsolicited use of Japanese, (4) spelling errors and (5) content. Recasts were also categorized according to (6) the degree of differences between students’ original erroneous utterances and written recasts, as well as (7) recast lengths. In total, 125 written recasts were provided on students’ essays, and students were directed to revise their first draft referring to these recasts. The students’ revised essays were quantitatively and qualitatively analyzed. The results showed that written feedback in the form of recasting is, in general, beneficial for learners to notice their errors or mistakes leading them to repair regardless of the degree of differences and the length of the recasts. However, their effects varied according to students’ error types. The development of their writings from the first draft to a revised version was examined from the points of accuracy, fluency and complexity. It was found that written recasts contributed to the development of the three aspects reducing trade-off effects between accuracy and fluency.

Investigating Performance and Difficulty of Korean University Students’ L2 Writing on IELTS Tests Yanghee Kim (Daegu University) This study examined the Korean university students' difficulties while preparing for the writing section on International English Language Testing System (IELTS) tests. It also investigated the suggestions for these students to improve their writing skills. Data was collected by reviewing the participants’ writing samples, and conducting open-ended surveys, and interviews. This study found five main categories: (1) Background knowledge building; (2) Idea development; (3) Vocabulary; (4) Grammar; and (5) Writing experiences. These categories explain that when the participants complete the academic writing Task 2 on the IELTS test, background knowledge about the topic played an important role in generating content. They faced many difficulties with using appropriate vocabulary and grammar. In addition, these students’ writing practices and experiences were important for them to complete the task successfully. This study also provided the suggestions for improving students’ writing skills and pedagogical implications for writing teachers.

This paper is aimed at capturing some fingerprints of possible Englishes at lexical and syntactical levels by Indonesian speakers. 16 written narratives of four male and four female pre-service teachers were selected in this study. Three American colleagues and the researcher intersubjectively identified and triangulated possible Englishes in the narratives of personal experiences of these pre-service teachers during their teaching practicum. The analyses show that the Standard English was deviated when Indonesian expressions were re-phrased (or are implied to have been stated) in English words/phrases/sentences which may inevitably still sound nonnative or erroneous for the American speakers. Despite the Americans’ conformity to their Standard English, the researcher contends that deviations from the American English are not to always be viewed negatively as being linguistically inferior. Rather, EFL educators are to explore how English nonnative speakers, especially those from Indonesia, use various possible Englishes and how these educators address the Englishes.

The study investigates whether there is a difference in the numbers and the types of errors students make when they interpret from their A into the B language compared to when interpreting from their B into the A language. The participants in this study were nine secondsemester interpretation students of the Korean-English Program at a Graduate School of Translation and Interpretation. The same students were tested interpreting in both directions. Three categories of error were used for analyzing their interpretation performances: Meaning, Language use, and Presentation. The study results show that the students made more Meaning-related errors when working from B into A, and more Language and Presentation-related errors when working from A into the B language.

Purpose: This study aimed to evaluate the effects of a simulation-based Room of Errors patient safety education program on patient safety-related nursing activities and critical reflection competency of new nurses. Method: A randomized controlled pretest?posttest design was used. A total of 63 new nurses participated, with 32 assigned to the experimental group and 31 to the control group. The experimental group received a team-based simulation intervention, with participants collaboratively identifying and addressing patient safety hazards within Room of Errors scenarios. Results: In the experimental group, patient safety-related nursing activity scores increased significantly after the intervention (t = 2.70, p = .011), while the control group showed no significant change (t = 0.23, p = .816). Additionally, critical reflection competency scores improved significantly in the experimental group (t = 3.66, p < .001), with no significant change observed in the control group (t = -0.53, p = .603). The between-group difference in change scores for critical reflection competency was statistically significant (t = 2.77, p = .007). Conclusion: The simulation-based Room of Errors education program effectively enhanced patient safety-related nursing activities and critical reflection competency among new nurses, suggesting its value as a training method for developing essential competencies in clinical practice.

Purpose: Room of Errors is a little-known method in Korea, effective for patient safety education. This study aimed to examine nursing students’ recognition of pre-staged medical errors while working as individuals or in a team. Methods: Thirty-four errors for a pre-op care scenario and thirty errors for a post-op care scenario were pre-set in two simulated patient rooms. Fifty-six nursing students randomly participated as individuals or as a team in one of two “Room of Errors” to find as many errors as possible within a certain time. The evaluation of error detection and debriefing occurred immediately following the simulation. Results: “Wrong patient name on wrist band” (77-100%) and “bedside rails down” (91-100%) were the most frequently identified errors by both individuals and teams. Few students found “injection of a drug to which the patient is allergic” (0-9%) and “administration of a contraindicated drug to the patient” (0-7.7%). The performance of students working in a team was much better than those working alone. Conclusion: This study found that “Room of Errors” provided very experiential and practical learning to nursing students in identifying simulated patient threats. The method is also useful for interprofessional patient safety education to develop teamwork and communication.

Purpose: We aimed to develop and analyze the effectiveness of a “Room of Errors” simulation program for educating nursing students in patient safety management. Methods: This study used a quasi-experimental method (two group, before and after evaluation) and enrolled 35 nursing students as the participants. Data were collected using a self-reported questionnaire and analyzed through descriptive statistics and the independent t-test and Mann-Whitney U test using SPSS/WIN Statistics version 25.0. Results: After completing the “Room of Errors” simulation program, the participants’ score of intention and confidence in performance for patient safety management in the experimental group were significantly higher than those in the control group. Conclusion: A “Room of Errors” simulation education program for nursing students effectively increased the intention and confidence in performance of nursing students in patient safety management.

Purpose: This study aimed to develop a program using the Room of Errors (ROE) technique to enhance the patient nursing student’s safety competencies and determine the effectiveness of simulation-based education. Methods: We conducted a methodological study using the ADDIE model for program development (Molenda, 2003). During the ROE activities, students identified errors that threatened patient safety. The program's effectiveness was evaluated in the implementation phase by measuring students' confidence in patient safety using a one-group pretest-posttest design. Results: Participants' satisfaction with the ROE program was 4.90 ± 0.36 on a 5-point Likert scale. The pre- and post-ROE program patient safety confidence scores (H-PEPSS) were statistically significant, increasing from 3.62 ± 0.54 to 4.19 ± 0.60. Participants' subjective evaluations were generally positive, indicating increased insight, confidence, and vigilance in error prevention. Conclusion: Based on this study’s significant findings, it would be beneficial to encourage students and healthcare providers to utilize ROE programs to enhance patient safety competencies.

Purpose The aim of the present study was to delineate and evaluate the feasibility of a web-based error reporting system using the International Classification of Patient Safety (ICPS) in a Korean university hospital. Method Seventy-five staff nurses were encouraged to complete error reports on the website during an 8-week period from December, 2008 to February, 2009. To solve the research question, χ2 test, t test and descriptive statistics were used. Results Of the 75 enrolled participants, 36% (n = 27) completed at least one web-based report during the 8-week period. There were no significant mean differences in demographics and job-related characteristics between the two groups (compliance group vs. non-compliance group). Error reports were distinguished between those observed that involved others (77%) and those that involved themselves (23%). The majority of incident types involved medications (60.9%), in particular their administration (77.6% of the medication errors). About 90% of events caused “no harm and no change in monitoring” or “no harm, but monitoring initiated or increased”. About 45% percent of errors increased in required resource allocation for patients (13.1/10,000 patient-days) and 33.9% of errors augmented to a “formal complaint” (9.8/10,000 patient-days). Conclusion The web-based error reporting system using ICPS proved to be an easy, feasible system for hospitals in Korea. This system will be helpful for inducing general agreement upon errors within clinical nursing practice and bring more attention to any errors made or near misses. Also, it will be able to ameliorate the punitive culture for errors and transform error reporting into a habit for healthcare providers.

Purpose The purposes of this study were to develop a taxonomy for detection of errors related to hypertension management and to apply the taxonomy to retrospectively analyze the documentation of nurses in Advanced Practice Nurse (APN) training. Method We developed the Hypertension Diagnosis and Management Error Taxonomy and applied it in a sample of adult patient encounters (N= 15,862) that were documented in a personal digital assistantbased clinical log by registered nurses in APN training. We used Standard Query Language queries to retrieve hypertension-related data from the central database. The data were summarized using descriptive statistics. Result Blood pressure was documented in 77.5% (n = 12,297) of encounters; 21% had high blood pressure values. Missed diagnosis, incomplete diagnosis and misdiagnosis rates were 63.7%, 6.8% and 7.5% respectively. In terms of treatment, the omission rates were 17.9% for essential medications and 69.9% for essential patient teaching. Contraindicated anti-hypertensive medications were documented in 12% of encounters with co-occurring diagnoses of hypertension and asthma. Conclusion The Hypertension Diagnosis and Management Error Taxonomy was useful for identifying errors based on documentation in a clinical log. The results provide an initial understanding of the nature of errors associated with hypertension diagnosis and management of nurses in APN training. The information gained from this study can contribute to educational interventions that promote APN competencies in identification and management of hypertension as well as overall patient safety and informatics competencies. [Asian Nursing Research 2010;4(1):19?31]

Purpose: This study investigated how perceptions of reporting nurses’ medical errors and patient safety culture affected patient safety nursing practices. Methods: The participants in this descriptive study were 157 nurses at four medical institutions located in Seoul, South Korea, recruited by convenience sampling. A cross-sectional design was employed. The data were obtained through self-reporting questionnaires from August 13 to 28, 2021. Statistical analyses were performed using SPSS version 25.0. Descriptive statistics were obtained, and the t-test, analysis of variance, Scheffe test, Pearson correlation coefficient, and stepwise multiple regression were performed. Results: The factors influencing patient safety nursing practices were total practical experience as a nurse (≥ 6 years), perceptions of patient safety culture, and perceptions of reporting nurses’ medical errors. The overall explanatory power of these factors regarding patient safety nursing practices was 25.1%. Conclusion: To improve patient safety nursing practices, hospitals should provide education on patient safety nursing practices. Moreover, interventions should be developed and applied to promote the creation of a patient safety culture.

Most studies on symbol-level (SL) precoding have assumed that channel estimation is perfect. However, because interference signals or additive white Gaussian noise exist in the received signal for channel estimation, channel estimation errors always exist. In this paper, we propose an SL precoding scheme that is robust to channel estimation errors. First, using the characteristics of the channel estimation errors, we derive an equation for the worst-case mean squared error (MSE) which is the maximum of the MSE. Then by designing the SL precoding to minimize the worst-case MSE, it has robust characteristics against channel estimation errors.

This paper investigates the performance of using multiple intelligent reflecting surface (IRS)-assisted communication as compared to the hybrid approach. We demonstrate that for practical scenarios with a limited amount of radiated power, the performance can be significantly enhanced by increasing numbers of IRS. Upper bounds are derived for multiple IRSs using both ideal and quantization phase errors over different channel environments. The proposed method having multiple-IRSs is validated for both Rician and Rayleigh fading scenarios, including ideal and quantization phase errors. The proposed method shows a significant improvement in terms of achievable rate by increasing number of IRS over hybrid IRS-relay scheme. A degradation in performance is observed by assuming phase quantization errors. Finally, it is demonstrated that increasing number of reflecting elements improve the achievable rate, but gets saturate with further increase in the number of reflecting elements.

Purpose: Falls and medication errors are the most common patient safety incidents globally. Kolb’s experiential learning theory supports the application of cognitive learning in clinical settings. This study examined the effectiveness of Experiential Learning?Based Fall and Medication Error Prevention Education (EFMPE), utilizing virtual reality and room of errors. Methods: A randomized controlled trial was conducted with 28 fourth-year nursing students (15 experimental, 13 control). The experimental group participated in EFMPE from February 1 to 6, 2024, comprising six sessions of 2 hours each. The control group received traditional lectures. Safety control confidence and course interest were measured before and immediately after the intervention; safety control confidence was reassessed 6 weeks later. Results: Both groups showed immediate improvement; however, only the experimental group sustained increased safety control confidence after 6 weeks (Wald χ2=13.21, p<.001). Course interest was significantly higher in the experimental group post-intervention (Wald χ2=10.64, p=.001). Conclusion: These preliminary findings suggest that EFMPE potentially supports the prevention of falls and medication errors in clinical practice.

Purpose: This study investigated the effects of aroma inhalation on sleep quality, professional quality of life (QoL), and near-misses in medication errors during night shifts among emergency room nurses. Methods: A randomized crossover experimental design was used to determine the effects of this intervention. The research participants included 55 nurses (29 in Group 1 and 26 in Group 2) who worked as nurses in the emergency room at a tertiary general hospital in Chungcheongbuk-do, South Korea. Aroma inhalation was conducted on the night shift. Sleep quality, professional QoL, and near-misses in medication were measured before and after inhalation of the aroma. Data was analyzed using the independent t-test, the chi-square test, and a linear mixed-effects model. Results: The aroma treatment group had significantly better sleep quality than the non-treatment group (p < .010), and the sleep time on the third day of aroma treatment was longer than that of the non-treatment group (p = .008). However, there were no signs of improvement in professional QoL or near-misses in medication errors in response to aroma treatment. Conclusion: Aroma inhalation effectively improved sleep quality and increased sleep duration in emergency room nurses. Therefore, aroma inhalation is suggested as an intervention to improve the sleep quality of emergency room nurses who work night shifts. Follow-up studies are needed to build a more robust evidence base to inform strategies for improving nurses' professional QoL and patient safety during medication management.