The objective of this study was to estimate the growth curve parameters of body weight for female Elk. Weight and age data from 115 does raised at the Animal Genetic Resources Research Center in Korea were used in this study. The growth curve parameters were estimated from a nonlinear regression using Gompertz and Logistic models. Mature weight (A), growth ratio (b) and maturing rate (k) of female Elk were 214.1±2.17 kg, 2.12±0.0045 and 0.0043±0.00011, respectively, according to the Gompertz model. They were 208.3±2.17 kg, 5.56±0.234 and 0.0065±0.00017, respectively, according to the Logistic model. The goodness of fit determined by R2 was higher in the Gompertz model than that in the Logistic model. The growth curve functions obtained from the Gompertz and Logistic models in female Elk were f(t)=214.1×e-2.124×e-0.00484×t and f(t)=208.3×(1+5.561×e-0.00651×t)-1, respectively. The absolute growth rate functions from the Gompertz and Logistic models in female Elk were f'(t)=0.0043×f(t)×1n(214.1/f(t)) and f'(t)=0.0065×f(t)×[1-f(t)/208.3]respectively. The growth pattern of female Elk generated from this study can be useful in determining the most appropriate feeding plans and the best breeding strategies for deer.

Purpose: This study aimed to clarify the effects of simulation-based practice using a standardized patient on nursing students’ problem-solving capacity, self-efficacy for therapeutic communications, and confidence in clinical performance. Methods: We adopted a one-group pretest–posttest experimental design. We examined changes in the students’ problem-solving capacity, self-efficacy for therapeutic communications, and confidence in clinical performance before and after simulation-based practice and after clinical practicum. Results: The scores for problem-solving capacity increased from 159.28 before simulation-based practice to 263.02 after it and 161.99 after clinical practicum, but there was no statistical significance(p=.775, p=.339). The scores for self-efficacy for therapeutic communications rose with statistical significance from 120.78 before simulation-based practice to 126.30 after it (p= .017), but fell to 120.52 after clinical practicum. The scores for confidence in clinical performance increased with statistical significance from 54.98 before simulation-based practice to 59.42 after it (p=.008) and 58.50 after clinical practicum (p<.001). Conclusion: We confirmed that simulation-based practice with a standardized patient offers students hands-on experience of a clinical situation and, thereby, enhances their problem-solving capacity, self-efficacy for therapeutic communications, and confidence in clinical performance.