Purpose: This study was conducted to investigate the effect of flipped-learning method on dental hygiene practice satisfaction. Methods: The study was a patient-group crossover design involving 53 third-year students at D's Department of Dental Hygiene. The study tools used self-questionnair and the analysis program used SPSS Ver 25.0. Results: Class satisfaction increased to 3.85 in the first semester and 4.23 in the second semester (p <0.05). Satisfaction with the flip learning method was 4.26, and most answered yes. In addition, it showed a positive effect on class satisfaction (p <0.01). As a result, it can be seen that the flip-learning learning method has a positive effect on the learners' learning motivation, academic achievement, and class satisfaction. Conclusions: it is considered that the flip learning method for hands-on classes should be expanded for the purpose of fostering job competency and high quality clinical practice experts.

Purpose. In this study, The change of the accommodation function due to the use of a smartphone was objectively evaluated using an Auto Refractokeratometer and was to investigate the effect of accommodation response and microfluctuations of accommodation on stable fatigue. Methods. Twenty subjects (20 males, 20 females) who had no abnormalities in ophthalmic disease and strabismus, diplopia, suppression, convergence and ocular movement, and corrected visual acuity and unaided visual acuity of 0.8 or more were performed. The average age of the participants is (21.78 ± 1.78) years old. The refractive power of the eye was measured using an Auto Refractokeratometer (Speedy-i K-model, Righton Mfg Co. Tokyo Japan), and the equivalent spherical power was automatically calculated from the measured refractive power. The accommodation response amount was calculated for the accommodation stimulation amount in 8 steps in 0.5D increments from + 0.50D to -3.00D in the calculated equivalent spherical power. The microfluctuations of accommodation in the high frequency region was calculated according to the change in the amount of the accommodation stimulus. At this time, the spectral power of the microfluctuations of accommodation was analyzed by Fast Fourier Transformation (FFT). Results. After using the smartphone, it was found that the accommodation response to accommodation stimulation decreased and the microfluctuations of accommodation increased. Conclusions. It can be said that the use of a smartphone affects the accommodation response and the microfluctuations of accommodation, thereby causing a accommodative stable fatigue. Therefore, it is thought that the use of a smartphone for a long time may bring about a change in the accommodation function.

Purpose: This research was conducted to the comparison of flipped learning on nursing students' learning motivation, learning attitude and problem solving ability. Method: Flipped learning was a learner-centered learning method. This study was conducted on 93 nursing students and 4th grade students taking community nursing. This study was a comparative experimental study of single group. The collected data were analyzed using SPSS Win 20.0 program. Results: The results of this study showed that the instruction of the flip learning application was statistically different from that before the test in the learning motivation (t=-2.149, p=.034) and problem solving ability (t=2.210, p=.030). However, there was no statistically significant difference in learning attitude. It is thought that the flipped-learning classes was progressed with the learner-centered, and the learner was given a lot of tasks and the preparation time was required. The classes with the flip learning was effective for the motivation and problem solving ability improvement. Conclusion: Therefore, in the next study, it is necessary to design a classes that complements this part in order to positively increase the students' attitude of learning. I would like to apply flipped-learning classes in various subjects.

Purpose: This study is a descriptive study to investigate the effect of clinical practice satisfaction, nursing image and self-esteem on vocational identity of nursing students. Method: The subjects of this study were 200 nursing students majoring nursing science in D college, D city and seniors who took the clinical practice course. The date was analyzed by t-test, ANOVA, Pearson' correlation coefficients, stepwise and multiple regression using SPSS/WIN 22.0. program. Results: There was a statistically strong positive correlation between nursing image and self-esteem(r=.242, p=.001), vocational identity(r=.196, p=.009), clinical practice satisfaction(r=.542, p<.001). The factors influencing vocational identity were self-esteem(t=7.193, p<.001), aptitude and nursing belief of motivation for choosing nursing(t=5.472, p<.001), grade(t=-3.249, p=.001), professions of motivation for choosing nursing(t=2.694, p=.008), Satisfaction with nursing as a major(t=2.295, p=.023). The explanatory power of these models was 38.2%. Conclusion: Based on the results of this study, to improve the vocational identity of nursing students in college, it is needed to develop nursing education program that strengthen self-esteem, aptitude and nursing belief, professions, satisfaction with nursing as major. Also it is needed a study on verifying application effects.

Purpose: To examine the effectiveness of various treatments; bifocal spectacles, orthokeratology, atropine, and time spent in outdoors; in slowing down the myopia progression for Asian adolescents (6-18age). Methods: The research focused on examining the most effective treatment in controlling myopia based on the literature sources that have been published. Through meta-analysis of various research papers that already has been done in this field, a lot of data was collected. For each treatment, the difference in axial length and spherical equivalent over time was measured and recorded. To quantitatively record the difference, both axial length and spherical equivalent was determined by value of control group value of treatment group. The paper compared the effectiveness of each treatment based on the data that was measured. Results: Adolescents who chose to spend time outdoors in order to slow down myopia progression had axial length difference of 0.03 mm and spherical equivalent difference of 0.17 D. Adolescents that used atropine had axial length difference of 0.36 mm and spherical equivalent difference of 0.92 D. Bifocal spectacle resulted in axial length difference of 0.21 mm and spherical equivalent difference of 0.59 D, and for orthokeratology 0.23 mm and 0.04 D, respectively. Axial length wise, myopia was most controlled by the atropine since there was a greatest difference between the group that got the treatment and the group that did not have the treatment. According to the spherical equivalent difference data, myopia was most controlled by atropine. Conclusion: Atropine showed the most effective result in controlling myopia among the four treatment. Again, compared to other three treatment, using atropine appeared to have greatest ability in slowing down myopia progression since adolescents who were treated with atropine had greatest difference from adolescents in the control group that had the same condition but didn't get the treatment. However, every treatment was only used for 2 or 3 years which is quite short time period to measure the long term effect of the four treatments. Also, since atropine is a pharmaceutical method to control myopia, it may harm adolescents' eyes compared to optical or environmental treatment.