• 한국간호교육학회지
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• 제4권2호
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• pp.249-263
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• 1998

The competence of newly graduated nurses is based on various clinical expriences gained when they were students. Therefore, instructors of nursing students, professors in nursing schools or directors in hospitals must play a critical role in assisting them to obtain various knowledge and experienced nursing skills. The purpose of this study was to investigate nursing care activities and nursing care hours practiced by nursing students in a general hospital. The subject students were total 214 nursing students, 2nd graders(sophomores) and 3rd graders(juniors) from 5 Junior Nursing Colleges in Seoul and they practiced at S general hospital to gain clinical experience. The data were collected for 4 days. The tools for this study were the direct nursing care activity list consisted of 15 nursing areas and the indirect nursing care activity list consisted of 9 nursing areas. The subject students were supposed to record their own score. The results of this study are ; 1. The nursing care hours per nursing student 1) The average total nursing care hours a day per each nursing student are 362.65 mins(6.04hr), the direct nursing care hours per each nursing stuent are 202.09 mins(direct nursing care rate 56.0%) and it is higher than the indirect nursing care hours, 159.75mins(indirect nursing care rate 44.0%). The direct nursing care rate of each student by a team approach in the evening shift(56.3%) is higher than that in the day shift(55.8%). 2) The hours of checking vital signs are the longest(47.35mins) among the direct nursing care activites and next is in order of counseling 8l emotional support, nurse rounds, and accompaning a patient during examination. The hours of reporting are the longest(32.39mins) among the indirect nursing care activites, and next is the activities related to education such as reviewing chart, looking up references, etc. 3) The freqency of checking vital signs practiced by nursing student is the highest(the average of 55.7 times) among the direct nursing care activities and next is in order of nurse rounds, assistance of feeding, and counseling & emotional support. The required time for nursing students to accompany their patient during examination is the longest(20.7mins) and next are in order of restriction on patient' activity, orientated by a head nurse, skin care, sitz bath, bathing & hair shampoo, and assisting with patients' exercise. 2. The nursing care hours per grader 1) The average hours of total nursing care per a nursing student are 369.2mins(6.2hrs) to 2nd graders, 355.9mins(5.9 hrs) to third graders. The direct nursing care rate per each nursing student to 3rd graders(59.3%) was higher than that to End graders(52.8%). 2) For 2nd graders, the highly marked nursing activities are teaching associated with direct nursing care activities such as drawing up papers, looking up references, reviewing charts, and being orientated by staff nurses. For 3rd graders, measurments, observations, and nurse rounds in indirect nursing care activities are taken highly 3) The most frequent practice of the nursing care activites is checking vital signs : 65 times to 3rd graders and 46.5 times to 2nd graders. Our suggestions based on the results of this study are : 1. It is recommanded to repeat the same designed study in a variety of clinical fields for further study. 2. It is recommanded to collect data not by self-record method but by observated method. 3. It is needed for nursing instructors in Nursing Schools and in hospitals to develop the guidelines and check-list of clinical practice courses.

• 치위생과학회지
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• 제11권3호
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• pp.173-179
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• 2011

치과위생사는 구강진료기관에서 방사선 촬영 및 관리를 담당하는 실무자인 반면에 치과위생사들의 방사선 피폭관리 및 안전관리교육은 제대로 이루어지지 않았으며 또한 치위생과 학생들에게도 방사선 관련 안전관리교육의 필요성을 인식하지 못한 체 이론 및 실습 교육이 이루어져온 실정이므로 이에 대한 대처방안이 요구 된다. 따라서 본 연구는 치위생사의 방사선 안전교육에 대한 현주소를 알기 위해 경력치과위생사와 올해 졸업한 신입치과위생사의 방사선 안전관리에 대한 지식, 태도 및 행위를 파악하여 학교 교육과 임상에서 치과위생사의 방사선 안전관리에 대한 교육프로그램 설계에 기초자료로 활용하기 위해 부산지역에 위치한 치위생과를 2011년 2월에 졸업한 신입치과위생사와 부산에 소재한 치과병의원에서 현재 근무하고 있는 임상경력이 3년 이상 되는 치과위생사를 대상으로 2011년 3월말부터 4월 중순까지 설문조사하여 다음과 같은 결과를 얻었다. 1. 방사선 안전관리에 대한 지식수준을 살펴본 결과 총 15점 만점 중 경력치과위생사 $8.25{\pm}2.47$점, 신입치과위생사 $7.42{\pm}2.77$점으로 나타났다(p<.001). 또한 일반적 특성에 따른 지식수준을 살펴보면 건강상태별로 통계적으로 유의한 차이를 보였다(p<0.01). 2. 방사선 안전관리에 대한 태도 수준을 살펴본 결과 5점 만점 중 경력치과위생사 $4.35{\pm}0.55$점, 신입치과위생사 $4.19{\pm}0.60$점으로 나타났다(p<0.01). 3. 방사선 안전관리에 대한 행위수준을 살펴본 결과 5점 만점 중 경력치과위생사 $3.14{\pm}0.98$점, 신입치과위생사 $3.33{\pm}0.99$점으로 나타났다(p<0.05). 또한 일반적 특성에 따른 행위수준을 살펴보면 교육유무별로(p<0.01), 방어시설별로(p<.001) 통계적으로 유의한 차이를 보였다. 4. 방사선 안전관리 지식, 태도 및 행위와의 관계를 살펴본 결과, 방사선 안전관리 지식은 방사선 안전관리 태도에서만 통계적으로 유의한 상관관계가 있는 것으로 나타났다(p<.001).

• 한국임상보건과학회지
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• 제5권1호
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• pp.825-833
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• 2017

Purpose .This study aims to assess the influence factors on the level of satisfaction with hospital training and to provide basic data for more efficient hospital practice of students' public health administration . Methods . We have conducted a survey on students satisfaction with their hands on practice against 200 students in Busan, Kyeongnam and Kyungbook area, who have completed their practice in public health administration. We have identified the general characteristics of the target respondents, the current training status of the department for the hospital practice and training venue; also analyzed the characteristics composed of the apprentice student's attitude before the practice, satisfaction with the department training program and hospital for practice, as well as their practice at hospital. The general characteristics of the target respondents and clinic practice status at the hospital were measured in percentage and frequency analysis; the average and standard deviations of hospital size were also measured; and the correlations between satisfaction with the department, attitude towards the practice and satisfaction with the hospital were analyzed. Results . Most public health administration students experienced their practice at the hospital after the first semester on the $2^{nd}$year and they have received the foundation training for the practice. The survey allowed multiple responses and the results are as follows: medical terminology 49.5%, medical coordinator 36.7%, Hospital administration 26.5%, Health insurance 17.3%, and medical recording and practice 13.8% respectively. In terms of each individual student's attitude towards the practice at the hospital, the respondents answered as follows: I have completed the obligatory subjects for the practice before the practice 89.5%; I have been fully informed on the hospital for my practice. 74.5%; I responsibly practiced and worked with professionalism and sense of belonging to the hospital as a member of staff 90%; I have actively learned and adopted 95%; My knowledge and skills from the practice was relevant to the theory and practice from my course 83.5%. The findings of satisfaction by size of hospital were in order of a small clinic($3.24{\pm}0.63$), medium sized clinic($3.27{\pm}0.65$), hospital ($3.20{\pm}0.61$), and large sized comprehensive hospital ($2.93{\pm}0.74$). Consequently the satisfaction rate shows no significant difference by size of hospital. In relations between practice attitude and satisfaction with subject, the matter of acquiring information and fully understanding of the hospital for practice before practice(p=0.04), the matter of a sense of belonging and responsibility at hospital during practice(p=0.33). the matter of active adaptation attitude during practice (p=0.42), and the matter of correlations with school curriculum during practice(p=0.00) showed significant results. In relations between practice attitude and satisfaction with the hospital for practice, the matter of acquiring information and fully understanding of the hospital for practice before practice(p=0.01), the matter of a sense of belonging and responsibility at hospital during practice(p=0.04), and the matter of correlations with school curriculum during practice(p=0.00) showed significant results. Conclusion . The most essential subject for the practice in public health administration is medical terminology and there is no significance in satisfaction with the practice by size of hospital. Students were content with the hospital where they can experience as much as possible. Students content with their major show positive attitude towards the practice and so do those content with the hospital. Those with the positive attitude towards the practice show the high correlation of satisfaction with both the major and hospital. As a result, the satisfaction with the major is the significant attribute to the practice in the hospital.

• 대한방사선기술학회지:방사선기술과학
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• 제6권1호
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• pp.117-129
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• 1983

This study, in order to improve clinical and practical trainings in the education of radiologic technologists, applies to 76 medical institutions of 91 ones which are used as the hospitals of clinical and practical training in 9 existing junior colleges except 3 new ones of 12 ones throughout all over the country from November 1, in 1982 to April 30, in 1983. And the purpose of this study is to research the percent conditions of basic practical trainings and clinical ones enforced in each college, and the percent conditions, equipments, contents, and opinions in clinical and practical trainings enforced in each hospital. The results are summarized as follows; 1. In the case of junior colleges in the whole country the curriculum of basic practical trainings averages 336.66 hours and the limits are between 120 and 510 hours. The actual hours in practice average 140 hours and the limits are between 60 and 240 hours, which correspond to 41.58% of the curriculum of basic practical trainings. 2. There were three junior colleges among nine that had a reserved hospital for clinical and practical trainings(only 33.33%). 3. The period of the practice was almost vacation in 4 junior colleges. The practice was conducted only for students to want the practice(44.45%), junior colleges that all students in them conducted the practice was 2 junior colleges and presented 22.22%. 4. In the field of students engaging in the practice, each field of radiation therapy and nuclear medicine presented 16.5%, 20.3% and almost students didin't have experience for the practice. 5. In medical institutions the educational institutions for intern showed 67.11%. Hospital with radiologist showed 26.32%. Radiotechnologist who had experience below 5 years presented 60.17%. 6. In the equipment for radiation diagnosis, each hospital had no difference. The number of hospitals passessing diagnostic equipments above 125 KVP was 56.26%. But radiation therapy equipment and nuclear medicine equipment had extremely low rate. 7. In the diagnosis of patient in the practice hospital, conventional radiography-to Skull, Chest, Abdomen, Skeleton, Urogenital system-reached the criterion. But special radiography was comparatively low. There appeared low rate, 32.89% in the field of nuclear medicine, 15.79% in the field of radiation therapy. 8. Students who carried out the practice were 1-89 students, days in practice were 1-30 days. There were differences in that point among among hospitals. Junior colleges conducting the practice were 2 colleges per hospital. Scope of the object were 1-8 junior colleges. 9. The practice conducted for the request of the colleges presented 72.37%, in addition, The prctices were conducted for growth of the younger generation and the same coperation with the colleges establishment of sisterhood with the colleges, relationship with students. 10. The practice conducted without the establishment of plan presented 59.21% The need for guiding book to the practice and evaluating was recognized over 90%. 11. In the relation between the practice with achievement of credit. There were big differences in opinion between hospitals-Group and the colleges-Group; hospital-Group had opinion that must follow achievement of credit with the practice. The colleges-Group had opinion that must conduct the practice after achieving credit. 12. After conducting the practice, in the practice leaders satisfaction degree dissatisfactory opinion presented the most rate 80.26%. Very much satisfactory opinion, as one hospital, presentd only 1.32%. 13. Both hospitals-Group and the colleges-Group had an opinion that the practice leader must have actual experiences, lectures and achievement, an opinion that actual experiences is over 5 years. 14. In the guide of human relation, cooperation, responsibility, courtesy to patients. Both hospitals-Group and the colleges-Group had an opinion that the guide must be involved in the period of the practice and must be instructed.

• 대한물리치료과학회지
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• 제5권3호
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• pp.659-674
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• 1998

This Study was to investigate elaborated research themes and direction through specifying the problems of clinical practice education and looking for the direction of improvement. It was in the basis of the viewpoint of the educators that professors and therapists who were the subjects of this study. Perform this study, the 15 colleges' professors and the 55 hospitals' therapists was made up questionnaire, and the data was analysing by Chi-square test and percentage. The results were as follow : ${\cdot}$ In a personal history among the general qualities, professors have little clinical practice history(l-5 years, 53.3%), and therapists have little lecture career(1-5 years, 43.6%, have no 49.0%), ${\cdot}$ The 78.6% subjects were unsatisfied of clinical practice systems. ${\cdot}$ The correlation between clinical history, school career and lecture career and the satisfaction level of clinical practice systems has no(P<.005), ${\cdot}$ The subjects were agreed to that clinical practice curriculum should be changed(67.1%), reinforced(82.9%), and specified(90.0%). ${\cdot}$ The clinical practice credits are 11 points averagely. ${\cdot}$ In the clinical practice curriculum, it made no difference in the practicum of diseases, modality, and the therapeutic techniques between professors and therapists. ${\cdot}$ The 100% professors said that the practicum of the patients' assessment is necessary, and the 63.6% therapists were training for that. ${\cdot}$ The 66.7% professors said that the practicum of the clinical psychology is necessary, and only the 20.0% therapists were training for that. ${\cdot}$ The 93.3% professors said that the practicum of the patients' management is necessary, and the 50.9% therapists were training for that. ${\cdot}$ The 66.7% professors said that the practicum of the medical ethics is necessary, and the 34.5% therapists were training for that. ${\cdot}$ The 46.7% professors said that the practicum of the hospital administration is necessary, but the 54.5% therapists have not training. ${\cdot}$ The 33.3% professors said that the practicum of the pharmacology is necessary, but the 81.8% therapists have not training. ${\cdot}$ The 86.7% professors said that the practicum of the patient's education is necessary, and the 43.6% therapists have training. ${\cdot}$ The 66.7% professors said that the practicum of the prosthesis and brace is necessary, but the 14.5% therapists have not training. ${\cdot}$ The 60.0% professors said that the practicum of the exercise prescription is necessary, but the 25.5% therapists have not training. ${\cdot}$ The 53.5% professors said that the practicum of the emergency treatment is necessary, but the 52.7% therapists have not training. ${\cdot}$ Drawing up the plan about the curriculum of clinical practice, the professors (46.7%) were agreed to national master plan framing by an expert advisor, but the therapists (58.2%) said that the plan that make the most of hospitals' characteristics should be specified. ${\cdot}$ It was found that a clinical special therapists(54.5%) was good as a person in charge of clinical practice education, in that each therapist's own good time (34.5%) was. ${\cdot}$ It made use of the form framing by college(40.0%) as the clinical practice textbook, the form framing by hospital (42.9%) and each therapist(22.9%) as the plan, and the form framing by college (74.3%) as the measurement. ${\cdot}$ The most difficult point in clinical practice education was the lacks of the theory-praciticum linkage(78.2%). ${\cdot}$ It was found that the period of clinical practice was in the second semester-third grade (40.0%) and the desirable period was in the first semester-third grade(50.0%). ${\cdot}$ Professors (53.3%) were agreed that the desirable clinical practice duration was from four months to six months(60.0%), and the therapists (60.0%) were agreed that from one month to three months. ${\cdot}$ This study presented the lacks of rearing the experts, the lacks of cultural education, and the lacks of the theory-clinical practice linkage. There were need to develop the systematic programs, clinical practice textbooks, the measurements and the special hospital for clinical practice. And it was need to reduce the gab between of the hospitals for clinical practice, to cut down the costs. and to improve the labour conditions of leaders. In view of this findings, it takes notice of that both professor and therapist were dissatisfied at the present clinical practice systems. These results point out the problems of clinical practice systems, and do not make expect to us the successive and positive clinical practice. The general, specific and intensive plan about the problems and the direction of improvement that establishing the level of hospital for clinical practice and physiotherapy can be elaborated.

• 호스피스학술지
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• 제7권1호
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• pp.5-14
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• 2007

인간은 신체적, 사회.심리적, 영적으로 통합적인 존재로써 각 차원의 건강은 분리되어 있는 것이 아니라 유기적으로 상호관련성을 가지고 있다. 영적 안녕은 신체적, 정신적, 사회.심리적 건강에 영향을 미치는 것으로 밝혀지고 있으며, 이는 인간의 영적 본성을 최대한으로 개발시키는 능력이며 총체적으로 인간에게 영향을 미치는 삶의 원리와 동등한 것이라 할 수 있다. 영적안녕은 삶의 의미와 목적에 초점을 둔 실존적인 영적 안녕 상태와 하나님과의 관계 안에서 안녕감을 갖는 종교적인 영적 안녕을 포함한다. 간호과학은 인간의 건강을 돕는 돌봄이 학문이며, 전인적 존재인 인간을 신체적, 사회?심리적, 그리고 영적, 즉 전인적으로 간호하는 것을 목표로 하고 있다. 따라서 전인간호를 제공하기 위해서는 우선 간호사 자신이 영적으로 안녕해야 함은 물론, 자신이 간호대상자에게 치료의 도구가 되어야 하고, 이를 통해 영적 간호를 수행할 수 있어야 한다. 간호대학생은 비록 학생이기는 하지만 재학 중 이미 다양한 간호실무 현장으로 나아가 임상실습을 통해 대상자들을 직접 만나게 되므로 간호사들과 마찬가지로 전인적으로 건강해야 하며, 이를 통해 간호대상자들의 건강도 전인적으로 돌볼 수 있게 된다. 이에 본 연구는 간호학생들의 영적 안녕 정도를 파악해보고 이와 관련있는 제 특성들을 규명함으로써 간호학생들을 위한 영성 교육 프로그램 개발과 학교생활지도의 기초자료를 제공하기 위해 시도된 서술적 조사 연구이다. 본 연구의 대상자는 B 광역시에 소재한 1개 기독교 종합대학교 간호대학에 재학중인 학생 240명을 대상으로 하였다. 이중 213명이 응답하였으며 본 연구목적에 부적절한 응답을 제외한 188명을 최종 분석 대상으로 하였다(최종 분석율 : 88.3%). 본 연구에 사용된 도구는 자기 기입형인 구조화된 설문지로서, 20개 문항으로 구성된 영적 안녕 측정도구와 제 특성 20개 문항 등 총 40개 문항으로 구성되어 있다. 영적 안녕 측정도구는 Paloutzian와 Ellison(1983)이 개발하고, 최상순(1990)이 번역하였으며, 강정호(1996)가 수정 보완한 도구를 사용하였고, '거의 그렇지 않다' 1점, '대체로 그렇지 않다' 2점, '대체로 그렇다' 3점, '매우 그렇다' 4점으로 구성된 Likert형 4점 척도이며, 부정적인 문항은 역산하였고, 점수가 높을수록 영적으로 안녕감이 높은 것을 의미한다. 본 연구에서 도구의 신뢰도는 Cronbach's ?값이 .94로 나타났다. 대상자의 제 특성은 인구사회학적 특성, 종교관련 특성, 학교관련 특성 등을 조사하였다. 본 연구의 자료수집 기간은 2006년 3월 3일부터 동년 3월 17일까지였으며, 자료수집 방법은 본 연구자가 각 학년 강의실에 들어가 연구목적을 설명하고 동의를 한 대상자에 한에서 설문지를 배부하여 응답하게 한 후 각 학년 대표를 통해 회수하였다. 본 자료의 분석은 SPSS/PC+ 12.0프로그램을 이용하여 실수와 백분율, 평균, 표준편차, 최소값, 최대값, t-test, ANOVA, Scheffe's test로 분석하였다. 본 연구의 결과는 다음과 같다. 1. 대상자의 영적 안녕 정도는 평균 $63.95\pm10.256$ (도구범위 : 20-80점), 최소 38점, 최대 80점, 평균평점 $3.20\pm.513$으로 높은 편으로 나타났다. 이를 하위영역으로 분석해 보았을 때 실존적 안녕 정도는 평균 $32.98\pm4.470$, 최소 22점, 최대 40점, 평균평점 $3.30\pm.450$으로 높은 편이었고, 종교적 안녕 정도는 평균 $30.96\pm7.000$, 최소 10점, 최대 40점, 평균평점 $3.10\pm.700$으로 약간 높은 편이었다. 2. 대상자의 제 특성에 따른 영적 안녕 정도는 학년(F=6.101, p= .001), 종교(F= 17.703, p= .000), 기독교인의 경우 신급(F=8.194, p= .000), 교회출석기간(F=7.947, p= .000), 교회 예배의 정기출석(F=4.242, p= .000), 정기적 성경읽기(공부)와 기도생활(F=5.863, p= .001=0), 본인이 지각한 예수님과의 인격적 만남(F=4.160, p= .000), 부모종교(F=9.320, p= .000), 본인이 지각한 부모양육태도(F=4.146, p= .000), 현재 타 학과 편입, 전과 희망여부(F=-2.050, p= .050) 등에 따라 영적 안녕 정도가 통계적으로 유의한 차이가 있었다. 이상의 결과를 요약하면 간호대학생들은 비교적 높은 영적 안녕감을 보였으며, 제 특성 중 학년, 종교, 기독교인의 경우 신급, 교회 출석기간, 교회 예배의 정기출석여부, 정기적 성경읽기(공부)와 기도생활 여부, 본인이 지각한 예수님과의 인격적 만남 여부, 부모 종교, 본인이 지각한 부모의 양육태도, 현재 타 학과 편입이나 전과 희망여부 등에 따라 영적 안녕 정도가 통계적으로 유의한 차이가 있었다. 따라서 본 연구 결과를 간호대학생들을 위한 영성 교육 프로그램 개발과 학교생활지도의 기초 자료로 활용할 수 있을 것으로 생각된다.

• 대한간호학회지
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• 제26권4호
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• pp.946-962
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• 1996

The purpose of this study was to contribute to the development of clinical instruction by students' ratings of teaching effectiveness in clinical nursing education. The subjects were comprised of graduating class 618 students from 24 nursing colleges in the nation. The instruments used in this study were "general characteristics & status of clinical nursing education" developed by the researcher and "Instrument to Measure Effectiveness of Clinical Instructors" by Reeve(1994). The 50 questions used in the questionaire were categorized into 13 components subject to factor analysis. The 13 components were interpersonal relationships, communication skills, role model, resource for students, favorable to students, encouraging to think for selves, teaching methods, evaluation, finding assignments for objectives, organization of subject matter, professional competence, knowledge of subject matter & working with agency personnel. The results of this study are as follows 1. Status of clinical nursing educaion : 1) Clinical nursing education were led by nursing professors(44.9%), a team of both nuring professor & head nurse(6.8%), instructors from specific hospital(15.1%), instuctos for a specific subject(14.6%), & head nurse(6.8%). For 3-year program students, 34.6% of the clinical nursing education were led by instructors from specific hospital & 51.4% of the education by nursing professors for Bachelor's program. 2) The contents for clinical education comprised of Conference being the most frequent of 34.5% ; a combination of Nursing skills, Orientation, Conference etc.22.0% : Nursing process 21.7% : Orientation 13.5% : Inspection(making rounds ) 6.4%, & Nursing skills of 2% being the least frequent. 3) Students' preference of clinical teachers from the highest to the lowest were instructors for a specific subject being the most desired (44.9%) followed by nursing professor, head nurse, a team of both nursing professor & head nurse, & instructors from specific hospital being the least desired. 4) Students felt that the qualification for clinical teachers should be at least a master's degree holder and 5 or more years of clinical experience. The reason they felt was because knowledge & experience are imperative for professional education. 2. Clinical teaching effectiveness : The total points for teaching effectiveness was 147.97(mean of 2.95±0.98) where the total score is considered to be an average rating. 3. Teaching effectiveness as status of clinical nursing education : 1) The score ratings for the clinical instructors from the highest to the lowest were as follows : instructors for a specific subject, instructors from specific hospitals, a team of both nursing professors & head nurses, nursing professors, head nurses, which resulted in significunt difference(F=4.53, P<0.001). 2) The rating scores based on the teaching program from the highest to the lowest were as follws ; nursing skills, nursing process, a combination of nursing skills, orientation, conference etc. , conferences, orientation, inspection, which resulted in significunt difference(F=10.97, P<0.001). 4. Based on 13 categorized components from the questionaires, questions related to communication skills scored the highest points of 3.20 where inquiries regarding resource for students scored the lowest points of 2.38. 5. Among the 13 categorial components from the questionaire, Interpersonal relationship, Communication skills, Resource for students, Encouraging to think for selves, Evaluation, Teaching method, Finding assignment for objectives, Organization of subject matter, Professional competence, & Working with agency personnel, instructors for a specific subject scored the highest points and head nurse scored the lowest, which resulted in significant difference. Favorable for students, instructors for a specific subject scored highest points and nursing professor scored the lowest, which resulted in significant deference (F=5.39, P<0.001). Role model & Professional competence, instructors for a specific subject scored the highest points and head nurse scored the lowest, with minimum variation(F=1.29, P>0.05 : F=1.64, P>0.05) 6. Based on 13 categorial components as a whole, the highest points scored among the 5 groups of clinical teachers was instructors for a specific subject and the lowest, by head nurse(F=1.94, P<0. 001). A team of both nursing professor & head nurse attained higher score in clinical education than their independent education.

• 디자인학연구
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• 제20권3호
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• pp.299-314
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• 2007

20세기 후반 불어 닥친 급격한 기술변동과 산업구조의 변화에 따라 기업은 갈수록 현장 중심적인 디자인 전문 인력을 요구하고 있다. 미술단과대학 중심의 디자인교육은 성과도 있었지만 이러한 환경변화 요구에 적절히 대응하기에는 여러 가지 부족한 점이 나타나고 있다. 이에 대해 최근 나타나고 있는 진보적 디자인 교육 프로그램의 공통점은 복합 지식기술 기반의 다학제 교육이다. 이를 통하여 산업수요에 즉각 대응하고 국제사회에서 디자인 혁신을 주도하고 있으며 정보, 지식, 문화, 융복합 지식기술과 새로운 학문 및 직업 분야가 속속 출현하고 있는 시점에서 그 유용성을 높여가고 있다. 본 연구는 제품 디자인혁신에 초점을 둔 디자인, 공학, 경영분야의 복합적 지식과 기술을 갖춘 인재를 교육하고 훈련시킬 수 있는 교육프로그램을 제시하고있다. 성공적 신제품 개발과 위해 디자인, 공학, 경영 분야의 전문가들은 각 분야의 지식과 기술을 겸비하고 효과적으로 협력하여야 한다. 본 연구에서 제안하는 IPDI 다학제 교육프로그램은 공간적 효율성과 분야 전문성을 기초로 종합대학(university) 환경에서 디자인, 경영학, 공학의 학제간 교육을 중심으로 이루어지며 단계적으로 주변 분야를 연계 통합할 수 있는 응복합형 교육프로그램이다. 프로그램의 실제 적용이 가능하도록 전공수업의 협동운영, 현장실습연계, 학제간 연구기반 조성, 혁신 디자인 개발프로그램 적용, 교육시설공유에 대한 세부적이며 종합적 프로그램 구성으로 이루어져있다. 단, 프로그램 속성 상 단과대학(college)이나 인스티튜트(institute) 같은 중소형 교육기관에는 적합지 않을 수도 있다.성에 대한 만족도가 비고령자와 고령자간에 어떤 차이가 있는지, 그리고 이를 활용하여 한글서체 환경에서 웹 표준방식에 맞게 활용할 수 있도록 구체화 하여, 고령자를 위한 웹 컨텐츠에서의 서체활용 가이드를 개발하여 급속도로 다가오는 고령화 사회에서 고령자도 쉽게 인터넷을 통하여 정도를 습득하고 사용할 수 있는 유니버설 웹 인터페이스를 위한 기반자료로 활용될 것으로 전망된다. 제외지를 통합하여 TIN분석을 실시하여 범람 홍수해석에 활용할 수 있도록 하였다. 하천수리해석의 기능을 보강하기 위해 역산조도계수 산정모형, 상류-사류 천이류 구간에 대한 부등류 해석모형, 범람 홍수류에 대한 홍수위 산정모형, 하천수리계산시의 불확실도 해석모형 등의 새로운 기능을 추가하여 제시하였다. 모든 입출력자료는 프로젝트 단위별로 운영되어 data의 관리가 손쉽도록 하였으며 결과를 DB에 저장하여 다른 모형에서도 적용할 수 있도록 하였다. 그리고 HyGIS-HMS 및 HyGIS-RAS 모형에서 강우-유출-하도 수리해석-범람해석 등이 일괄되게 하나의 시스템 내에서 구현될 수 있도록 하였다. 따라서 HyGIS와 통합된 수리, 수문모형은 국내 하천 및 유역에 적합한 시스템으로서 향후 HydroInformatics 구현을 염두에 둔 특화된 국내 수자원 분야 소프트웨어의 개발에 기본 토대를 제공할 것으로 판단된다.았다. 또한 저자들의 임상병리학적 연구결과가 다른 문헌에서 보고된 소아 신증후군의 연구결과와 큰 차이를 보이지 않음을 알 수 있었다. 자극에 차이가 있지 않나 추측되며 이에 관한 추후 연구가 요망된다. 총대장통과시간의 단축은 결장 분절 모두에서 줄어들어 나타났으나

• 치위생과학회지
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• 제11권5호
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• pp.389-395
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• 2011

본 연구는 치위생과 학생들이 가지고 있는 성취동기가 어떠한지를 파악하고, 성취동기에 영향을 미치는 요인을 알아보기 위해 2010년 3월부터 2010년 6월까지 약 4개월에 걸쳐 3개 대학의 치위생과 재학생을 편의추출하여 자료를 수집하였고 설문지 421부를 분석에 사용한 결과 다음과 같은 결론을 얻었다. 1. 대상자의 일반적 특성에서 졸업 후 예상되는 근무기간을 보면 '결혼 후에도 계속 하겠다'가 78.4%로 가장 높게 나타났으며, 해외진출에 대한 나의 의지에 대한 질문에는 '상황에 따라 결정하겠다' 47.7%, '즉시 가겠다' 29.2%, '경력을 쌓은 후 가겠다' 22.6%로 나타났고 치위생학에 대한 나의 생각에 있어서는 대체로 긍정적이었다. 2. 치위생과 학생의 성취동기는 3.34점으로 나타났으며, 가장 높은 점수를 보인 문항은 '주어진 일은 책임감 있게 수행한다' 3.78점이었고, 가장 낮은 점수를 보인 문항은 '약간 위험이 따르는 일을 좋아한다' 2.67점으로 나타났다. 3. 대상자의 일반적 특성에 따른 성취동기를 보면 학년이 높을수록(p<0.001), 임상실습경험이 있을수록(p<0.01), 졸업 후 예상하는 근무기간에 따라서는 '결혼 후 재취업하겠다'고 응답한 경우 높게 나타났다(p<0.05). 또 해외진출에 대한 의지는 해외진출에 대한 강한 의지를 가진 사람일수록 (p<0.001), 성격이 긍정적일수록(p<0.001), 상황이나 환경변화에 대해서도 적응을 잘 할수록 성취동기가 높게 나타났다(p<0.001). 4. 대상자의 일반적 특성이 성취동기에 미치는 영향을 살펴본 결과, 다른 변수들이 통제된 가운데 학년이 증가할수록(p<0.01), 졸업 후 예상되는 근무기간에서 '결혼 시까지 하겠다'(p<0.01), '결혼 후 계속하겠다' (p<0.05)는 생각을 가지지 않을수록 치위생과 학생들의 성취동기는 커지는 것으로 나타났다. 본 연구를 통해 치위생과 학생들의 성취동기는 대체로 높은 편이었으며, 학년이 증가할수록, 졸업 후 예상되는 근무기간이 길수록 성취동기는 높아지는 것을 알 수 있었다. 따라서 치위생과 학생들의 성취동기를 높이기 위해서는 재학 중에 치과위생사에 대한 긍정적 마인드를 심어주고, 재학 중에 노력한 결과 본인이 목표한 곳에 취업하여 성공적으로 일하고 있는 선배들의 사례를 통해 본인도 그렇게 할 수 있다는 진취적인 생각을 할 수 있도록 지도해야 할 것으로 생각된다.

• Journal of Hospice and Palliative Care
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• 제7권2호
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• pp.169-178
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• 2004

목적: 환자, 가족, 의료진(의사, 간호사), 의과대학생, 간호대학생들의 시간의 흐름에 따른 병명통고에 대한 태도 변화를 알아보는 것이다. 방법: 2002년 10월부터 3 개월 간 가톨릭대학교 의과대학 부속 성모병원에서 전이성 암 환자, 조사대상 암 환자의 주 보호자, 암 환자의 간호 및 치료에 관련된 의료진(의사 및 간호사), 임상 실습 중인 의과 대학생, 간호대학생을 대상으로 각 군 50명씩 등록하여 암 환자의 병명통고에 관한 설문 조사를 실시하였다. 설문자료 평가 항목은 병명통고에 대한 찬성여부, 시기여부, 통고방법, 통고를 받기를 원하는 이유, 적합한 병명통고자가 누구인지였다. 환자 50명, 주 보호자 50명, 의료진 51명, 의과대학생 41명과 간호대학생 50명을 대상으로 하였다. 전이성 암환자 50명을 대상으로 하기로 하였으나, 전이성 암환자 34명만이 등록되었으며, 이외에 림프종 환자 16명을 포함하여 총 50명의 환자에게 설문조사를 진행하였다. 결과: 모든 설문 응답자들 가운데 89.3%가 병명통고에 찬성하였다(환자 98.0%, 주 보호자 88.0%, 의료진 90.2%, 의과대학생 73.2%, 간호대학생 94.0%). 림프종 환자를 제외한 진행성 암환자 34명을 대상으로 97.1%가 동의하였다. 병명통고 시기는 79.8%에서 진단 즉시 해주는 것을 선호하였다(환자 94.0%, 주 보호자 80.0%, 의료진 68.6%, 의과대학생 68.3%, 간호대학생 86.0%). 병명통고 방법은 64.4%에서 모든 내용을 한 번에 정확히 설명해주는 것을 선호하였다(환자 81.6%, 주 보호자 66.0%, 의료진 56%, 의과대학생 48.8%, 간호대학생 70.0%). 병명통고에 동의하는 이유에 대해서 모든 군에서 치료 참여가 가능한 것을 가장 큰 이유로 들었다. 병명통고를 누가하느냐는 문제에 대해서는 86.4%에서 의사가 병명통고를 하는 것이 적합하다고 응답하였다. 결론: 환자, 주 보호자, 의료진, 의과대학생 및 간호대학생의 병명통고에 대한 찬성률은 증가하였다. 병명통고 찬성 이유로 치료에 참여가 가능하다는 것을 가장 많이 선택하였다. 통고시기와 방법은 진단 즉시 모든 내용을 한 번에 정확히 알려주기를 원하였다.