• 대한간호학회지
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• 제2권1호
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• pp.3-33
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• 1971

Nursing of today has as one of its objectives the solving of problems related to human needs arising from the demands of a rapidly changing society. This nursing objective, I believe, can he attained by the appropriate application of scientific principles in the giving of comprehensive nursing care. Comprehensive nursing care may be defined as nursing care which meets all of the patient's needs. the needs of patients are said to fall into five broad categories: physical needs, psychological needs, environmental needs, socio-economic needs, and teaching needs. Most people who become ill have adjustment problems related to their new situation. Because patient teaching is one of the most important functions of professional nursing, the success of this teaching may be used as a gauge for evaluating comprehensive nursing care. This represents a challenge foe the future. A questionnaire consisting of 67 items was distributed to 200 professional nurses working ill direct patient care at Yonsei University Medical Center in Seoul, Korea. 160 (80,0%) nurses of the total sample returned completed questionnaires 81 (50.6%) nurses were graduates of 3 fear diploma courser 79 (49.4%) nurses were graduates of 4 year collegiate nursing schools in Korea 141 (88,1%) nurses had under 5 years of clinical experience in a medical center, while 19 (11.9%) nurses had more than 5years of clinical experience. Three hypotheses were tested: 1. “Nurses had high levels of concept and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of the T-test. Conclusions of this study are as follow: Before attempting the explanation, of the results, the questionnaire will he explained. The questionnaire contained 67 questions divided into 9 sections. These sections were: concept, content, time, prior preparation, method, purpose, condition, evaluation, and recommendations for patient teaching. 1. The nurse's concept of patient teaching: Most of the nurses had high levels of concepts and knowledge toward patient teaching. Though nursing service was task-centered at the turn of the century, the emphasis today is put on patient-centered nursing. But we find some of the nurses (39.4%) still are task-centered. After, patient teaching, only a few of the nurses (14.4%) checked this as “normal teaching.”It seems therefore that patient teaching is often done unconsciously. Accordingly it would he desirable to have correct concepts and knowledge of teaching taught in schools of nursing. 2. Contents of patient teaching: Most nurses (97.5%) had good information about content of patient teaching. They teach their patients during admission about their diseases, tests, treatments, and before discharge give nurses instruction about simple nursing care, personal hygiene, special diets, rest and sleep, elimination etc. 3. Time of patient teaching: Teaching can be accomplished even if there is no time set aside specifically for it. -a large part of the nurse's teaching can be done while she is giving nursing care. If she believes she has to wait for time free from other activities, she may miss many teaching opportunities. But generally proper time for patient teaching is in the midmorning or midafternoon since one and a half or two hours required. Nurses meet their patients in all stages of health: often tile patient is in a condition in which learning is impossible-pain, mental confusion, debilitation, loss of sensory perception, fear and anxiety-any of these conditions may preclude the possibility of successful teaching. 4. Prior preparation for patient teaching: The teaching aids, nurses use are charts (53.1%), periodicals (23.8%), and books (7.0%) Some of the respondents (28.1%) reported that they had had good preparation for the teaching which they were doing, others (27.5%) reported adequate preparation, and others (43.8%) reported that their preparation for teaching was inadequate. If nurses have advance preparation for normal teaching and are aware of their objectives in teaching patients, they can do effective teaching. 5. Method of patient teaching: The methods of individual patient teaching, the nurses in this study used, were conversation (55.6%) and individual discussion (19.2%) . And the methods of group patient teaching they used were demonstration (42.3%) and lecture (26.2%) They should also he prepared to use pamphlet and simple audio-visual aids for their teaching. 6. Purposes of patient teaching: The purposes of patient teaching is to help the patient recover completely, but the majority of the respondents (40.6%) don't know this. So it is necessary for them to understand correctly the purpose of patient teaching and nursing care. 7. Condition of patient teaching: The majority of respondents (75.0%) reported there were some troubles in teaching uncooperative patients. It would seem that the nurse's leaching would be improved if, in her preparation, she was given a better understanding of the patient and communication skills. The majority of respondents in the total group, felt teaching is their responsibility and they should teach their patient's family as well as the patient. The place for teaching is most often at the patient's bedside (95.6%) but the conference room (3.1%) is also used. It is important that privacy be provided in learning situations with involve personal matters. 8. Evaluation of patient teaching: The majority of respondents (76.3%,) felt leaching is a highly systematic and organized function requiring special preparation in a college or university, they have the idea that teaching is a continuous and ever-present activity of all people throughout their lives. The suggestion mentioned the most frequently for improving preparation was a course in patient teaching included in the basic nursing program. 9. Recommendations: 1) It is recommended, that in clinical nursing, patient teaching be emphasized. 2) It is recommended, that insertive education the concepts and purposes of patient teaching he renewed for all nurses. In addition to this new knowledge, methods and materials which can be applied to patient teaching should be given also. 3) It is recommended, in group patient teaching, we try to embark on team teaching.

• 농업과학연구
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• 제17권1호
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• pp.1-8
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• 1990

판지(板紙)스럿지 자체(自體)의 사용(使用) 적량(適量)을 보기 위(爲)하여 1,200, 1,600, 2,000Kg/10a을 사용(使用)하였을 경우(境遇)와 판지(板紙)스릿지에 톱밥, 계분(鷄糞) 및 요소(尿素)를 배합(配合)하여 부숙(腐熟)시킨 처리구(處理區)를 대두(大豆)에 시용(施用)했을 때 생육특성(生育特性)과 수량(收量) 및 식물체중(植物體中) 화학성분(化學成分) 함량(含量)을 조사(調査)한 결과(結果) 다음과 같은 결론(結論)을 얻었다. 1. 시용(施用)한 판지(板紙)스럿지 자체(自體)가 토양중(土壤中)에서 분해시(分解時) 발아(發芽)에 지장(支障)을 초래(招徠)하여 결주율(缺株率)이 대조구(對照區)보다 5-9%, 배합(配合)스럿지퇴비(堆肥) 시용시(施用時) 3.6-4.1%가 증가(增加)하였으나, 그 후(後) 생육기(生育期) 전반(全般)에 걸쳐 별(別)다른 지장(支障)이 없는 것으로 나타났다. 그러나, 판지(板紙)스럿지 자체(自體)를 시용(施用)하거나, 배합(配合)스럿지퇴비중(堆肥中)에서 스릿지 함량(含量)이 높고, 부재료(副材料) 함량(含量)이 낮은 배합구(配合區)는 파종(播種)기나 이식기(移植期)에 시용(施用)하는 것은 적합(適合)하지 않다. 2. 생육(生育) 현황(現況)은 판지(板紙)스럿지 자체(自體)와 배합(配合)스럿지퇴비(堆肥) 시용시(施用時) 초장(草長)의 경우(境遇) 초기(初期)에 성장(成長)이 약간(若干) 저조(低調)하였으나, 생육(生育) 후기(後期)에 별(別) 차이(差異)가 없었으며, 최대엽(最大葉)의 엽폭(葉幅) 및 엽장(葉長), 주경절수(主莖節數), 협수등(莢數等)도 대조구(對照區)와 큰 차이(差異)가 없었다. 3. 수량요소(收量要素)에서는, 판지(板紙)스럿지를 1,200, 1,600, 2,000Kg/10a로 증량(增量) 시용(施用)한 결과(結果) 수량(收量)이 증가(增加)하였고, 배합(配合)스릿지퇴비구(堆肥區)에서 협수(莢數) 및 개체당(個體當) 알 수(數)는 판지(板紙)스럿지 양(量)보다 톱밥과 계분(鷄糞) 및 요소(尿素) 함량(含量)이 많은 CS-3구(區)에서 많았고, 100립중(粒重), 1리터 중(重)은 판지(板紙)스럿지 양(量)이 많고 톱밥, 요소(尿素), 계분(鷄糞)이 상대적(相對的)으로 적은 CS-1에서 많았다. 이는 콩의 경우(境遇) 관행(慣行) 시비량(施肥量)에 추가(追加)된 배합(配合)스럿지퇴비중(堆肥中) 질소(窒素) 성분(成分)의 과다(過多) 현상(現象)이 아닌가 추측(推測)된다. 4. 화학성분중(化學成分中)에서 질소(窒素) 함량(含量)은 판지(板紙)스럿지와 배합(配合)스럿지퇴비(堆肥) 시용구(施用區)가 무처리구(無處理區)나 대조구(對照區)보다 현저(顯著)히 많았고, 판지(板紙)스럿지 처리구(處理區) 중(中)에서는 2,000Kg/10a 시용구(施用區)가 전(全) 생육(生育)단계에 걸쳐 높은 수준(水準)이었으며, 배합(配合)스럿지퇴비(堆肥) 시용구(施用區) 간(間)에는 별(別) 차이(差異)가 없었다. 그 외(外) $P_2O_5$, $K_2O$, Ca 및 Mg의 함량(含量) 변화(變化)는 처리(處理)간 차이(差異)가 발견(發見)되지 않았다. 5. 결론적(結論的)으로 볼 때, 판지(板紙)스럿지 자체(自體)의 비효(肥效)는 인정되나, 그 자체(自體)를 사용(使用)할 때, 불균일(不均一)하게 처리(處理)되어 스럿지가 뭉쳐있으면 토양중(土壤中) 분해(分解)가 어렵고, 균일(均一)하게 처리(處理)되여도 급격(急激)한 분해(分解)가 문제(問題)되어 바람직하지 않으며, 적절(適切)한 부재료(副材料)와 C/N율(率)을 조절(調節)하고, 미생물(微生物), 통기성등(通氣性等) 부숙(腐熟) 조건(條件)을 유지(維持)시켜 충분(充分)히 부숙(腐熟)시킨 후(後) 시용(施用)할 때 유기물(有機物) 비료자원(肥料資源)으로 작물(作物)에 처리(處理) 시용(施用) 가능성(可能性)이 있으며, 동시(同時)에 폐기물(廢棄物) 활용(活用) 및 처리(處理) 효과(效果)도 기(期)할 수 있다.

• 한국육종학회지
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• 제41권4호
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• pp.654-659
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• 2009

"청청진미"는 중부평야지 및 중서부해안지 적응 소비료적성 고품질 벼품종을 육성할 목적으로 1993년 하계에 국립식량과학원 벼품종개발연구팀에서 이리401호와 일품벼를 인공교배하여 SR19633의 교배번호를 부여하고, 1993/1994년 동계에 수원에서 $F_1$ 18개체를 양성하였다. 1995년 하계에 $F_2$ 936개체를 포장에 전개하여 우량개체를 선발하여 집단으로 $F_3$ 및 $F_4$ 세대를 진전시키고, $F_5{\sim}F_9$ 세대는 계통육종법에 따라 유망개체 선발과 세대를 진전시켰다. $F_9$ 세대에서 선발된 유망계통을 '03~'05년 3개년 간 생산력검정 시험결과, 수량성이 높으며 소비료적성과 쌀 외관품위가 양호하고 밥맛이 좋은 SR19633-B-B-34-3-3-3-1 계통을 선발하여 '수원509호'로 계통명을 부여하였다. '수원509호'는 '06~'08년 3개년 간 지역적응시험을 실시한 결과, 소비료적성이 높은 중만생 고품질 다수성 계통으로 우수성이 인정되어 2008년 12월 농촌진흥청의 직무육성 신품종 선정 심의회에서 국가목록등재품종으로 선정되어 "청청진미"로 명명하였으며, 지역적응시험 결과는 다음과 같다. 1. 보통기 재배에서 "청청진미"의 출수기는 8월17일로 소비벼 보다 4일 늦은 중만생종이며, 간장, 수수 및 수당립수는 각각 82 cm, 13개 및 126개이며 등숙율은 90.2%였다. 2. "청청진미"는 잎도열병, 흰잎마름병, 바이러스병 및 멸구류 등의 병해충에 약한 품종이다. 3. "청청진미"는 내냉성 검정에서 냉수구 임실율은 61%, 등숙기 수발아율은 1.6%였으며, 포장도복은 강한 경향이다. 4. "청청진미"는 질소 시비량 6 kg/10a의 소비재배에서 총건물중, 총질소량 및 Rubisco 활성이 소비벼보다 각각 9.4%, 19.7% 및 61.6% 높았다. 5. "청청진미"의 쌀 외관은 심복백 없이 맑고 투명하며, 현미 천립중 21.1 g의 중립종이고, 단백질 및 아밀로스 함량은 각각 5.4% 및 18.1%이고, 식미치는 0.27로 화성벼 -0.04보다 높았다. 6. "청청진미"의 완전미율은 96.9%로 높아서 완전미 도정수율이 72.5%로 소비벼보다 11.3% 높았다. 7. "청청진미"의 쌀 수량성은 보통기 소비료재배에서 중부평야지, 호남평야지 및 영남평야지 평균 5.10 MT/ha로 소비벼와 비슷한 수준 이었고, 보통기 보비재배에서 5.73 MT/ha로 소비벼 보다 9% 증수되었다.

• Applied Biological Chemistry
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• 제21권3호
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• pp.150-184
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• 1978

합성배지(合成培地)에서 느타리 버섯균(菌)의 균사생육(菌絲生育)과 자실체형성(子實體形成)에 대한 영양적(營養的) 특성(特性)과 생리화학적(生理化學的) 제성질(諸性質)을 구명(究明)하고 볏짚과 톱밥 양(兩) 배지(培地)에서 느타리 버섯의 대량(大量) 생산(生産)을 위한 배양조건(培養條件)을 밝히고, 느타리 버섯 재배기간(栽培期間) 중 배지(培地)와 버섯중의 각종(各種) 성분(成分)의 추이(推移)를 알고자 실험을 수행하여 다음과 같은 결과를 얻었다. 1. 탄소원(炭素源) 중 mannitol과 서은 균사생육(菌絲生育)과 자실체(子實體) 형성(形成)이 빠르고 자실체(子實體)의 수량(收量)이 많았으나 lactose와 rhamnose는 균사(菌絲) 조차도 생육하지 못하였다. 또한 구연산, 호박산, ethyl alcohol 및 glycerol에서는 자실체(子實體) 형성(形成)이 매우 빈약(貧弱)하였고, 식초산, 개미산, 푸마르산, n-butyl alcohol, iso-butyl alcohol 및 n-propyl alcohol은 균사생육(菌絲生育)을 저해(阻害)하였다. 2. 질소원(窒素源)중 peptone은 균사생육(菌絲生育)과 자실체(子實體) 형성(形成)이 빠르고 자실체(子實體)의 수량(收量)이 많았으나 DL-alanine, asparagine, L-aspartic acid, glycine및 serine은 자실체형성(子實體形成)이 매우 빈약(貧弱)하였으며 아질산태질소(亞窒酸態窒素), L-tryptophan 및 L-tyrosine은 균(菌)의 생육을 저해(沮害)하였다. 또한 peptone에 무기태질소(無機態窒素)와 아미노산(酸)을 혼용(混用)한 결과 $(NH_4)_2SO_4$, $NH_4$-tartarate, DL-alanine및 L-leucine에서는 자실체(子實體)의 수량(收量)이 약 10% 증가되었고, L-aspartic acid는 약 15%. L-arginine은 약20%, L-glutamic acid와 L-lysine은 약 25%증가 되었다. 3. C/N율(率) 15.23에서 자실체(子實體) 형성(形成)은 빠르나 자실체(子實體)의 수량(收量)은 감소(減少)되었으며, C/N율(率) 11.42에서는 자실체형성(子實體形成)은 늦으나 자실체(子實體)의 수량(收量)은 증가되는 경향이 있었다. 또한 동일 C/N율(率)에서도 mannitol과 peptone의 농도(濃度)가 높은 편이 수량(收量)이 증가되었다. 그러므로 자실체(子實體)의 수량(收量)과 자실체형성(子實體形成) 소요일(所要日)의 관점(觀點)에서 보면 C/N율(率) 30.46이 어느정도 적당(適當)한 것 같다. 4. Thiamine $50{\mu}g%,\;KH_2PO_4$ 0.2%, $MgSO_4{\cdot}7H_2O$는 $0.02{\sim}0.03%$일때 균사(菌絲)와 자실체(子實體) 생육(生育)이 우수(優秀)하였으며 미량원소(微量元素)로서는 $FeSO_4{\cdot}7H_2O$,\;ZnSO_4{\cdot}7H_2O$ 및 $MnSO_4{\cdot}5H_2O$가 공존(共存)하면 생육촉진(生育促進)의 상승효과(相乘效果)가 인정되었으나 3이원소(元素)중 Mn이 결핍(缺乏)하면 균사(菌絲)와 자실체(子實體)의 생육(生育)이 다소 저하되었다. 이들 염류(鹽類)의 최적농도(最適濃度)는 각각 0.02mg%이었다. 5. Cytosine $0.2{\sim}1mg%$와 indole acetic acid 0.01mg%에서 균사량(菌絲量)은 증가되었으나 자실체(子實體)의 수량(收量)에는 효과 없었으며 그밖의 purine염기(鹽基), pyrimidine염기(鹽基) 및 식물(植物) hormone은 영향이 없었다. 6. 광조사(光照射영)에 의해서 균사생육(菌絲生育)은 저해(沮害)되었으며 영양생장(營養生長)의 후기에 광(光)을 조사(照射)하면 원기형성(原基形成)이 유도(誘導)되었다. 광(光)의 최적조도(最適照度)는 $100{\sim}500lux$, 조사시간(照射時間)은 매일 $6{\sim}12$시간이었고, 이 이상(以上)의 조도(照度)에서는 오히려 저해(沮害)되었으며, 암소(暗所)에서는 원기(原基)가 형성(形成)되지 않고 영양생장(營養生長)만 계속되었다. 7. 균사생육(菌絲生育)과 자실체(子實體) 형성(形成)의 최적온도(最適溫度)는 각각 $25^{\circ}C,\;10{\sim}15^{\circ}C$이었고 최적(最適)의 pH범위(範圍)는 $5.0{\sim}6.5$이었으며 균사(菌絲)는 $7{s\im}10$일간 배양(培養)했을 때가 자실체(子實體) 형성(形成)이 제일 우수(優秀)하였다. 또한 배지량(培地量)이 적을수록 자실체(子實體) 형성(形成)은 빠르나 자실체(子實體)의 수량(收量)은 감소(減少)되었고 배지량(培地量)이 많을수록 자실체(子實體) 형성(形成)은 늦은반면에 그 수량(收量)은 증가 되었으며, 원기형성(原基形成)은 $CO_2$에 의하여 저해(沮害)되었다. 8. 볏짚과 톱밥 병 배지(培地)에서 균사생육(菌絲生育)의 최적(最適) 수분량(水分量)은 70%이상 이었으며 미강(米糠) 10%를 배지(培地)에 첨가(添加)했을 때는 균사생육(菌絲生育)과 자실체형성(子實體形成)이 우수(優秀)하였다. 그리고 양배지(兩培地)에 $CaCo_3$를 단독(單獨)으로 첨가했을 때는 유효(有？)하였으나 미강(米糠)과 함께 첨가했을때는 효과(？果)를 볼 수 없었다. 9. 재배(栽培) 실험(實驗)에서 느타리 버섯의 전체(全體) 수량(收量)은 볏짚배지(培地)에서 $14.99kg/m^2$, 톱밥배지(培地)에서 $6.52kg/m^2$이었고 양배지(兩培地) 모두 90%이상이 1,2주기(週期)에서 얻어졌으며 볏짚배지(培地)(dry matter $20.96kg/m^2$)의 전수율(全收率)을 톱밥배지(培地)(dry matter $20.83kg/m^2$)의 약 2.3배(倍)이었다. 10. 재배기간(栽培期間)중 양(兩) 배지(培地)의 일반 성분을 고형물(固形物) 기준(基準)으로 볼때 회분(灰分)의 변화는 적었으나 유기물(有機物)은 감소(減少)되었으며, 수분(水分)은 종균접종시(種菌接種時) 약 79%이던것이 균사번식기간(菌絲繁殖期間)중에 다소 감소(減少)되었고 그 이후부터는 큰 변화가 없었다. 11, 종균접종시(種菌接種時) 부터 4주기(週期) 수확(收穫) 후까지 배지(培地) 성분(成分)의 소실(消失)을 보면 볏짚배지(培地)는 고형물(固形物) 약 19.7%, 유기물(有機物) 약 19.3%, 질소(窒素) 약 40%가 소실(消失)되었으며, 톱밥 배지(培地)에서는 고형물(固形物) 약 7.5%, 유기물(有機物) 약 7.6%, 질소(窒素) 약 20%가 소실(消失)되었다. 버섯 1kg을 생산(生産)하기 위하여 볏짚 배지(培地)에서는 유기물(有機物) 약 232g, 질소(窒素) 약 7.0g이 소실(消失)되었고, 톱밥 배지(培地)에서는 유기물(有機物) 약 235g, 질소(窒素) 약 6.8g이 소실(消失)되었으며, 버섯 1kg당(當) 함유된 유기물(有機物)은 각각 82.4g, 82.3g, 질소(窒素)는 각각 5.6g, 5.4g이었다. 12. 양배지(兩培地)의 전질소(全窒素)는 점차적으로 감소(減少)되었고 불용성질소(不溶性窒素)의 절대감소량(絶對減少量)은 수용성질소(水溶性窒素)보다 컸으며 아미노태(態) 질소(窒素)는 3주기(週期)까지는 계속 증가 되었으나 그 이후부터는 감소(減少)되었다. 13. 볏짚 배지(培地)에서는 재배기간(栽培其間)에 소실(消失)된 전(全) pentosan의 28%, ${\alpha}$-cellulose는 13.8%가 균사생육(菌絲生育)중에 소실(消失)되었고 톱밥배지(培地)에서는 전(全) pentosan의 24.1%, ${\alpha}$-cellulose는 11.9%가 소실(消失)되었으며 lignin은 양(兩) 배지(培地)의 2주기(週期) 수확(收穫)부터 다소 감소(減少)되었다. 환원당(還元糖), trehalose 및 mannitol은 계속 증가의 추세를 보였으며 C/N율(率)은 볏짚 배지(培地)에서 종균(種菌) 접종시(接種時) 33.2이었던 것이 폐상시(廢床時)에는 30.3이었고, 톱밥 배지(培地)는 61.3이었던 것이 60.0 이었다. 14. 양(兩) 배지(培地)에서 P, K, Mn, Zn은 감소(減少)되었고, Mg, Ca, Cu는 불규칙하게 변화되었으며, Fe는 증가되는 경향이었다. 15. 재배기간(栽培期間)중 각종효소(各種酵素)의 활성(活性)은 톱밥배지(培地)보다 볏짚배지(培地)가 월등히 높았다. 즉 CMC 당화활성(糖化活性)과 CMC액화활성(液化活性)은 균사번식(菌絲繁殖)후부터 2주기수확(週期收穫)까지는 양배지(兩培地)에서 점차적으로 증가 되었으나 그 이후부터는 감소(減少)되었다. xylanase활성(活性)은 1주기(週期)보다 2주기(週期)에서 급격히 상승되었고 3주기(週期)가 되면서 볏짚 배지(培地)에서는 신속히 감소(減少)되었으나 톱밥 배지(培地)에서는 이와같은 감소(減少)를 볼 수 없었다. protease 활성(活性)은 균사번식(菌絲繁殖)후 최고의 활성도(活性度)를 보였다가 점차로 감소(減少)하였다. 또한 볏짚 배지(培地)의 pH는 종균접종시(種菌接種時) 6.3이던 것이 4주기(週期)후는 5.0이었고 톱밥배지(培地)의 pH는 5.7에서 4.9로 떨어졌다. 16. 볏짚 배지(培地)에서 생육한 버섯은 섬유소(纖維素)를 제외한 모든 성분량(成分量)이 톱밥배지(培地)에서 생육한 버섯보다 높은 경향이있었으며 양배지(兩培地)에서 버섯의 각주기별(各週期別) 성분(成分) 변화는 $1{\sim}3$주기(週期)까지는 거의 비슷하였으나 4주기(週期)에서는 다소 감소(減少)의 추세를 보였다.

• 대한간호학회지
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• 제8권1호
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• pp.16-42
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• 1978

This survey was made for a month starting from November 15 to December 15, 1977 covering 711 students taking the junior. (3rd-yea.) and the senior. (4th-year) at nine college of nursing in Seoul concerning their perception and Attitude toward the profession of nursing, motive for the necessity of learning, environment of study, attitude of study and particulars relevant with study performance, particulars of library, references and reading, assignments and particulars of the degree of confidence for the learning achievement. Through the survey of the above Particulars, the following results were obtained by classifying all subject matters and by analysing motive of the selection of their course, awarding or not awarding of scholarships. 1. General characteristics: it was revealed that 406 students (57.1%) were attending at the junior. while 305 students (42.9%) were taking the senior. Thus, the total number was 711 and their average age was 21.4 years. Their dwelling category was; 73.9 percent of them resided at their parent's home, 214 students (30.1%) were awarded with scholarships. The reason to be attracted by nursing science was the possibility of continuing social life after graduation (43.5%). 2. Their perception and attitude toward the profession of nursing: According to the perception of profession by the students of each grade, students of the 4th grade showed comparatively strong conception. Also, students of the 4th grade showed more positive attitude in the purchase and reading of magazines relative with the science of nursing, in the reading of Code for Nurses and in their interest in the activity of nursing field. For the necessity of mission of nurse, 97.7 percent of the entire number of students covered responded to necessity. For the necessity of the particular humanity and particularity in the character of nurses, 95.8 percent of those students responded to necessity. By the each grade, students of the 4th grade showed more response. 3. As to professional field desired after completing the professional course: 57 percent of those students desired for clinician nurse while 55 percents desired for community health-nurse. 4. As to the environment of study: they were mostly satisfied with their present residential environment. However, they complained of inconvenience at their lecture-halls. Students of the 3rd grade showed more complain. As to their attitude toward the adjustment of environment of study, they showed a affirmative response. As to the opinion of factors which interfere with their study, comparatively strong response was showed in their scepticism in the science of nursing, insufficient comprehension in general learning, relation with professors n4 discrepancy in the method of study. According to opinions of students at each grade, students of the 4th grade showed more scepticism. 5. Particulars relative with their attitude and performance of study : As to their knowledge of the objectives of their study of subject, the majority was to study with a partial knowledge of the objectives of their study. As to the plan of study, a low percentage indicated management of routine life under regular scheduling. Students of the 4th grade responded to rather planned life. As to time spent in independent study, response to concentrated study when necessary was stronger than that to regular daily study. Students of the 4th grade showed stronger response to regular study than that of the 3rd grade. As to the contents of their note-taking, 67.4 percents of those students responded to such regulatory procedure performing in the lecture-hall as they listen to lectures. 17.3 percents of those students showed response to adding supplementary informations from references to what was entered in choir note-taking at their lecture-halls. 6. Particulars of library, references and reading books: As to receiving of instruction for the utilization of library and time of receiving such instruction 64.7 percents of those students had received such instruction. 66.7 percents of the those responded received such instruction at orientation conducted for freshmen. As to the convenience of the utilization of library, 49.9 percents of those students responded to convenience. However, students of the 3rd grade showed a much stronger response to inconvenience. As to the time of the utilization of library,92.5 percents of those students showed a response to occasional utilization for particular purpose than regular utilization. 53.2 percents of those students responded to ordinary in quantity that library have references. 34.2 percents of those students responded to insufficient. As to the particular relative with the method and field of reading: 53.5 percents of those students responded to intensive reading and was the majority. As to the reading field, fiction u as the majority. When read any books for their major, they usually rend Korean text-b, oks. 7. Particular relative with giving assignment: All respondents were well aware of the objectives of giving home tasks. As to the attitude toward assignments and performing home tasks, 54.8 percents of those students to making ostentatious study because of an excessive quantity of assignments imposed. For performing assignment, they showed comparatively positive response. Also, 52.2 percents of those students responded that they usually submitted complected assignment with references. 8. As to motive to realize the necessity of study : 55.6 percents of those students responded that they realized such necessity in communication with patients when they were engaged in clinical practice. Also, 8.6, the lowest percents of those students responded that they realized such necessity in the course of conversation with nurses when they were engaged in clinical practice. 9. As to the determination of their confidence in the performance of study relative with clinical experience: They showed a general inclination of having in nursing. The major response was that they came to well comprehend the patients families. the lowest response was that they could apply what was learned at lecture-hall to practice. This response incidentally showed the distance the lecture-hall and practical study. In general items, students of the 4th grade showed more favorable response than students of the 3rd grade and there was a significant difference. 10. As to the perception and attitude toward profession according to the motive of selecting the nursing science : Those who selected the nursing voluntarily showed stronger conception than those who selected the nursing through indirect influence. However, there was no significant difference on this point. Only there was a remarkable difference in the reading of Code for Nurses. 11. Those who showed a stronger conception in the profession of nursing according to the motives of attractive nursing science indicated a strong will and ability to manage stable life and comparatively strong response was shown in the management of good home life because of the good adaptability of the science to their character. This group showed a strong conception of the profession than those who responded that they prefer this profession out of a longing for the work of a hospital and for the easy obtaining of opportunity to immigrate to over seas and for economic cause and for high school grade. There was significant difference between these two groups, 12. As to the conception and attitude toward the profession of nursing according to benefits by scholarships, those who were benefitted by scholarship showed stronger conception of profession than those who did not receive scholarship and there was a remarkable difference between these two categories. However, there was no remarkable difference between these two categories in the extent of interest of the activities of nursing fields and in the reading of Code for Nurses. 13. As activation for study according to the benefits of scholarships, those who were benefitted by scholarships showed stronger response to the motive for study comparing with those who receive. 14. As to tile field of reading according to the benefits by scholarships, those who received scholarships tended to read autobiographies and essayers to a considerable extent. Those who did not receive scholarships tended to read novels. Those who received scholarships more read nursing boots than those who did not receive scholarships. 15. As to the attitude of study and doing of assignment according to benefits of scholarships, those who received scholarships managed a favorable life with schedules for study, More students of receiving scholarship showed a regular study for more than one hour per day. Also, in the method of doing home tasks, more students of receiving scholarship showed reference to relative books frequently for the submission of completed assignments.

• 마케팅과학연구
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• 제17권4호
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• pp.51-89
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• 2007

본 연구는 의류 브랜드 온라인 커뮤니티의 이용욕구충족과 커뮤니티 몰입간의 관계 및 이들 관계에 대한 브랜드 이미지의 조절효과를 검증하는 것이다. 9개 캐주얼 의류 브랜드 커뮤니티 회원 317명을 대상으로 온라인 서베이를 실시하여 자료를 수집하였다. 다중회귀분석 결과, 의류 브랜드 커뮤니티에서의 이용욕구 충족은 커뮤니티에 대한 몰입과 유의한 관계가 있었다. 그리고 조절회귀분석 결과, 의류 브랜드 커뮤니티에서의 관계욕구 충족이 커뮤니티 몰입(감정적 몰입, 지속적 몰입, 규범적 몰입)에 영향을 미칠때 의류 브랜드 이미지 수준에 따른 조절효과가 작용함이 발견되었다. 또한 의류 브랜드 이미지의 조절효과는 의류 브랜드 커뮤니티에서의 거래욕구 충족과 커뮤니티에 대한 감정적 몰입의 관계에서도 나타났다. 특히 의류 브랜드 커뮤니티인 경우, 커뮤니티에서의 관계욕구 충족수준에 따른 커뮤니티 몰입의 정도는 브랜드 이미지가 낮을 때 보다 높을 때 더 크게 나타났다. 이것은 의류 브랜드 커뮤니티에서의 이용욕구 충족을 통해 회원들의 커뮤니티 몰입을 증대시키는 전략은 의류 브랜드 이미지 수준이 다른 의류 브랜드 유형에 따라 그 효과에 차이가 있음을 의미한다. 따라서 의류기업의 마케터들은 자사 브랜드의 이미지 수준을 평가하고, 이에 맞춰 커뮤니티 몰입을 증대시키는 전략을 모색할 필요가 있다. 브랜드 커뮤니티에 대한 몰입은 브랜드에 대한 구전이나 재구매 행동과 연결되므로, 명품 의류 브랜드들인 경우 온라인 브랜드 커뮤니티를 구축하고 회원들의 커뮤니티에 대한 몰입을 증대시킴으로써 브랜드 자산을 극대화시킬 수 있을 것이다.