• 간호행정학회지
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• 제10권4호
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• pp.417-425
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• 2004

This descriptive survey design study was aimed to investigate nursing students' perspectives of nursing care. One hundred seventeen junior or senior students in BSN program and 131 junior or senior students in RN-BSN program at K University were compared and contrasted in terms of their perspectives on nursing care. Using the instrument developed by Cho Kyoul-Ja and Song Mi-Ryung(1997), the data were collected from April 1st to April 30th in 2003. The findings of the research are as follows. 1. The average perspective score of the RN-BSN students was higher than that of the BSN students. 2. The RN-BSN students reported higher scores than those of the BSN students in perspectives on personal qualification and meanings, and perspectives on scope and function of their nursing care. However, there was no significant difference between the groups in overall nature and domains of nursing care. 3. In terms of the participants' demographic backgrounds such as, grades in the program, religion, history of hospitalization, there was no significant difference between the BSN and RN-BSN groups. 4. No significant difference was found within the RN-BSN group in terms of their nursing perspectives associated with the years of clinical experience. In conclusion, the score of nursing perspectives in RN-BSN student group was higher than that of the BSN students. No other differences were found in this study. The higher nursing perspective score in RN-BSN group is attributed to their clinical experience. Thus, it is suggested that philosophy and value of nursing should be taught early in nursing program in order for nursing students to obtain proper points of views on nursing care. In addition, nursing philosophy, holistic view, and humanistic values should be stressed in continuing education for clinical nurses in order for them to maintain dignitary perspectives in nursing care.

• 한국간호교육학회지
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• 제6권2호
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• pp.327-344
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• 2000

The purpose of this survey study is to guide the direction of the RN-BSN program in Korea by analyzing (1) the philosophy and objectives (2) curriculum (3) and appraisal method, achievement test and self-directed learning. In this study, subjects consisted of 20 department of nursing in University and 20 RN-BSN programs in Korea. The Survey was conducted from September 1999 through May 2000 by mail and FAX. 1) Educational philosophy and objectives of 5 RN-BSN programs have curricular based philosophy. Most popular philosophies were revealed that nursing is oriented role function, human relation, and integrated application. 9 RN-BSN programs have curricular based objectives. There are including of knowledge, applying the new technology, under-standing of human being family community, application of nursing process, leadership, nursing ethics, and participation in research. 2) In RN-BSN programs, total mean credits through general college courses for earning the degree of BSN is 21.5 and total mean credits through the nursing area for earning the degree of BSN is 71.4. In RN-BSN programs, total mean credits through clinical practice for earning the degree of BSN is 5.94. 25.00 of mean credits was earned through achievement test(6.00~37.00). Therefore, this research suggests some recommendation for the development of curriculum of RN-BSN program that was required to do some alterations. And the various and other methods of earning credit should be developed. That is, the students will earn credits, accredited examination of University, advanced placement examination, case study, self-report, self-directed learning and achievement tests, portfolio review session and so on. And the RN-BSN courses are delivered to many areas by teleconferencing system, computer network(EdNet or Internet etc), CD-ROM Title, VOD (video on demand) and other methods.

• 재활간호학회지
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• 제8권2호
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• pp.175-179
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• 2005

Purpose: To survey the present status of the rehabilitation nursing course at three year diploma programs, baccalaureate degree programs(BSN), RN-BSN, and graduate programs in Korea and to analyze the contents of the syllabus to provide the basic data in developing a standard model for rehabilitation nursing curriculum. Method: Data was collected from all the nursing programs in Korea from July 2005 to Nov. 2005 by mail and fax. Result: The rehabilitation nursing courses has been offered 12 diploma program, 16 BSN, 4 RN-BSN, and 16 graduate programs. And the credits of the rehabilitation nursing course offered by the program were as follows : one credit (6 diploma and 1 BSN), two credits (6 diploma, 14 BSN and 1 RN-BSN), and three credits (1 BSN, 3 RN-BSN and 16 graduate). Conclusion: Future studies need to be focused on developing rehabilitation nursing curricula reflecting the updated contents of rehabilitation nursing.

• 한국간호교육학회지
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• 제12권2호
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• pp.151-161
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• 2006

Purpose: The purpose of this study was to assess the needs of RN-BSN students concerning the RN-BSN curriculum and make suggestions for improvement in the curriculum based on the needs of the students. Method: A descriptive survey study was used. Data were collected from 707 RN-BSN senior students in 21 universities. The research instrument, which was developed after in-depth interviews with 13 RN-BSN students, consisted of 10 curriculum objectives, 34 cultural courses, 48 major courses, three questions on clinical practicum, and teaching methods for 5 required courses. Result: The curriculum objectives selected by the RN-BSN students were problem solving, clinical applicability, critical thinking, creative thinking, and decision making. They wanted cultural courses such as English, understanding of human behavior, social welfare, women's studies, psychology, nutrition science, leadership, recreation, computer applications, exercise and health. They wanted major courses to include the nursing process, nursing research, health assessment, advanced adult nursing, infection control, spiritual/hospice nursing, and nursing of cancer patients. They responded that a clinical practicum was not necessary. They wanted to experience various teaching methods according to particular characteristics of subject being taught. Conclusion: This study suggests some recommendation for improvement of the curriculum based on the needs of RN-BSN students.

• 한국간호교육학회지
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• 제3권
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• pp.99-116
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• 1997

In response of the increasing demand for professional degree in nursing, some university in Korea offers RN-BSN program for R. N. from diploma in nursing. However, RN-BSN program in Korea is in formative period. Therefore, the purpose of this survey study is for the comparative analysis of RN-BSN curriculum in Korea and U.S.A. In this study, subjects consisted of 18 department of nursing in university and 5 RN-BSN programs in Korea and 18 department of nursing in university and 12 RN-BSN programs in U.S.A. For earn the degree of Bachelor of Science in Nursing, the student earns 134 of mean credits in U.S.A., whereas 150.3 of mean credits in Korea. The mean credit for clinical pratice is 30.1 in U.S.A., whereas 23.9 in Korea. Students are assigned to individually planned clinical experiences under the direction of a preceptor in U.S.A. In RN-BSN program, total mean credits through lecture and clinical practice for earn the degree of BSN is 35.5(lecture : 27.7, practice ; 7.8)in U.S.A., whereas,48.1 (lecture;42.1, practice;6.0) in Korea. RN-BSN program can be taken on a full-or-part time basis in U.S.A., whereas didn't in Korea. Especially, emphasis is place on the advanced nursing practicum that focus on the role of the professional nurse in providing health care to individuals, families, and groups in community setting in U.S.A. 27.7 of mean credits was earned through lecture in U.S.A., whereas 42.1 of mean credits in Korea. It means that RN-BSN program in Korea is the lesser development in teaching method and appraisal method than in U.S.A. Students of RN-BSN program in U.S.A. can earns credit through CLEP, NLN achievement test, portfolio review session etc as well as lecture. Therefore, the authors suggests some recommendations for the development of curriculum of RN-BSN program in Korea based on comparative analysis of RN-BSN curricula in U.S.A. and Korea. 1. The curriculum of RN-BSN Program in nursing was required to do some alterations. Nursing care, today, is complex and ever changing. According to change of public need, RN-BSN curriculum intensified primary care program in community setting, geriatric nursing, marketing skill, computer language. 2. The various and new methods of earning credit should be developed. That is, the students will earn credits through the transfer of previous nursing college credits, accredited examination of university, advanced placement examination, portfolio review session, case study, report, self-directed learning and so on. Flexible teaching place should ile offered. 3. Flexible teaching place should be offered. The RN-BSN curriculum should accommodate each RN student's geographical needs and school/work schedule. Therefore, the university should search a variety of teaching places and the RN students can obtain their degrees comfortably throughout the teaching place such as lecture room inside the health care agency and establishment of the branch school in each student's residence area. 4. The RN-BSN program should offer a long distance education to place-bound RN student in many parts of Korea. That is, from the main office of university, the RN-BSN courses are delivered to many areas by Internet, EdNet (satellite telecommunication) and other non-traditional methods. 5. For allowing RN student to take nursing courses, program length should be various, depending upon the student's study/work schedule. That is, the various term systems such as semester, three terms, quarter systems and the student's status like full time or part time should be considered. Therefore, the student can take advantage of the many other educational and professional opportunities, making them available during the school year.

• 한국간호교육학회지
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• 제5권2호
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• pp.250-266
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• 1999

This study was conducted to compare the level of RN-BSN students' job satisfaction and professional self-concept (PSCNI) prior to RN-BSN course and upon graduation The study was designed to investigate the degree of job satisfaction and PSCNI, and to test the correlation between job satisfaction and professional self-concept. The subjects were 68 students in Chunchon, who entered to H University (RN-BSN course) in March 1997. The data was gathered by self-reported questionnaire job satisfaction(48 items) and professional self-concept nurses instrument (PSCNI: 27 items) The instruments used for this study were the nurse Job satisfaction scale developed by Stamps et al., and Arthur's PSCNI. The reliability of two questionnaires were relatively high (Job satisfaction Cronbach's $\alpha$=0.88, 0.89, PSCNI Cronbach's $\alpha$=0.80, 0.96) The data was analyzed frequency, mean, t-test, ANOVA, Duncan's multiple range test, Pearson's corelation, and multiple regression analysis through SAS program. Research findings were as follows : 1. The average item score of job satisfaction was 119.50(prior to RN-BSN course) 124.16 (upon graduation). PSCNI' average item score was 75.37/77.21 at each. 2. The job satisfaction scores were significantly higher at the graduation than at the entrance(t=2,10, P=.040). But PSCNI's scores had no significant difference. 3. The relationship between job satisfaction and PSCNI of entering time was high R=.60, P=.000) The relationship of the two at graduation time was not high(R=.29, P=.018). 4. The factors contributing to the job satisfaction & PSCNI as follow: job satisfaction(prior to RB-BSN course), PSCNI(prior to RB-BSN course), The factors contributing to the job satisfaction & PSCNI were as follow: PSCNI(prior to RN-BSN course) In conclusion, we recognized that RN-BSN course influenced job satisfaction of students. Also this study Eave a information for necessity to develop curricula promoting PSCNI. Nurse-educator should explore further research to enlighten the nursing profession.

• 한국간호교육학회지
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• 제13권1호
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• pp.23-31
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• 2007

Purpose: The purpose of this study was to explore experiences of RN-BSNstudents through an RN-BSN education course. Method: Data was collected through in-depth interviews and recordings about RN-BSN students' experiences in the education system. The data was analyzed in terms of Downe-Wamboldt's(1992) content analysis methodology. Result: Ninety significant statements were found concerning their experiences and their experiences were divided into three dimensions (intra personal, inter personal, & outer personal). The analysis scheme consisted of 15 categories and 26 subcategories. Conclusion: We found participants not only advanced their careers and improved their knowledge but also grew and transformed internally. In addition, this study can suggest a framework for planning curriculum content and learning methods in an RN-BSN course. In addition, the qualitative findings of this study can help the professor to understand and guide RN-BSN students.

• 대한간호학회지
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• 제29권4호
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• pp.963-976
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• 1999

This study was undertaken to investigate the general characteristics of students, which include the degree of satisfaction, motives of admission, the recognition of advantages and disadvantages, opinion of students on self-directed learning, and planning and anticipatory effects after graduation. Data was collected through a questionnaire survey over a period of four months, from May 1997 to August 1997. The subjects used for this study consisted of 322 RN students sampled from six RN-to-BSN programs in Korea using the census sampling method. Statistical methods employed for this study included discriptive statistics, M ANOVA, and F-test. The results of the study are as follows 1. The RN students' motives of admission to RN-to-BSN programs were ‘for personal advancement’, ‘to earn a BSN degree’, and ‘for professional development’ in this order. 2. The RN students' responses to the advantages of RN-to-BSN programs were ‘acquisition of new knowledge and a BSN degree’ and ‘to gain professional thinking and a broader view’, while as the disadvantages of RN-to-BSN programs were ‘geographical isolation of institutions’, ‘limitation of information’, and ‘underdeveloped school environments’ in this order. 3. The survey based on opinions toward self-directed learning showed that there was a need of detailed guidelines for self-directed learning. Most agreed that it was a very effective learning method for a RN student, and the self-directed learning method Increases motives for learning. 4. The students' anticipatory effect after graduation were ‘self-achievement’, ‘development of professional skills’, and ‘admission to post-graduate school or programs to study abroad’. 5. The students were very satisfied with the quality of faculty members, and satisfied with the quality of lectures and teaching. However, students were unsatisfied with rented lecture rooms, and very unsatisfied with self-directed learning methods. 6. School nurses showed higher statistical significances in the need for teaching material and anticipatory effect after graduation than other RN students working in hospitals and public health agencies. Also, school nurses, public health nurses, and industry nurses showed higher statistical significances in motives of admission than RN students working in hospitals. Further more, staff nurses, school nurses, and industry nurses showed higher levels of satisfaction toward a RN-to-BSN programs than nurses in higher positions, such as administrators or directors of nursing. 7 City residents were more satisfied with RN-to-BSN programs than rural residents. Otherwise, the rural residents had higher motives for admission, a bigger need for teaching materials, and recognition of the disadvantages of RN-to-BSN programs than city residents. Finally, RN students who earned below a monthly income of ￦1,000,000 showed higher motivation for admission than those who earned more than ￦1,000,000.

• 한국식품위생안전성학회지
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• 제37권5호
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• pp.339-346
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• 2022

본 연구에서는 기능성 원료를 첨가하여 기능성 표시제도를 적용한 검은콩 선식 제품의 품질 특성 및 항산화활성을 비교하였다. 입도 분포의 경우, BS와 BSN에서 각각 118.00±12.09 ㎛ 127.00±14.73 ㎛ 로 유의미한 차이를 보이지 않았으며, 색도 또한 L, a, b에서 모두 유의미한 차이를 보이지 않았다. 수분 결합력에서는 BS 및 BSN에서 각각 241.67±30.66% 및 216.33±13.01%를 나타내었고 pH는 BSN에서 5.45±0.03로 BS(6.00±0.04)에 비해 낮은 수치를 보였다. 총 페놀함량은 BS 및 BSN에서 각각 1.75±0.26 mg GAE/g 및 1.61±0.19 mg GAE/g로 나타났고, 총 플라보노이드 함량 역시 BS가 6.36±0.3419 mg RE/g로 BSN 5.95±0.54 mg RE/g와 비교해 볼 때 유의미한 차이를 보이지 않았다. 항산화 활성의 경우, 모든 항산화 측정 시험법에서 BS 및 BSN 모두 농도의존적으로 항산화 활성을 증가하는 경향을 보였으며 두 시료간의 항산화 활성의 유의미한 차이를 보이지 않았다. 이상 결과들을 종합해볼 때, 검은콩 선식에 기능성원료 첨가에 따른 선식 제품의 품질특성에는 큰 변화가 관찰되지 않았으며 항산화활성 등의 고유 기능성도 유지되는 것으로 나타났다. 따라서, 기능성 원료를 첨가하여 제조한 검은콩 선식 제품의 경우 기능성 표시제도를 통해 소비자 니즈에 부합하며 기능성이 향상된 제품화가 가능할 것으로 사료되며, 향후 감각화학적 측면에서 기능성원료에 의한 관능적 특성의 변화 등의 연구가 추가되면 선식제품의 고부가가치화에 기여하는 바가 클 것으로 사료된다.

• International journal of advanced smart convergence
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• 제6권2호
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• pp.82-88
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• 2017

The data generated by the BSN sensor attached to the human body is mostly mobile. Accordingly, in a mobile cloud environment that processes BSN data, the service should not be fixed in a specific area but be able to support it according to the move. The mobile device must be able to process, filter and transmit the collected BSN data. The cloud server must be able to collect the data processed by the mobile device and provide it as a service. And the transfer of data requires standardized transfer between each device. In this paper, we propose a data delivery method through standard schema when mobile device processes data and provides service in cloud system and a data processing method according to the movement of the mobile device.