• 정신신체의학
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• 제12권2호
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• pp.165-173
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• 2004

목적 : 당뇨병은 인단 발생하면 질병 경과의 조절은 어느 정도 가능하나 대부분 완치가 어렵고 평생동안 치료와 자기관리론 요하는 만성질환으로, 이러한 합병증은 혈당을 가능한 정상인에 가깝도록 유지함으로서 합병증의 발생 및 진행을 억제할 수 있다. 당뇨병 진단이후 만성질환에 대한 합병증 발생에 따른 두려움, 혈당을 정상화시키기 위한 생활습관의 갑작스런 개선, 당뇨병 치료를 위한 약물 복용 및 인슐린 주사, 당뇨병성 합병증의 발생 등은 정서적 스트레스로 작용할 가능성이 크다. 이에 저자들은 자가보고식 우울증 척도를 기준으로 당뇨조절과 관련된 요인들을 확인해보고자 하였다. 방법: 2004년 3월부터 2004년 9월까지 가톨릭대학교 성빈센트병원 내분비내과에서 치료 중인 환자 60명을 대강으로 하였으며, 이 중 Beck의 우울척도(Beck Depression Inventory, BDI)점수를 기준으로 20점 이하인 군을 비우울군, 21점 이상인 군을 우울군으로 하였다. 이들에 대하여 사회 인구학적인 변인, 혈액화학 검사, 단백뇨검사, 당화혈색소검사 및 Spielberger의 상태-특성불안 척도(State-Trait Anxiety Inventory, STAI), Bagby의 감정표현불능척도(Tronto Alexithymia Scale), 고경봉의 스트레스반응척도(Stress Response Inventory)를 사용하여, 우울군과 비우울군 간의 차이론 비교하였다. 결과: 1) 대상군 60명의 평균나이는 $50.3{\pm}9.7$세(연령분포 : $24{\sim}67$세)였으며, 이중 남자가 51.7%(31명), 여자가 48.3%(29명)이었고, 평균 유병기간은 $47.1{\pm}61.5$개월, 평균 신체질량지수는 $25.2{\pm}4.3$으로 측정되었다. 총 60명중에서 비우울군은 47명(평균나이 $48.9{\pm}9.8$세, 남자 51.1%(24명), 여자 48.9%(23명))이었고, 우울군은 13명(평균나이 $55.4{\pm}7.2$세, 남자 53.8%(7명), 여자 46.2%(6명))이었다. 2) 두군 간에서 평균연령이 우울군에서 유의하게 높았으나($55.4{\pm}7.2$세 vs. $48.9{\pm}9.8$세)(p=0.031), 성별, 신체질량지수, 당뇨병 유병기간, 교육정도, 직업 등의 인구학적 변인에서 유의한 차이는 없었다. 또한 혈중 크레아틴 농도가 우울군에서 유의하게 높게 측정되었으나$(0.91{\pm}0.14\;vs.\;0.8{\pm}0.14)(p=0.26)$, 공복 시 혈당, 식후 혈당, 당화혈색소 및 단백뇨검사 등의 검사에서는 유의한 차이가 없었다. 3) 우울군과 비우울군의 스트레스 반응척도의 평균점수는 각각 $59.7{\pm}24.9,\;31.5{\pm}22.0$으로 두군 간의 유의한 차이를 보이고 있었다(p=0.000). 4) 상태불안 및 특성불안, 감정표현불능척도에서는 우울군과 비우울군 간의 유의한 차이가 없었다. 결론: 이상의 결과에서 우울증상이 있는 당뇨환자에 있어서 당조절의 지표라고 여겨지는 혈당 및 당화혈색소 등은 악화되어있지 않았으나, 당뇨병의 장기적인 합병증과 관련되어있을 것으로 생각되는 혈중 크레아틴의 농도가 증가되어있고, 스트레스에 매우 취약한 상태라는 점이 확인되었다. 우울증이 있는 당뇨환자의 치료에 있어서 이에 대한 통합적인 접근이 필요할 것이며, 추가적인 연구가 필요할 것으로 생각된다.

• 대한간호학회지
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• 제4권2호
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.