• Journal of Korean Academy of Nursing Administration
• /
• v.10 no.3
• /
• pp.317-323
• /
• 2004

Purpose: The Purpose of this study was to identify and compare professional socialization in student nurses and nurses. Method: The participants were 70 student nurses in the first semester of their senior year, 27 new nurses, and 28 experienced nurses. Professional socialization was measured using the instrument developed by Du Toit(1995). Results: There was a significant difference in scores for total professional socialization among the 3 groups (F=3.650, p=.029) and the score for senior students was higher than that of new nurses. Of the 52 items, there were 10 items which had high scores (over 4) including 'Nurses should act in a professional manner'. 3 items which had low scores (under 3) including 'Nurses are innovative'. Nine items including 'Medical profession recognizes nursing as an autonomous profession' showed significant differences among the 3 groups. Conclusion: The findings suggest that socialization in the professional view of the job and professional role is needed in not only schools but also the clinical fields.

• Journal of the Korean Society of School Health
• /
• v.17 no.2
• /
• pp.47-61
• /
• 2004

Purpose: The goal of this paper is to offer practical suggestions for developing, implementing, and maintaining a successful school mental health program based on the model of a school mental health program for middle school students at the Namgu Hyosarang adolescent Mental Health Center. The model will be divided into six areas and the challenges and future direction of this program: creative approach to funding, creative staffing, education, training, needs assessment & resource mapping, collaboration and partnerships in a school mental health program, and developing an outcome evaluation research. Method: This is a descriptive study of the school mental health program model for middle school students of Namgu Hyosarang Adolescent Mental Health Center implemented over a four year period. Conclusion: Within this paper, a blueprint that can guide the development and implementation of school mental health programs has been offered. The actual application of this model will vary depending on the structure and goals of individual programs and schools. This model of our center has been identified as an effective school mental health program and the actual application program in regular learning times to middle school students. Establishing guidelines about the types of activities necessary for the successful implementation and sustainability of a school mental health program constitutes the first step in standardizing this process, and the school mental health movement continues to receive national recognition as a viable services delivery model for adolescents in need of mental health services. The recommendations outlined indicate that a school mental health program is more effective and necessary than the clinical service of a psychiatric hospital for adolescents' emotional/behavioral problems.

• Journal of Korean Academy of Nursing
• /
• v.11 no.2
• /
• pp.105-123
• /
• 1981

This study was carried out during the month of September 1976 to analyse and compare the health complaints of two groups of the university women, those who lived at home and those who lived in the university dormitory. The purpose of the study was to provide basic data required by the university health program for planning related to the health need of women students. The study sample consisted of 434 students living in the dormitory and 381 students living at home enrolled for the fall semester 1976 in a womens university in Seoul. The instrument used for the collection of data was an abridged version of a modified Cornell Medical Index. The questionarre included 35 items related to physical health complaint and 22 items related to mental health complaints. The data was treated by a computer (SPSS) using one way analysis, the Fishers' ratio and Chi-Square test at the 5％ level were used for the test for statistical significance. The interpretation of this study is limited due to the sample which was restricted to one university and not randomly selected. To guide the direction of the study, it was hypothesized that the rate of expressed health problems of students living in the dormitory would be Venter than that of students living at home. The hypothesis was tested and rejected. The following is a summary of the findings; 1. Total health (physical and mental) complaints a. There was no statistically significant difference between the home and dormitory groups with regard to total health complaints expressed. b. The rate of total complaints expressed by the home group significantly higher than dormitory group only among third year students. c. There was no statistically significant between the home and dormitory groups in their satisfaction with their economic situation. d. The home group showed a significantly higher rate of complaints related to the Nervous System compared to that of the dormitory group. 2. Physical health complaints a. Students living at home showed a significantly higher rate of physical complaints than the dormitory group. b. When the year variable was controlled, the third year was the only group which showed a different rate between home and dormitory groups; the home group presented a higher rate. c. Since the year variable seemed to affect the physical complaints those data were further analysed to see whether the specific system areas were operating as variables in each year. The results were as follow: Among the home group, First year students showed a higher rate in Family History of Disease, while the third year students more Nervous System and Cardiovascular System complaints. Among the dormitory group, only fourth year students showed a higher rate in the Skeletal-Muscular System. This was the only area the dormitory group though only for the fourth year students supported the hypothesis. d. When the economic satisfaction variable was controlled, the satisfied group was the only group which showed a different rate between home and dormitory groups; the home group presented higher rate. e. Since the economic satisfaction variable seemed to affect the physical complaints those data were further analyzed to see whether the specific system areas were operating as variables in each economic satisfaction level, but there was no statistically significant difference between home and dormitory groups. 3. Mental health complaints a. There was no significantly difference between home and dormitory groups with regard to mental health complaints expressed. b. When the year variable was controlled the third year group was the only group which showed a different rate between home and dormitory groups; the home group presented a higher rate. c. Since the year variable seemed to affect the mental complaints, those data were further analyzed to see whether the specific system areas were operatings variables in each economic satisfaction level. The result were as follows: Among the home group, the third year students showed higher rates in Inadequacy and Anxiety. d. When the economic satisfaction variable was controlled, the very satisfied group was the only group which showed a different rate between home and dormitory groups: the home group presented a higher rate. Since the economic satisfaction variable seemed to affect the mental complaints, those data were further analysed to see whether the specific system areas were operating as variables in each economic satisfaction level, but there was no statistical significant difference between the home and dormitory groups. Although the social environment of dormitory life differs from family life, there was no difference in the rate of total health problem complaints between the home and dormitory groups but the home group showed a higher rate of physical health complaints than the dormitory group. Possible positive factors influencing dormitory life and negative factors influencing family life affecting health complaints must be explored in order to relate to the health needs of the university health program. This study could not define the causes for the fewer physical complaints of dormitory students living at home. Further study of such causal factors recommended in order to provide the data needed to contribute to a more effective health program.

• Journal of Practical Engineering Education
• /
• v.15 no.1
• /
• pp.89-95
• /
• 2023

This study is a descriptive research study to analyze the effects of grit in nursing students on self-directed learning ability and adjustment to university life. Data was collected from 260 nursing students including first and second-year nursing students in Region C University. The data was analyzed to find relationships among grit, self-directed learning ability, and college life adjustment using frequency analysis, descriptive statistics, t-test, ANOVA, and multiple regression analysis. The results showed the subdomains of grit in which grit in nursing students affected self-directed learning ability were consistency of interest (t=2.423, p<.05) and perseverance of effort (t=3.761, p<.001). The explanation power of the regression model was 40.2%, which was a statistically significant result (F=23.609, p<.001). The subdomains of grit in which grit in nursing students affected adjustment to college life were the consistency of interest (t=3.112, p<.001) and perseverance of effort (t=3.930, p<.001). The explanation power of the regression model was 43.2%, which was a statistically significant result (F=30.608, p<.001). These results show that it is necessary to develop educational programs to enhance individual nursing students' grit, self-directed learning ability, and college-life adjustment.

• Korean Journal of Health Education and Promotion
• /
• v.22 no.4
• /
• pp.57-72
• /
• 2005

Objectives: To investigate the status of health education in elementary schools. Methods: 620 school nurses were surveyed by questionnaires from September to December in 2003. Results: 1) Among the school nurses under inquiry of planning of health education, 3.3% and 9.3% of them did not prepare for teaching plan. 2) The average time for health education by a school nurse was 96.8 hours a year, and handouts for health education were distributed 10.6 times. Among the contents of health education, sex education took the largest portion of health education with 24.6 hours a year. 3) With regard to the contents of health education covered by school nurses, sex education ranked first with 90.2%, next came drug abuse with 78.4%, dental health, CDC, disease control, healthy life and smoking, body structure and function and growth and development safety, alcohol, nutrition and environmental health followed them. 4) The main contents of education were CDC, dental health sex, healthy life and disease control for 1st, 2nd and 3rd grade students, sex, CDC, disease control and safety for 4th grade students, and sex, CDC, drug abuse and smoking for 5th and 6th grade students. 5) 72.6% of school nurses used class room for health education, 20.0% and 7.4% of them used grade and others such as broadcast, respectively. 6) 42.1% of school nurses used blackboard, 37.0% and 18.6% of them used visual media and handout as a teaching aids for health education. 7) 31.6% of school nurses replied that education time was insufficient 9.5% and 15.9% of them replied the contents of health education were inadequate and methods of health education were inappropriate, respectively. Conclusions: For the successful school health education, it would be in need of sufficient time for health education by opening health education course and of modify the various working conditions of school nurses, and those of effective educational materials and media for health education.

• Research in Community and Public Health Nursing
• /
• v.12 no.1
• /
• pp.142-149
• /
• 2001

The health education for elementary school students is a very important factor in the development of adult health practices. Particularly, eyesight is difficult to recover if lost. Therefore, prevention is better than cure. This study was conducted to investigate the factors that affect the visual health behavior of elementary school students and to furnish basic materials and directions for the promotion of elementary school health. The investigation was carried out for 4 days from 9. 18. 2000 to 9. 21. 2000 for 199 children in 3 elementary schools. A questionnaire was composed of 3 questions about general property. 20 questions about visual health behavior. 7 questions about visual self-efficacy. 5 questions about visual motivation. 16 questions about self-conception. 20 questions about the health locus of control. The data was analysed by an SAS program for t-test. ANOVA. correlation, and multiple regression tests. The results are as follows. 1. The visual health behavior of elementary school children was good (average 52.53). 2. For visual health behavior, school, year, and sex were influential factors. economic levels were not. 3. Visual health behavior had a significant correlation with visual self-efficacy, visual health motives and self-conception. but not with the locus of control. 4. In the multiple regression test, visual self-efficacy and self-conception were significant prediction factors -- the suitability of the regression model was 30.8%. Suggestions from the results are as follows: First, school year and sex had a significant influence on visual health behavior: therefore, it is necessary to consider these two factors when education programs are developed. Second, this study was carried out for students in a partial area only. Therefore, repeated studies for a large sample are necessary for the future.

• Journal of the Korean Applied Science and Technology
• /
• v.35 no.1
• /
• pp.131-140
• /
• 2018

This study is a descriptive research study for analyzing the relevance among stress, anxiety, and ego-resilience in nursing college students before clinical practice. The survey was conducted targeting the second-year students in a K college who were anticipating their first clinical practice. The survey result showed that female students showed higher stress levels than male students (t=-5.51, p<.001) before clinical practice. Female students also showed higher anxiety levels than male students (t=-3.30, p=.001) before clinical practice. The students showed higher anxiety levels before clinical practice as they felt more strongly that they were in bad health (F=3.27, p=.041), as their personality was less outgoing (t=-3.32, p=.001), and as they had a lower satisfaction level in their major (F=7.25, p=.001). The students showed higher ego-resilience levels before clinical practice as they felt more strongly that they were in good health (F=3.74, p=.026) and as their personality was more outgoing (F=3.19, p=.002). The stress and anxiety levels before clinical practice also had a positive correlation (r=.211, p=.010) and the ego-resilience and anxiety before clinical practice had a negative correlation (r=-.313, p<.001). Based on the finding, it is necessary to develop the competence improvement program that can reduce the anxiety of nursing college students before clinical practice in order to improve their ego-resilience.

• Journal of Korean Biological Nursing Science
• /
• v.5 no.1
• /
• pp.13-22
• /
• 2003

The purpose of this study was to investigate and analyze current educational requirements related to genetics curriculum(from June 2002 to September 2002) established at nursing institutions and to provide the basic data for the development of genetics science program at the undergraduate. Subjects of this study were comprised of twenty-three colleges of nursing in 4-year baccalaureate and thirty colleges in 3-year diploma programs. The results of this study were as follows : 1) 32 colleges offer courses related to genetics. 29 among 32 colleges have that integrated. Three schools have established completely independent courses of genetics. 21 colleges do not have any courses dealing with genetics. 2) The contents of courses related to genetics include: Congenital abnormalities, chromosomal aberrations, congenital metabolic disease, prenatal diagnosis and genetic counseling, genes and chromosomes, immune genetics, blood type and genetics, rule of genetics, variation in gene expression, the map of the human gene, gene linkage genetics, interaction of genes, single inheritance in order and genetic biochemistry. 3) For course credit, 14colleges(48.3%) offered at most 1 credit per course. The grade of student who can take the course, 51.7% were in their second year while 37.9% were in their third year. The majors of nursing faculty who taught the course were nursing(51.7%) and basic nursing science(17.2%). 4) As far as the need of opening the courses related to genetics, 36 colleges(67.0%) have made a 'need', 12 schools(22.6%) state 'dose not need'. 711e reason for need were the following development of bio engineering, increase number of patients who are related to genetics, recognition of the need in clinical nursing. 7 schools(13.2%) agreed to offer independent course in genetics but 39 schools(73.6%) are in disagreement with that. When the school offers the course with other courses, 27 schools(50.0%) are opening basic nursing science and 14 schools(26.4%) are opening nursing as an integrated courses. If the name of course was either genetic nursing(34.0%) or genetics(28.3%), the credits for the course was one or 2 credits. 33 schools(62.3%) students were in the first or second years. 41 schools(84.9%), the majors of the faculty who had taught the course were either basic nursing science(35.8%), nursing(28.3%) or basic medicine(24.5%). The contents of the course should include in that order: Chromosome aberrations, prenatal diagnosis and genetic counseling, congenital metabolic disease, congenital abnormalities, genes and chromosomes, the rules of genetics, immune genetics, interaction of genes, variation in gene expression, etc. The results and discussions of the study indicate that the entire curriculums need to be investigated with respect to contents of education, nursing curriculums and name of courses because of the increasing need of knowledge related to genetics in the clinical practice.

• The Korean Journal of Emergency Medical Services
• /
• v.5 no.1
• /
• pp.37-51
• /
• 2001

This study is aimed at examining the ethical values of EMT students. The results below are based on the revised questionnaires, which can be applicable to EMT from the original questionnaires developed by Lee(1990), with a sample of 124 students consisting of 63 first and 61 second year students, conducted November 2-8, 2001. Data were analyzed using SPSS in terms of means, standard deviations, t-test, ANOVA, Pearson's correlation coefficient. The results are as follows: 1. In the area of Human life, all subjects showed utilitarian disposition. All respondents perceived the item "When patients recognizing there is no hope for survival ask for euthanasia, it is ethically right to accommodate their opinions." as the most utilitarian item, whereas they perceived the item "When an hopeless patient is on cardiac arrest, it is ethically right to do CPR as the most deontoogical item. 2. In the area of patient relationship, all students of two groups took on deontoogical characteristics, but there were no statistically significant differences between two groups. All students perceived an item "EMT have to keep it secret if patients disclose their suicide intentions and ask for absolute secrecy" the most utilitarian item, whereas they perceived an item "Even though patients act and speak in a very rude manner, EMT people should do their best to provide care for patients." as the most deontoogical item. 3. In the area of task relationship, first year students perceived an item "Given time limitations, it is ethically right to give priority to the patients who can be rehabilitated over the patients who can't be fully recovered." as the most utilitarian item, whereas second year students perceived an item "Under no circumstances should any placebo be administered to patients." as the most utilitarian item. All students perceived an item "When EMT students see an unconscious person lying in the street, they have to give him/her emergency treatment." as the most deontoogical item. 4. In the area of coworker relationship, all students of two groups took on deontoogical disposition, but there were no significant differences between two groups. All students of two groups perceived an item "Suppose you are regarded as the person who would be promoted. However, you think that your coworker is more competent than you. In that case you should tell your supervisor about your coworker." as the most utilitarian item. First year students perceived an item, whereas second year students perceived an item "When you observe coworkers' misconduct at work, it is ethically right to ignore their misdeeds." as the most deontoogical item. 5. This study demonstrated that for the first year students, there is a correlational relationship between areas of human life and task relationship, and between areas of task relationship and coworker relationship, whereas for the second year students, there is a correlational relationship between areas of human life and task relationship. 6. In areas of human life and task relationship, there are significant differences according to attitudes toward EMT and attendance at ethics training sessions. In the area of coworker relationship, there are significant differences according to religion, attendance at ethics training sessions, and a code of ethics. Recommendations for future research, 1. Sample items to measure ethical values and the instrument tailored to the needs of EMT should be developed. 2. A longitudinal study to track ethical value changes according to the amount of work experience is needed. 3. A code of ethics and/or ethics training, which could apply in actual situations, should be implemented.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.14 no.3
• /
• pp.1274-1282
• /
• 2013

With the reinforcement in patient's rights and safety, simulation-based learning is getting popular in nursing education. Therefore, The purpose of this study was to identify the outcomes and satisfaction of simulation-based learning in nursing on patient with UGI bleeding. Participants of this study were 77 second year nursing students who never experienced simulation-based learning. The collected data was analyzed by using SPSS Statistics 18.0. Frequencies, % for general characteristics and satisfaction in simulation, and paired t-test for learning outcomes in simulation were used. Confidence on clinical performance, satisfaction in simulation significantly increased by simulation-based learning. The applying the simulation-based learning is a practical alternative to patient safety and nursing students were satisfied. Well trained and educated instructors are the first line rather than facilities for the quality of learning.