• Journal of the Korean Society of School Health
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• v.18 no.1
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• pp.27-36
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• 2005

Purpose: This study was a descriptive research to compare the teaching status of sex education and to examine differences in understanding teaching capability for sex education between school health educators and teachers working in elementary schools. Methods: A total of 307 subjects participated in the research including 182 school health educators and 125 teachers who gave sex education in elementary schools in Busan, Korea. Data were collected using a structured self-administered questionnaire and analyzed with frequency, t-test and $\chi^2$-test using SPSS WIN (version 10.0). Results: This study found that the school health educators carried out sex education more than the teachers, and perceived a higher level of teaching capability for sex education than the teachers when they were given four areas of sex education contents: physical and psychological development; sex and health; sex, culture and ethics; and understanding of personal relationships. In addition, a larger number of school health educators perceived that they were more qualified and more highly recognized as sex educators than the teachers. Conclusions: The results suggest that the school health educators must be more active as sex educators and that sex education should be adopted as a regular course and the school hours for sex education must be secured.

• Journal of the Korean Society of School Health
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• v.17 no.2
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• pp.107-114
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• 2004

Purpose: This descriptive study was conducted to compare the teaching status, utilization of the teaching materials, and the need to solve matters of sex education between the school health educators and teachers working in an elementary school in Busan. Method: 182 school health educators and 125 teachers participated in the research. Data was collected using a self-administered questionnaire, and analyzed by frequency and x2 -test using the SPSS WIN 10.0 Program. Results: While school health educators carried out most of the sex education in the extra curriculum and physical education class, teachers did in the regular curriculum and physical education class. Regarding the utilization of the teaching materials on sex education, although the majority of school health educators used the teacher's manual, only a few teachers used it. Most of the school health educators used the ICT teaching materials while only half of the teachers did. Regarding the methods to solve matters on sex education, school health educators responded that a sex-related subject should be combined with a health subject, and an independent sex-related subject was necessary. The teachers, however, responded that it was necessary to secure enough time for sex education, the sex-related subject combined with a health subject was necessary, and there is a need to designate a sex educator. Conclusion: School health educators utilized more teaching materials for sex education and suggested more active methods to solve matters related to sex education. Therefore, school health educators should be more active as sex educators, and the subject of sex education should be adopted as a regular course.

• Korean Journal of Health Education and Promotion
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• v.12 no.2
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• pp.90-108
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• 1995

In the recent years, there has been a remarkable growth in the popularity of health education and health promotion. Health educators are increasingly confronting serious ethical quandars. Health educators need to be fully prepared to meet the challenges presented by these situations. The objectives of this study are as follows: 1. It explores some fundamental concepts concerning ethics, morals, and values. 2. It identifies several critical ethical issues confronting the field of health education with which individual health educators must wrestle during the course of their careers. 3. It examines the process of applying ethical principles to guide rational resolution of complex value-laden issues and moral dilemmas. 4. Collectively, these provide health educators with a basic understanding of ethics and how ethics may be used to facilitate sound decision making. This study challenges health educators to consider the ethical issues and implications associated with certain practices or advances in the field of education.

• Journal of the Korean Society of School Health
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• v.16 no.2
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• pp.125-134
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• 2003

Purposes of this study were 1) to identify the level of role expectation and role performance for school health educators as elementary school students recognize and to compare them, and 2) to examine differences in the role expectation and performance by characteristics of students and educators. Subjects of the study were 1,433 6th grade students at 37 elementary schools in Busan. The data were collected by a structured self-administered questionnaire, measuring role expectation and performance that students recognize. The data were analyzed with descriptive statistics, t-test, and ANOVA by SPSS program. The results were summarized as follows. 1. Students' level of recognizing the role expectation was high(M=4.08) and level of the role performance was moderate to high(M=3.50) within range of 1 to 5. The students recognized role expectation greater than role performance. 2. The students' point of view for role expectation and performance for school health educators were related to several characteristics of students and school health educators. Students' levels of recognizing the role expectation and performance were higher when students were male, healthy, their academic performance was high, their level of satisfaction with their school life was high, and their level of satisfaction with using school health office was high. With characteristics of School health educators, students' level of appreciating the role expectation was higher when educators were of an older age and had a long career, and when they were fairly satisfied with their job as an educator. Students' level of recognizing the role performance was higher when educators were of a younger age, and had a small number of students at school. This indicates that there exists role conflict on students and implies that the conflict needs to be mediated, and desirable solutions to address the conflict need to be developed by school health educators.

• Proceedings of The Korean Society of Health Promotion Conference
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• 1998.07a
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• pp.71-79
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• 1998

We do not have a qualification for Health Educators in Japan. But "The Japanese Society of Health Education and Promotion" made a committee called "Education for Health Educator and Curriculum". We will have a 4day workshop this summer in order to develop a curriculum for health educators. (omitted)

• The Journal of Korean Academic Society of Nursing Education
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• v.3 no.2
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• pp.163-192
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• 1997

As the population over the age of 65 increases, the demand for nurses who care for this group also continues to grow. Well-prepared nurses who are knowledgeable and skilled for the elderly can be prepared through systematic gerontological nursing curricula. This study was carried out to identify the needs for gerontological nursing curricular contents. The subjects for this study were two participant groups the educators who teach gerontological nursing in three-year and four-year baccalaureate nursing programs, and the nurses who are working with the elderly in hospitals, community health centers, social welfare agencies, and community health practioner's posts. The major findings of the study are as follows : 1. The differences between actual contents and essential contents of the educators : Concerning the actual contents that is actually taught, the educators showed the highest scores on the demographics of older adults and the lowest scores on the cultural variations affecting health care. Regarding the essential contents, the educators showed the highest scores on the demographics and the lowest scores on the economics of aging. Aside from the demographics, all of the items were found to have significant differences between essential and actual contents. This implies that all the content areas except demographics should be emphasized. 2. The differences between actual knowledge and essential knowledge of the nurses : Concerning the nurses' actual knowledge, the nurses showed the highest scores on the common health problems and their treatment and the lowest scores on the politics of aging. Regarding the essential knowledge, nurses showed the highest scores on the chronic illness and common health problems and the lowest scores on their roles and functions. However, they thought all the items to be essential. All of the items were found to have significant differences between actual and essential knowledge. The nurses who studied gerontological nursing in their school years and after graduating had more knowledge. However, they felt more knowledge was needed. This implies that the nurses need more education in all content areas of gerontological nursing. 3. The differences between educators and nurses : Concerning the essential contents, the educators showed higher scores on the demographics and growth and development than the nurses. Whereas, the nurses showed higher scores on the cultural variations, long-term care, economics of aging, politics of aging, legal and ethical issues, and common health problems than the educators. 4. Activities of nursing care for the elderly : Most common activities were related to direct nursing care such as giving physical care, counseling/teaching clients, and assessing and planning care for the clients. Nurses thought that all the items were critical, but they showed relatively low scores on the following :'serve on multidisciplinary committee', 'preparing reports', 'evaluation of outcomes of care', 'determine policy for nursing service', 'set patient care standards', and 'participate in nursing research' The constraints in providing better nursing service were time constraints, administrative restraints, social restraints, and inadequate knowledge.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.4
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• pp.561-573
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• 2015

Purpose: The purpose of this study was to identify essential global health competencies for undergraduate nursing students in Korea. Methods: This study used a mixed methods design including an online survey with a convenient sample of 223 nursing educators, followed by an expert discussion with four nursing educators with expertise in global health. The global health competency was measured using the Global Health Competencies for Nurses in the America, which consists of 30 competencies in 6 domains. Each competency was measured by a 4-point Likert Scale, with at least 80% of 3 or 4 point scores indicating consensus that competency was considered essential for undergraduate nursing students. Results: Nursing educators most strongly agreed the competencies of the Social and Environmental Determinants of Health domain as essential global health competencies for nursing students. A total of 21 items in 5 out of 6 competency domains were initially identified with at least 80% agreement. Finally, the experts decided on 24 global health competencies through the revision and integration of several competencies. Conclusion: The findings indicate that nursing educators perceived that nursing students need to be prepared for responding to emerging global health needs. The proposed list of global health competencies can provide guidance to develop a framework for integrating global health into undergraduate nursing curriculums.

• Korean Journal of Health Education and Promotion
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• v.27 no.5
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• pp.63-71
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• 2010

Objectives: The field of health education is still relatively new and is therefore evolving and developing rapidly throughout the world. Many countries' certification programs are still being created. This paper will discuss on the US CHES system of regulation, accreditation, and implementation for the future development of international health education programs. Methods: This article focuses on the United States CHES credentialing program, specifically on its historical development and the roles, employment settings and socioeconomic demographics of current CHES professionals through literature review. Results: The roles and skills required vary by employment setting, with seven universally recognized responsibilities of health educators. There are also 35 key competencies which are crucial to the role of the health educator, with 163 sub-competencies performed by all health educators. The employment of health educators will increase from 62,000 in 2006 to 78,000 in 2016. As the costs of healthcare increase, employers are projected to hire more health educators to decrease healthcare costs through prevention and early detection of chronic illnesses. Community health non-profit agencies, academia, healthcare (hospital/clinic), schools, government/government contracting, and businesses are some of the most widespread employment settings for health educators in the United States. Conclusion: Better understanding of this longstanding and successful program will benefit countries developing their own certification system. The variety and specificity of the information on the US CHES program may be of value as South Korea continues to develop its Korean CHES program.

• International Journal of Advanced Culture Technology
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• v.12 no.2
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• pp.227-235
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• 2024

This study was attempted to secure basic data for planning an efficient educational direction by phenomenologically analyzing what they experience as educators by allowing learners to plan and conduct education directly. Participants in the study were eight who voluntarily expressed their intention to participate in the study after taking health education classes between the ages of 20 and 30. Interviews for the study were conducted three times per participant from December 18, 2023 to January 5, 2024, and took an average of 1 hour or more per session. The meaning of the experience of actually carrying out health education derived from Giorgi's phenomenological analysis procedure consists of 5 components(difficult and lacking, confusion and burden, regretful, change, oppurtinity), 11 sub-components, and 37 semantic units. What stands out from the experience of directly teaching is that the participants gained confidence as educators. Based on the results of this study, in order to achieve efficient education, it is suggested to allow learners to conduct classes directly.

• Korean Journal of Health Education and Promotion
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• v.10 no.2
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• pp.1-10
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• 1993

Health behavior of the people is not satisfactory and it is recommended that proper health education methods be utilized for health promotion of the people. In order to accomplished health promotion objectives. it is necessary to assign teachers specialized in health education to schools and health educators to communities. Health promotion bill is prepared by members of national assembly and the government has to develope a sound policy for the health promotion of the people. In developed countries. health educator are serving communities and help people for health promotion. It is recommended that health educators be assigned to local health departments and local health centers throughout Korea, and to general hospitals. It is recommended that public health related associations, health education association and professors of health care departments in colleges work together for better health services through health education. The most important variable to affecting KAP level of people on environmental health was education level.