• Journal of Korean Academy of Fundamentals of Nursing
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• v.13 no.1
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• pp.42-49
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• 2006

Purpose: This study was done to evaluate the effectiveness of cardiac rehabilitation education individualized to PCI patients in order to improve their knowledge of these diseases and to lessen their anxiety. Method: A Quasi experimental design with non-equivalent control group non-synchronized design was used. The experimental group had the PCI operation for ischemic heart disease and individualized cardiac rehabilitation education and counseling twice for 25 minutes each time using an educational booklet developed by the authors. The effects of the education were analyzed using a knowledge assessment tool, state anxiety inventory and anxiety visual analogue scale. Results: The experimental group who received the individualized cardiac rehabilitation education showed a high level of knowledge about diseases compared to the control group and particularly showed a significant difference in knowledge about the drugs used for treatment. However, no significant difference was observed between the two groups in the level of state anxiety and anxiety visual analogue scale. Conclusion: Individualized cardiac rehabilitation education did not reduce anxiety but it was effective in enhancing the participants' knowledge about the diseases. Thus, it can be utilized effectively in addressing risk factors in ischemic heart diseases by providing education individualized according to patients' demands and knowledge levels.

• Journal of Korean Clinical Nursing Research
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• v.22 no.3
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• pp.257-264
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• 2016

Purpose: The purpose of this study was to explore the effect of individualized diet education program on dietary knowledge and self-care compliance among hemodialysis patients. Methods: The design of the study was quasi-experimental nonequivalent control group pre-post test design. Fifty patients were assigned to an experimental group and fifty patients were assigned to a control group. Individualized diet education program was applied to the experimental group once every two weeks for twelve weeks. Results: Dietary knowledge increased significantly in the experimental group when compared to the control group. Dietary self-care compliance improved significantly in the post-test of the experimental group, however, the difference was not significant. Conclusion: The individualized dietary education program was effective in improving dietary knowledge. The individualized diet education program needs to be incorporated as an important nursing intervention. Nurses should provide individualized diet education program for hemodialysis patients.

• Education of Primary School Mathematics
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• v.3 no.2
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• pp.115-131
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• 1999

The purpose of this study is to examine meaning, factors, and diagnostic method of underachievers in mathematics and to propose the idea of the individualized teaching method for underachievers. For the first purpose, previous literatures on underachievers are reviewed. For the second purpose, this study described the procedure of developing the individualized instructional program, and the method of diagnosing and prescribing errors in mathematics. In the future, individualized instructional program need to be developed based on correct diagnosis of factors effecting under achievement for the effective teaching of underachievers.

• Asian Oncology Nursing
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• v.8 no.1
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• pp.8-16
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• 2008

This study was conducted to investigate whether an individualized cancer patient education would increase self-care knowledge and performance. Eventually, it was to reduce side effect and promote self-care for chemotherapy. Method: This study utilized a nonequivalent control group pre-post test design. The subjects included 50 patients with cancer 25 in the experimental group, and 25 in the control group. The study was performed from January 2006 to June 2006 for the patients who were first treated by chemotherapy in a university hospital. Results: Individualized education was significantly increased in self-care knowledge and performance. Self-care knowledge and performance showed significant correlations as well. Conclusions: Individualized patient education was an effective nursing intervention in increasing self-care knowledge and performance for chemotherapy.

• The Korean Journal of Rehabilitation Nursing
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• v.18 no.2
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• pp.135-144
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• 2015

Purpose: This study was conducted to examine the effects of an individualized cardiac rehabilitation education program on knowledge about coronary artery disease (CAD), compliance of sick role and vascular health status in patients with percutaneous coronary intervention (PCI). Methods: Quasi-experimental design-based nonequivalent control group pretest-posttest design was employed. Using convenience sampling, data were collected from 60 patients who underwent PCI at S Hospital in S City from September 2014 to February 2015. For examining the effects of an individualized cardiac rehabilitation education program, knowledge about CAD, compliance of sick role and vascular health status were measured. Results: The experimental group showed statistically significant differences in knowledge about CAD (t=24.21, p<.001), compliance with sick role (t=20.81, p<.001) and vascular health status (t=15.07, p<.001) compared to the control group. Conclusion: The individualized cardiac rehabilitation education program is effective in improving knowledge about CAD, compliance of sick role and vascular health status in patients who underwent PCI. Based on the findings of this study, nursing intervention programs focusing on individualized approach will be useful for patients undergoing PCI.

• Korean Journal of Adult Nursing
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• v.18 no.3
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• pp.367-376
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• 2006

Purpose: This study was designed to explore the effects of providing individualized education for hemodialysis patients on their knowledge of hemodialysis, compliance of patient role behavior, and physiologic parameters. Method: A quasi experimental design with a non-equivalent control group and a non-synchronized design was used. The experiment was conducted with a total of 40 hemodialysis patients (20 in the experimental group and 20 in the control group) at the artificial kidney center, C University Hospital. The experimental group was provided with individualized education, 30 minutes per session, three times per week, for two weeks. Results: The experimental group had significantly higher knowledge of hemodialysis than the control group after the education. The compliance of patient role behavior was more enhanced in the experimental group than the control group. The experimental group showed significantly higher values of blood urea nitrogen, but not the values of blood creatinine, albumin, kalium, and phosphorus. Conclusion: The individualized education was found to be an effective intervention for improving patients' knowledge of hemodialysis and compliance of patient role behavior.

• Korean Journal of Adult Nursing
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• v.22 no.3
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• pp.322-328
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• 2010

Purpose: The purpose of this study was to investigate the effects of an individualized cardiac health education on self-care behavior and serum cholesterol levels patients with coronary artery disease. Methods: Twenty-two patients in the intervention group and 22 in the control group were assigned randomly in this study. The intervention group received an individualized cardiac health education program which consisted of four different sessions for a total of four sessions. Specifically, two sessions occurred during the patients' hospitalization with a third session at the time of discharge with a fourth session scheduled via telephone one week post discharge. Data were collected through a questionnaire for self-care behavior and a blood test for total cholesterol at the time of admission and the two weeks after discharge. The questionnaire for self-care behavior was a standardized instrument and serum cholesterol was measured by Accutrend GC (Roche, Germany). Results: Self-care behavior scores included diet, medication, exercise, risk factor, blood pressure measurement, and visits to hospital were significantly more in the experimental group compared to the control group. Conclusion: The above findings indicate that the individualized cardiac health education was effective in increasing of self-care behavior.

• The Korean Journal of Rehabilitation Nursing
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• v.16 no.1
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• pp.1-8
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• 2013

Purpose: This study aimed to identify the effect of individualized education on stroke patients' post-discharge anxiety and self-care compliance. Methods: It was a pretest-posttest design with non-equivalent groups. A total of 32 hospitalized stroke patients in experimental group were given individualized education three times at one day before, the day of and one week after discharge. Data were analyzed using descriptive statistics, t-test and $x^2$-test. Results: The scores of anxiety at posttest were $45.66{\pm}9.58$ in control group and $35.44{\pm}8.21$ in the experimental group. Self-compliance scores were $44.00{\pm}7.99$ in control and $61.06{\pm}7.69$ in the experimental group. These indicate that anxiety score is significantly lower (t=-4.58, p<.001), and self-compliance score is significantly higher (t=8.70, p<.001) in experimental group. Conclusion: If stroke patients receive a relevant individualized education, it could help reduce their anxiety. Also it would be useful to maintain and improve their self-care compliance after discharge.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.199-216
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• 2016

The purpose of this study is to figure out how much gifted science education teachers in charge of the class realize the necessity of individualized curriculum and program for scientifically gifted, to find out the problems of the gifted science educational institutions from exploring them in depth in the light of the reality in the gifted science educational institutions, and to draw implications about the applicable direction of more aggressive individualized curriculum and program for scientifically gifted. I chose 15 people with the incumbent teachers who have ever taught scientifically gifted and have a degree in the gifted education or science subject education as study participants and had a depth interview with them. According to result of the study, 14 of 15 study participants recognized the necessity of individualized education in science should understand the personal requirements according to the tendency of the gifted students and should be a study led by students themselves. Of the problems in gifted science education, teachers regarded the reduction in the financial support as the biggest problem and the vocation and professionalism of teachers were referred as a very important factor. With constraints of time and space, there were plenty of opinions that can't ignore the influence of educational environment associated with the university entrance examination. There were many opinions that there is excessive expansion of the agencies and the target for gifted students, no standardized measurement tools and programs and the lack of the system for the coherent observation as a teacher. Also, the unified curriculum of gifted science education institutions were pointed out as the problem and the individualized programs which were already under way have a lot of weakness and being offered marginally. Thus, from now on, to apply for individualized education of gifted science, teachers demanded optimized education conditions and consistent policy support, and expressed the opinion that there needs of a possible continuous observation system. Besides, the curriculum and programs matched the needs of the students should be taken priority the most, and there were another answers that fellow learning within the cooperative learning can be an alternative of the individualized. Along with that, there were lots of opinions that the treatment to overcome an inferiority complex according to the individualized should be followed.

• The Journal of Korean Association of Computer Education
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• v.7 no.4
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• pp.27-42
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• 2004

The objectives of this study were to investigate the effects of individualized instruction on students' achievement, course interest, attitude in Homepage Development lesson. A total of 204 eighth-graders in a girls' middle school participated in the study. The results showed that the individualized group made significantly greater achievement and revealed higher course interest than the traditional group. Subjects in the individualized group also had more positive attitudes toward the instructional program than did the traditional group. Prior computer experience didn't have significant interaction effects between the teaching methods.