• Journal of Korean Society of Occupational and Environmental Hygiene
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• v.30 no.4
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• pp.387-393
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• 2020

Objective: This study aimed to investigate the differences in temporary threshold shift (TTS) and recovery patterns according to different types of sound and volume. Methods: TTS and recovery patterns were assessed for eight students after 30-minute exposure to both 70.0 dB and 90.0 dB of factory noise (noise) as well as music. TTS was measured before exposure and two minutes post exposure, and recovery patterns were evaluated every 10 minutes for one hour. The subjects performed activities of daily life and sleeping times as usual but taking drugs or drinking alcohol were prohibited. The experiment was repeated three times with an interval of at least 16 hours. ANOVA and T-test were carried out using SPSS 19.0 for Windows. Results: The hearing threshold of all subjects before exposure was less than 30 dB at all frequencies. Mean TTSs of 70 dB noise and 90 dB noise exposure were 0.14 and 4.48 dB (p<0.001). Meanwhile, the difference in music was insignificant (-0.63 dB and 0.55 dB, p=0.063). A significance in the difference was also found between the mean TTS of music and noise exposure, more obviously at 90.0 dB (p<0.001) than at 70 dB (p=0.232). The TTS differences were found frequency-wise in terms of sound type. Mean TTS by frequency was higher at 4,000 and 6,000 Hz than at other frequencies, and higher in noise than music at the same sound pressure. The TTS difference in each frequency between both sound types was significant at 90 dB (p<0.001). Subjects mostly recovered from TTS in one hour after exposure, but not with 90 dB-noise exposure. Conclusion: TTS and recovery patterns were different depending on the sound type. When exposed to factory noise, TTS was greater and recovery time was longer compared to music at the same sound pressure. These results suggested that the difference in cognitive processes and psychological factors according to the type of sound causes a change in TTS and recovery.

• Journal of the Korean Society of Physical Medicine
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• v.17 no.4
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• pp.1-13
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• 2022

PURPOSE: This study examined the effects of the craniovertebral angle, proprioception (joint error test), and the upper trapezius on the muscle tone when comparing cervical stabilization and scapula stabilization exercises and when two exercises were performed together. METHODS: The participants in this study agreed in advance, and this study was carried out by recruiting 27 university students in their twenties with mild frontal posture. The subjects were assigned randomly to three groups that performed cervical stabilization exercises, scapular stabilization exercises, and both cervical and scapular stabilization exercises. One-way repeated ANOVA was used to analyze the evaluation values of the 1^st, 3^rd, and 6^th weeks of exercise intervention within the group, and one-way ANOVA was used to compare the difference in the effects of exercise intervention among the three groups. RESULTS: Proprioception was significantly different in the cervical stabilization exercises (CSE) group and the cervical stabilization exercises + Scapular stabilization exercises (CSE+SSE) groups at three weeks, and there was a significant difference between the scapular stabilization exercises (SSE) group and the CSE+SSE group (p < .05). At six weeks, there was a significant difference between the CSE group and the CSE+SSE group, and there was a significant difference between the SSE group and the CSE+SSE group (p < .05). There was a significant difference between three and six weeks in the CSE group (p < .05). In the SSE group, there was a significant difference between pre and six weeks, and between three and six weeks (p < .05). In the CSE+SSE group, there was a significant difference between pre and three weeks, and between pre and six weeks (p < .05). On the other hand, there were no significant differences between CVA and muscular tone in all three groups (P > .05). CONCLUSION: In all groups, the proprioception (joint error test) showed significant improvement, and the CSE+SSE group showed greater improvement than the other groups. As a result, the appropriate combination of neck stabilization exercise and scapular stabilization exercise effectively improved proprioception in the presence of forward head posture (FHP).

• Journal of The Korean Society of Integrative Medicine
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• v.10 no.4
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• pp.241-250
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• 2022

Purpose : The purpose of this study was to investigate the effect of backward walking exercise on changes in the cervical angle and gait parameters in subjects with moderate forward head posture. Methods : Four subjects were selected for this study. In particular, subjects with an average of 43 subjects with moderate craniovertebral angles were selected as the criteria for subject selection. The exercise program consisted of a 5 minutes warm-up exercise, 20 minutes main exercise, and 5 minutes cool-down exercise. In the main exercise, the treadmill speed was 2.5 km/h for men, 2.0 km/h for women in the first week, from the 2nd week to the 4th week, it was increased by 0.5 km/h every week. Results : Craniovertebral angle increased by 2.06±2.46 ° before and after the backward walking exercise, and craniorotational angle decreased by -1.69±3.33 ° before and after exercise. As for the gait parameters, in the amount of change before and after the backward walking exercise, the left foot pressure was 4.58±5.70 % from front to back and the right foot pressure was 5.08±3.06 % from front to back. The left step length and right step length showed a change of -.33±4.43 cm and -2.08±7.26 cm, respectively. stride length showed a change of -2.59±11.18 cm. The left and right stance phase showed a change of -1.02±2.03 % and -1.23±1.54 %, respectively. The left and right swing phase showed changes of 1.02±2.03 % and 1.22±1.53 %, respectively. The left and right step times were -.01±.06 sec and -.02±.12 sec, respectively. The stride time showed a change of -.03±.18 sec. Conclusion : Changes in cervical angle and gait parameters were confirmed by performing backward walking exercise for subjects with moderate forward head posture for 4 weeks. Therefore, additional research should be conducted based on this case study.

• Journal of The Korean Society of Integrative Medicine
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• v.10 no.4
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• pp.175-185
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• 2022

Purpose : This study was conducted to determine the effect of Kegel exercise using a pressure biofeedback unit (PBU) for 2 weeks on maximum voluntary ventilation (MVV) and abdominal muscle thickness based on previous studies. Methods : The subjects of this study were 20 healthy female students in their 20s. Subjects were randomly assigned to two groups. Eleven subjects were assigned to the experimental group (EG) and 9 subjects were assigned to the control group (CG). Subjects measured MVV with a spirometer. In hooklying position, transverse abdominis (TrA), internal oblique (IO), and external oblique (EO) of the dominant side were measured using ultrasound. For the measurement value, the average value of three times was adopted. After 2 weeks of intervention, the measurements were measured in the same way. In the EG, pelvic setting training using PBU was performed before Kegel exercise. The PBU was first placed at the waist in the Kegel exercise position and the starting pressure was set at 40 mmHg and adjusted to 60 mmHg through pelvic floor muscle contraction. After performing pelvic control using PBU, Kegel exercise was performed with 8 seconds of contraction, 8 seconds of relaxation, and 3 sets of 10 reps per set. A significance level of 𝛼=.05 was used to verify statistical significance. Results : In the variable of MVV, a significant increase was confirmed in the EG (p<.05). In the abdominal muscle thickness variable, significant increases were confirmed in IO and TrA in the EG (p<.05). In addition, a significant increase in IO was confirmed in the CG (p<.05). Significant increases in IO and TrA were confirmed between groups (p<.05). Conclusion : Based on the previous study, this study confirmed that Kegel exercise using a PBU had a positive effect on MVV and abdominal muscle thickness based on a 2-week intervention.

• Journal of The Korean Society of Integrative Medicine
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• v.11 no.2
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• pp.141-147
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• 2023

Purpose : This study aimed to find out the effect of aerobic exercise using Bruce protocol on heart rate, oxygen saturation, and blood pressure after recovery from COVID-19 infection. Methods : In this study, 34 students from D University located in J city were targeted, COVID-19 infected group (17 people) and non-COVID-19 non-infected group (17 people). The Bruce protocol using a treadmill was applied to the aerobic exercise of this study. The Bruce protocol has in the first stage of METs 4 (slope 10 %, speed 2.7 km/h). The second stage was METs 5 (slope 12 %, speed 4 km/h), and the third stage was METs 6 (slope 14 %, speed 5.4 km/h). All measurements were measured 3 times and the average value was used. Results : As a result of this study, as a result of comparing heart rate changes according to aerobic exercise using the Bruce protocol. EG group and the CG group increased significantly according to the progressive exercise load (METs 4~5), and in the third stage of the Bruce protocol between groups, The EG group showed a significantly lower heart rate. As a result of comparing changes in oxygen saturation and blood pressure, there was no significant difference between the EG and C groups according to the gradual exercise load. Conclusion : In conclusion, there was no difference between normal and pressure when MET of moderate intensity exercise (4 to 6) was applied to the effect on heart rate, oxygen saturation, and blood pressure in healthy adults who were fully recovered from COVID-19. Secondary side effects may occur when high intensity exercise with a MET of 6 or higher, so it is strongly recommended that hospitals or specialized institutions measure exercise and physical ability according to individual exercise intensity.

• Journal of The Korean Society of Integrative Medicine
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• v.11 no.4
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• pp.51-60
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• 2023

Purpose : The purpose of this study was to determine the effect of pelvic floor muscle exercise (PFME) on an unstable support surface on maximal inspiratory pressure (MIP), maximum expiratory pressure (MEP), and abdominal muscle thickness as a method for effective PFME. Methods : This study was performed on 22 subjects. They were matched and divided into two groups based on body mass index; the experimental group (EG) performed PFME on a foam roller (n= 11), the control group (CG) performed PFME on a stable support surface (n= 11). Kegel exercise was performed with 10 seconds of contraction, 10 seconds of relaxation, and 4 sets of 10 reps per set. Both of group executed the exercise 3 times a week for 2 weeks. MIP and MEP was measured using a spirometer. Abdominal muscle thickness was measured using ultrasound. The paired t-test was used to compare difference on each group and the comparison between groups was analyzed using the independent t-test. A significance level of α= .05 was used to verify statistical significance. Results : The EG showed a significant increase in the MEP (p<.05). The CG showed a significant increase in the MEP (p<.05). There was no significant difference in the two groups (p>.05). The EG showed a significant increase in the external oblique, internal oblique and transverse abdominis (p<.05). The CG showed a significant increase in the internal oblique (p<.05). There was no significant difference in the two groups (p>.05). Conclusion : Based on the results of this study, additional research should be conducted to correct the limitations of this study to confirm that PFME performed on a foam roller has a positive effect on respiratory muscle strength and abdominal muscle thickness.

• Journal of the Korean Society of Physical Medicine
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• v.18 no.4
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• pp.121-131
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• 2023

PURPOSE: The purpose of this study was to evaluate the effects of ice and hot packs on proprioception, balance, and muscle strength in knee extensor muscle fatigue. METHODS: A total of 31 male and female students in their twenties from a university in A, Chungnam, Korea, were selected as participants. Three experiments were conducted to assess static balance, dynamic balance, proprioception, and muscle strength before and after induction of muscle fatigue, and following intervention. RESULTS: In the case of stability typical (ST), a significant difference was observed in pillow with eye open (PO) when a Hot pack was applied (p < .05). The weight distribution index (WDI), showed significant differences in normal eye open (NO) and Normal eye closed (NC) tests when ice packs and hot packs were applied (p < .05). In the dynamic balance assessment using Y-balance, significant differences were observed in all values except for pre- and post-intervention in the medial and lateral directions (p < .05). The recovery of proprioceptive sensation showed a significant difference when ice packs were applied (p < .05). In muscle strength, significant differences were observed in all comparisons between measurement time points (p < .05). CONCLUSION: Rest was most effective for static balance, and cold and warm compresses were most effective in recovering dynamic balance. For proprioception, cold compresses were most effective. Muscle strength had a positive effect on recovery in all three intervention methods. These results show that cold and warm compresses can be useful in the recovery of various functions related to muscle fatigue.

• Journal of the Korean Society of Physical Medicine
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• v.19 no.1
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• pp.53-60
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• 2024

PURPOSE: The study aimed to analyze the effect of pillow height on upper trapezius and sternocleidomastoid (SCM) muscle activity and overall human body comfort to determine the optimal pillow height. METHODS: The study included 32 healthy college students, of both genders, who provided prior consent. It examined three pillow heights (flat, 6cm, 12cm) and measured the upper trapezius and SCM muscles using ultrasonography, myotone, and electromyography(EMG). Muscle activation, thickness, and fatigue were assessed. RESULTS: The study found significant differences in muscle thickness and muscle tone based on the pillow heights (flat, 6cm, and 12cm) with a p < .05. The SCM and upper trapezius muscles were thinnest at a pillow height of 6cm. Muscle tone in the SCM was lower at both 6cm and 12cm pillow heights. Post-hoc measurements showed significant differences in both the SCM and upper trapezius muscles thickness at the 6cm pillow height (p < .05). Also, significant differences in muscle tone were observed only in the SCM, particularly between the 6cm and 12cm pillow heights. CONCLUSION: The ultrasonography and myotone measurements showed a significant difference in muscle thickness and muscle tension, both of which were above 6cm, while there was no difference in muscle activation. Based on the strong correlation between muscle tension and muscle thickness with pillow height, this study concluded that the human body feels comfortable with a 6cm pillow height. Therefore, it is recommended to use a pillow height of 6cm when lying in a supine position.

• Journal of Korean Academy of Nursing
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• v.4 no.2
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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.

• Child Health Nursing Research
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• v.13 no.3
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• pp.257-264
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• 2007

Purpose: The purpose of this study was to develop an effective obesity management program for elementary school children, based on the motivation theory. Method: This study was a methodological study. A child obesity management program, based on the motivation theory was developed, a web site was made and children with obesity participated in the internet program. After the children finished the program, they evaluated the clinical validity of the program. The clinical validity was tested from Jun 12 to 16, 2006. The participants were 6 students. The evaluation tool was Keller's IMMS(Instructional Material Motivation Survey). Data were evaluated using $means{\pm}SD$ for four major components A,R,C,S (Attention, Relevance, Confidence, Satisfaction), based on ARCS in the motivation theory. Results: The program developed in this study was named 'ARCS children obesity escape', and the URL is 'http://www.119kid.co.kr'. Regarding the four components of ARCS, the overall reaction of participants showed that they were very highly motivated by this program. Conclusion: Utilizing the ARCS motivation strategies for solving obesity problems for children is an effective method to motivate the management of obesity, and can increase achievement motivation, attention, relevance, confidence, and satisfaction with the management of obesity. Thus, the program developed in this study is expected to reduce obesity in children, and become an important guide for obesity management and health improvement for children.