• Journal of Korean Academy of Nursing
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• v.36 no.6
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• pp.942-949
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• 2006

Purpose: This study was to investigate the knowledge and learning needs of chemotherapy in gynecological cancer patients. Method: The subjects consisted of 103 gynecological cancer patients receiving chemotherapy from April 2005 to August 2005. Data was collected using a questionnaire about knowledge and learning needs of chemotherapy. The data was analyzed by t-test, ANOVA, Scheffe test, and Pearson's correlation coefficient using SAS. Result: Average scores of knowledge and learning needs of general treatment and care were 2.74, and 3.30 respectively. Average score of knowledge and learning needs of chemotherapy were 2.54 and 3.23 respectively. Learning needs of general treatment and care and of chemotherapy were significantly different in relation to marital status, educational level, family support, the operation, and the amount of chemotherapy received. Items with the highest level of learning needs were the symptoms of recurring illness of general treatment, and minimizing side effects of chemotherapy. There were a negative correlation between knowledge and learning needs on general treatment and a positive correlation between knowledge and learning needs on chemothearpy but there were not significant statistically. Conclusion: The level of learning needs related to cancer treatment was high, whereas, that of knowledge was low. Therefore, when designing an educational program for gynecological cancer patients, understanding of learning needs is necessary. Also, consideration of a patient's characteristics, and a systematic and detailed educational program should be provided.

• Journal of Korean Academy of Nursing
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• v.30 no.2
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• pp.514-526
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• 2000

The active treatment phase in preparation for bone marrow transplantation(BMT) of che- motherapy regimen and total body irradiation (TBI) containing regimen requires considerable teaching. There have been researches that are related to treatment onto BMT patients and to psychological change during BMT process. However, it was hard to find researches focused on learning needs of patients undergoing BMT. The purpose of this study was to provide the basic data for effective educational program about BMT by investigating the learning needs in patients undergoing BMT. The subjects consisted of 90 BMT patients have been admitted to the department of BMT at three university hospitals. Data were obtained from October 1998 to March 1999 and analyzed by SAS program for unpaired t-test, ANOVA, Duncan test. The results were as follows : 1. Learning needs related to demographic characteristics was identified as below. That of male was higher than that of female. That of under age 29, unmarried, religious and university graduated group was higher than that of opposite group but it didn't show significant difference. Learning needs of group of patients who were employed was significantly higher then that of unemployed patients. 2. According to types of diagnosis, learning needs of myelodysplastic syndrome(MDS) patients was the higher than that of others, but admission frequency was the least. Learning needs of unrelated matched BMT(UBMT) patients was higher than that of autologous BMT patients. However, it didn't show significant difference. With regard to learning needs according to process of BMT, learning needs of Pre- BMT period or Post-BMT period was significantly higher than that of BMT day. 3. Learning needs related to BMT was relatively high (total mean: 3.11 of 4.0). The order of the mean score of leaning needs was shown as follows : Restricted activities after discharge, Relapse symptom, Complications of BMT, Kinds of available drugs at home. Therefore the learning needs that is related to life after discharge and to relapse and complications after BMT was high. 4. Learning needs related to radiation therapy was high (total mean: 3.35 of 4.0). The learning needs in radiation therapy items was the Skin care of radiation therapy and Purpose of radiation therapy. 5. Learning needs related to graft versus host disease(GVHD) therapy was high (total mean: 3.55 of 4.0). The highest learning needs in GVHD therapy items was the Preventive method GVHD. less admission frequency and UBMT patients. It is necessary that education for BMT patients should be focused on life after discharge and on relapse and complications after BMT. Especially education for allogeneic BMT patients should be emphasized on GVHD. For all of these, it is necessary to develop systematic and concrete educational program.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.181-205
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• 2019

This study analyzed how university students' motivations for learning mathematics and emotions for learning mathematics occur and how they relate to each other by introducing the factor called needs in the particular context of mathematics learning, mathematics class centered on peer discussions. We conceptualized the key concepts of the study, motivation for learning mathematics and emotion for learning mathematics. Based on them, we drew specific ways to observe motivation and emotion for learning mathematics and conduct the research. As a result, motivations for learning mathematics occurred to satisfy some needs. Also, positive emotions for learning mathematics occurred when some needs were satisfied, whereas negative emotion for learning mathematics occurred when some needs were not satisfied. Furthermore, when the needs leading to motivations for leaning mathematics were satisfied, positive emotions for learning mathematics occurred. The unfulfilled needs leading to negative emotions for learning mathematics make motivations for learning mathematics occur to satisfy those needs.

• International Journal of Advanced Culture Technology
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• v.12 no.3
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• pp.336-344
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• 2024

The purpose of this study is to analyze the need of college students for experiential learning, collaborative learning, and enquiry-based learning. To achieve this goal, a survey was conducted with 308 college students. The need for experience, collaboration, and enquiry-based learning was comprehensively analyzed through t-tests, Borich needs analysis, and priority determination using The Locus for Focus model. The research findings are as follows: First, in Borich need analysis, the highest needs were identified for deep learning, self-directed learning, connecting theoretical knowledge with practical application, immersion, and application to real-life situations. Second, in The Locus for Focus model, the highest needs were found for abstract conceptualization, interest, conflict management, self-directed learning, and curiosity. In summary, since self-directed learning showed the highest priority simultaneously in Borich need analysis and The Locus for Focus model, it should be considered as the most prioritized item.

• Journal of Korean Biological Nursing Science
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• v.9 no.1
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• pp.5-31
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• 2007

Purpose: The purpose of this study was to explore the knowledge and learning needs on cardiac rehabilitation of coronary artery bypass graft(CABG) patients. Method: The subjects consisted of 100 CABG patients at A hospital in Seoul. Data were collected by the two different kind of questionnaires which measure knowledge and learning needs on cardiac rehabilitation of CABG patients. The subjects responded the questionnaire on knowledge before CABG and that on learning needs before their discharge. Result: The mean score of knowledge on cardiac rehabilitation was 68.54. Knowledge on risk factor, nature of disease, diet, daily activity, medication, post operative care were great in order. The mean score of learning needs on cardiac rehabilitation was 4.28. Learning needs on diet, medication, nature of disease, post operative care, daily activity, risk factor were great in order. There were significant differences in knowledge according to occupation, economic status and family history(p=.021, p=.017, p=.023). There was a positive correlation between knowledge and learning needs(r=.3009, p=.002). Conclusion: Level of knowledge on cardiac rehabilitation of CABG patients is low and knowledge on postoperative care is the lowest, and learning needs are great in ail categories.

• East Asian mathematical journal
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• v.35 no.2
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• pp.199-216
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• 2019

The purpose of this study is to analyze the needs of mathematics learning program using web or application for the development of adaptive mathematics learning program. For this study, a questionnaire survey was conducted for middle school students. The results of the 290 responses were analyzed to identify students' needs for adaptive mathematics learning. As a result, learners wanted functions to design their own learning and to support self-directed learning. The results of this study are expected to be used as basic data for the development of a adaptive mathematics learning program reflecting students' needs.

• Journal of Korean Critical Care Nursing
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• v.7 no.2
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• pp.1-13
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• 2014

Purpose: The purpose of this study was to determine the difference in reported discharge learning needs between nurses and liver transplantation (LT) patients. Methods: The participants of this study were 40 patients discharged after LT at P University Hospital in Y City and 42 nurses in intensive care units and the ward. The data were collected for two months from December 1, 2012, to January 31, 2013, and were analyzed using descriptive statistics, Student's t-test and analysis of variance (ANOVA). Results: Patients earning a low income (p=.041), having no experience of hospitalization after LT (p=.023), and receiving information about LT from nurses (p=.003) indicated higher discharge learning needs. Among the items evaluated regarding discharge learning needs, "rejection symptoms or signs" were regarded to be more important by nurses than LT patients (p=.038). However, "management of other diseases after LT" (p=.003), "risk of recurrence" (p=.001), "food choices" (p<.001), "obesity prevention" (p=.020), "amount of exercise" (p=.007), and "ways to receive financial help"(p=.033), were thought to be more important by LT patients than nurses. Conclusion: There exist differences between LT patients and nurses with respect to their perceptions of LT discharge learning needs. Therefore, an individualized education program reflecting patients' conditions and learning needs rather than providing information uniformly needs to be developed.

• Journal of Korean Academy of Nursing
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• v.24 no.1
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• pp.129-142
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• 1994

The purpose of this study determine and compare spinal cord injured(SCI) patients’ and nurses’ perceptions of SCI patients’ learning needs about altered elimination and then provide nursing data for more effective SCI patients’ learning process. Data collection was done from September 3 to October 2, 1993. For this study, 36 SCI Patients(12 paraplegia, 24 quadriplegia) and 20 nurses who were working neurosurgery or rehabilitation unit in 3 general hospitals in C and I city were selected. Data collection was accomplished by Questionnaire method and the instrument developed by the investigator, elicited information about learning needs about altered elimination of SCI patients from SCI patient, nurse, rehabilitation doctor, nursing professor, nursing graduate students. The questionnaire composed altered urinary elimination part with 10 categories and altered bowel elimination part with 10 categories. The results of this study were as follows : 1. There was no significant difference in learning needs about altered urinary elimination of the paraplegic SCI patients’ perceptions and nurses’ perceptions of the paraplegic SCI patients. But there was significant difference in learning needs about altered urinary elimination of the quadriplegic SCI patients and nurses’ perceptions of the quadriplegic patients(t=2.48, p=.017). 2. There was no significant difference in learning needs about altered bowel elimination of the paraplegic SCI patients’ perceptions and nurses’ perceptions of the paraplegic SCI patients. But there was significant difference in learning needs about altered bowel elimination of the quadriplegic SCI patients and nurses’ perceptions of the quadriplegic patients(t=-3.00. p=.005). 3. Degree of paraplegic SCI patients’ perceived learning needs about altered urinary elimination was 2.4083 and quadriplegic SCI patients’ perceptions were 2.0750. Degree of paraplegic SCI patients’ perceived learning needs about altered bowel elimination was 2.3972 and quadriplegic SCI patients' perceptions were 2.181.

• Journal of Science Education
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• v.40 no.1
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• pp.52-71
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• 2016

The purpose of this study is to analyze the learning activities which use asexual reproduction learning application(app) of students with special needs through the Cultural Historical Activity(CHAT). The asexual reproduction learning app was developed for students with special needs, and analyzed the learning activities of students with special needs in perspective of CHAT. The app was developed as subsidiary study material for asexual reproduction inquiry learning. Main functions of the app were composed of concept learning, problem solving, video playing, and report writing. According the CHAT analysis, findings indicated that students with special needs as the subject were able to organize division of labor demonstrated in cooperative learning with the object to actively participate in the class by using the tool of an app. This study also showed effective teaching strategy for improvement of learning achievement and task behavior level of student with special needs.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.14 no.3
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• pp.323-330
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• 2007

Purpose: The purpose of this study was to assess the difference in knowledge and learning needs of the coronary artery disease according to the general characteristics of the patients with type 2 diabetes mellitus. Method: The participants were 188 patients who had diabetes mellitus. Data were obtained between January and April 2006 by asking the knowledge and learning needs of the coronary artery disease. Data were analyzed using SAS program. Results: Participants' knowledge level was high in the cause and prevention, but the level was low in the symptom and occurrence of pain. Learning need for "Influence of smoking on heart disease" and "The structure and functions of the heart" was great, but learning need for "Complete diagnosis" and "Management of pain and pressure on the sternum" was little. No significant differences were found in the knowledge level of the coronary artery disease according to the general characteristics. Learning needs were greater in participants under 60 years of age (p=0.011) and in those with low education level (p=0.049). There was a significant correlation between knowledge and learning needs of the coronary artery disease (p=0.003). Conclusion: In planing the education programs, the general characteristics of the patients should be considered.