• Journal of Hospice and Palliative Care
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• v.27 no.2
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• pp.64-76
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• 2024

Purpose: End-of-life (EOL) care is a vulnerable period in an individual's life. Healthcare professionals (HPs) strive to balance the preservation of human life with respect for the patient's wishes. The aims of our study were to assess HPs' knowledge and perceptions of EOL care and to propose areas of improvement to improve the quality of care. Methods: We conducted a single-center, cross-sectional study involving HPs from a university hospital who encountered EOL care situations. We used a questionnaire divided into four sections: knowledge, practice, perception, and training. We calculated the rate of correct answers and the collective competence index. Results: Eighty-six questionnaires were analyzed, with 82.5% (71/86) completed by medical respondents and 17.5% (15/86) by paramedical respondents. Most of the respondents, 71.8% (51/71), were interns and residents. The study focused on palliative care, medical assistance in dying, aggressive medical treatment, and euthanasia, finding adequate knowledge in the first three areas. Respondents assigned to the intensive care unit and those with more than 8 years of experience had significantly higher correct answer rates than their counterparts. Seventy-five percent of respondents (65/86) reported feeling that they had little or no mastery of EOL care, primarily attributing this to insufficient training and the unavailability of trainers. Conclusion: Based on the findings of our study, which we believe to be the first of its kind in Tunisia, we can conclude that HPs possess an acceptable level of knowledge regarding EOL care. However, they require more exposure and training to develop expertise in this area.

• Journal of Preventive Medicine and Public Health
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• v.57 no.3
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• pp.197-211
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• 2024

Objectives: Recovery from drug addiction often poses challenges for the recovering person. The coping mechanisms employed by these individuals to resist temptations and manage stress play a key role in the healing process. This study was conducted to explore the coping strategies or techniques that individuals with addiction use to handle stress and temptation while undergoing treatment. Methods: A qualitative meta-synthesis approach was utilized to critically evaluate relevant qualitative research. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines were used for article selection, with these standards applied to 4 academic databases: Scopus, PubMed, ProQuest, and CINAHL. The present review included studies published between 2014 and 2023, selected based on pre-established inclusion criteria. The quality of the studies was assessed using the Critical Appraisal Skills Programme Qualitative Studies Checklist. This review was registered with the International Prospective Register of Systematic Reviews (PROSPERO) under the registration number CRD42024497789. Results: The analysis of 13 qualifying qualitative articles revealed 5 major themes illustrating the coping mechanisms employed in the pursuit of recovery by individuals who use drugs. These themes include seeking social support, as well as psychological coping strategies, spiritual experiences, professional interventions, and the enhancement of awareness. Conclusions: Among individuals with drug addiction, coping mechanisms are crucial for resisting stress and temptations throughout the recovery process. Healthcare professionals, as medical specialists, can establish more thorough and effective plans to support these patients on their path to recovery.

• The Journal of Korean Academic Society of Nursing Education
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• v.2
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• pp.56-74
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• 1996

In order to prepare for the coming twenty-first century and to meet changing social demands and health needs, it is necessary to improve the curriculum through development of new conceptual frameworks. The purposes of this study were : 1) to assess the needs of the curriculum of the students, the faculty, the graduates, and the nursing supervisors and head murses ; 2) to develop the conceptual framework which includes philosophy and goals of nursing education based upon needs assessment ; 3) to develop level objectives ; 4) to identigy the contents of the curriculum ; 5) and to develop the faculty. The curriculum was assessed and developed from April, 1995 to March, 1996 through twenty four weekly meetings, two seminars, and two workshops. The process and results of this study are as follows : 1. A needs assessment of the present curriculum was done of the 194 students, 177 graduates, 14 faculty members, and 60 nursing administrators in 5 main areas (objectives, planning and organization, teaching-learning process and methods, evaluation, revision of curriculum). The results showed that there were many descrepancies between expectations and actual situations in all the groups and in all the areas. This implies that there was a necessity for total curriculum revision. 2. To develop the conceptual framework, 1) the core concepts were identified(man, health, environment, and nursing) on the basis of the existing educational philosophy and educational objectives of our school, elicited by group discussions using the nominal group method, one of the needs assessment methods, the philosophy and objectives were restated. 2) Six essential componednts were indentified for the conceptual framework from the restated philosophy and objectives ; nursing process, communication, professional roles, client, health, and nursing. The vertical theread consists of the client and health/nursing ; and the horizontal thread consists of nursing process, communication, and professional roles. 3. The contents of the curriculum were selected on the basis of the educational objectives and organized according to the conceptual framework. 4. The level objectives were then restated. It is expected that the objectives of our school will be accomphished through developing the courses, choosing and Implementing, more effective teaching-learning methods, and evaluating the efficacy of changes implemented. The most important factor will be to continually upgrade the faculty and their teaching skills.

• Journal of Korean Library and Information Science Society
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• v.9
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• pp.33-61
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• 1982

It is an established fact that the university library is an important element in the higher education system. To keep abreast with the changing social environment industrial development and explosive increase of knowledge, the university library must also find new a n.0, pproaches to better serve the users in the university community. Also, on the part of university faculty, instructional methods must be improved from text book oriented education toward assignment oriented education. To facilitate effective teaching, the role of university library and its efficient use has become more important and indispensable. The objective of this study was to review the literature, and to find out current practice among students and professional librarians on the library instruction in order to find ways to strengthen and improve it. A specially designed questionnaire was used to survey current status. Results of the survey are summarized as follows; (1) Most university students received some guidance on library utilization as part of their freshman orientation program. However, it is found that the elementary nature of the guidance program was insufficient for their subsequent actual attempt to use. Students are not familiar with library organization, search procedure, and they lack basic knowledge on library service available to them. (2) Problem areas related to library instruction are insufficient amount of time allocated for the guidance program, big size of orientation program, and lack of interest on the part of students, etc. It is therefore recommended that the above mentioned problem areas be overcome through cooperative and concerted efforts among faculty members, professional librarians, and the university administration by increasing library instruction hours, improving the contents of program in its scope and depth to be practically useful. To sum up, the lecture oriented education should be shifted toward library oriented education by improved instruction program on library use.

• Journal of Korean Academy of Nursing
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• v.24 no.3
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• pp.473-483
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• 1994

In order to prepare for the coming twenty first Century and to meet changing societal dedmands and health needs, it is necessary to develop a new conceptual framework for curriculum the colleges of nursing. The specific objectives of this project were to ; 1) address the problem areas of the existing curriculum which were identified in the first phase of this study ; 2) develop a conceptual framework which will meet faculty, student and societal needs : and 3) identify the content of the curriculum In order to accomplish the objectives, the curriculum committee held 30 weekly meetings during the period of October, 1992 and December, 1993, There also were two workshops with college of nursing faculty members. The Philosophy and objectives of education were revised on the basis of the essential concepts of nursing : human being, nursing, environment, and health. From these basic concepts, six essential components were identified for the conceptual framework. These were nuring process, communication, professional roles, client, and nursing. These six components are interrelated in the curriculum. The complex interrelationship among the six components were presented on horizontal and vertical axes. Concepts related to steady improvement were put on a vertical axis. For example, concepts of client, health, and nursing are included in all levels of nursing curriculum and students are expected to retain and accumulate more complex contents as they progress in curriculum. Concepts on the horizontal axis are nursing process, communication, and professional roles. These concepts are unique to nursing and are common to any level of curriculum. Students are expected to study these concepts through all levels of the curriculum. It is expected that the objectives of the college of nursing will be accomplished when the courses and content of the curriculum are based on this conceptual fremework.

• Safety and Health at Work
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• v.8 no.4
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• pp.398-401
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• 2017

Background: Organizational ostracism is defined as a violation of norms that we are suggested to acknowledge at the workplace. It results in the exclusion of one person or multiple persons, and causes damage to our innate need to belong. This kind of behaviorism can be engaged through a hierarchical or nonhierarchical relationship. Three elements interact in the framework of organizational ostracism: the actor, the target, and the institution. Our aim was to describe the different factors interacting with every element in order to produce recommendations targeting to prevent the occurrence of such behaviorism in an institution and to help targets of such a violence in order to handle this situation and go forward. As psychological impact of ostracism has frequently been studied in the literature, we focused on its impact on professional tasks. Methods: We performed a questionnaire-based study about organizational ostracism. This questionnaire was established through an online platform (https://www.sondageonline.com) and made available through the following link: https://goo.gl/forms/KrkVXe3bMEc79cau2. A keyword was sent to all participants. We created a 23-interrogation questionnaire with open and short questions. Nonwritten consent was obtained from all participants. Results: The actor of ostracism engaged in ostracism, in most of the cases, with other persons without a real purpose. The actor of ostracism had an antecedent of problematic relationship at work in 82.9% of the cases. Of the participants, 58.5% were of the view that ostracism aimed to cause hurt and isolate them. Professional isolation was observed in 58.5% of the cases; 51.2% of the participants tried to improve their work potential and explained their reaction by an intrinsic motivation. The organization atmosphere was judged to be bad in most of the cases. Conclusion: Our study showed that ostracism was mainly observed in public practice.

• International Journal of Computer Science & Network Security
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• v.22 no.12
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• pp.153-159
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• 2022

The article discusses the use of smart technologies in the training of future specialists. Today, learning using smart technologies is becoming a new educational standard, where information is presented in a logical sequence, computer training systems have powerful functions for the educational process. The functions of smart technologies are highlighted. It is noted that smart technologies are successfully used in the field of education and professional training. The concept of "smart education" is characterized. Smart education is an educational paradigm that underlies a new type of education system. The implementation of the smart education paradigm is aimed at the process of obtaining competencies and competencies for flexible and adapted interaction with the social, economic and technological environment. Smart education should ensure that the benefits of the global information society can be used to meet educational needs and interests. A special place is occupied by computer-based educational multimedia systems that allow you to deepen your knowledge, reduce the duration of training, and increase the number of students per teacher. The main principles of smart education are highlighted. Improving the efficiency of training in a modern higher education institution is impossible without the introduction of smart technologies in the organization of the educational process.

• Food Science of Animal Resources
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• v.44 no.4
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• pp.790-804
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• 2024

This study compared the physicochemical properties of edible insect oils from silkworm (Bombyx mori) pupa (SP), sago palm weevil (Rhynchophorus ferrugineus) larva (PW), and bamboo caterpillar (Omphisa fuscidentalis; BC) to oils from chicken skin (CK), beef back fat (BF), pork back fat (PF), salmon belly (SB), sea bass belly (BB), coconut (C), and peanut (P). The fatty acid profiles and thermal behaviors (crystallization and melting) of the extracted oils were evaluated. PW and BC oils had more saturated fatty acids (SFAs) than CK, PF, SB, BB, and P oils. SP oil had equivalent SFA content to CK and BB oils. Insect oils exhibited similar monounsaturated fatty acid concentrations in all samples, except C oils. PW and BC oils exhibited a higher content of palmitoleic acid than the other oils. SP oils contained polyunsaturated fatty acids similar to those in SB and BB oils, which were higher than those in PW, BC, CK, BF, and PF oils. SP oil also exhibited the highest concentration of α-linolenic acid (C18:3 n-3). Arachidonic acid (0.01-0.02 g/100 g) in all insect oils was lower level compared to CK, BF, PF, SB, and BB oils. SP oil (0.03 g/100 g) exhibited a slightly higher level of eicosapentaenoic acid compared to PW (0.01 g/100 g) and BC (0.01 g/100 g) oils. The insect oils were liquid at ambient temperature, solid below -15℃, and required less energy (∆H_m-max) for melting than other samples. This study indicated that insects, particularly SP, could serve as an alternative source of fat to meet its growing demand.

• Biomolecules & Therapeutics
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• v.32 no.3
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• pp.390-398
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• 2024

FoxO1, a member of the Forkhead transcription factor family subgroup O (FoxO), is expressed in a range of cell types and is crucial for various pathophysiological processes, such as apoptosis and inflammation. While FoxO1's roles in multiple diseases have been recognized, the target has remained largely unexplored due to the absence of cost-effective and efficient inhibitors. Therefore, there is a need for natural FoxO1 inhibitors with minimal adverse effects. In this study, docking, MMGBSA, and ADMET analyses were performed to identify natural compounds that exhibit strong binding affinity to FoxO1. The top candidates were then subjected to molecular dynamics (MD) simulations. A natural product library was screened for interaction with FoxO1 (PDB ID-3CO6) using the Glide module of the Schrödinger suite. In silico ADMET profiling was conducted using SwissADME and pkCSM web servers. Binding free energies of the selected compounds were assessed with the Prime-MMGBSA module, while the dynamics of the top hits were analyzed using the Desmond module of the Schrödinger suite. Several natural products demonstrated high docking scores with FoxO1, indicating their potential as FoxO1 inhibitors. Specifically, the docking scores of neochlorogenic acid and fraxin were both below -6.0. These compounds also exhibit favorable drug-like properties, and a 25 ns MD study revealed a stable interaction between fraxin and FoxO1. Our findings highlight the potential of various natural products, particularly fraxin, as effective FoxO1 inhibitors with strong binding affinity, dynamic stability, and suitable ADMET profiles.

• Journal of the Korean Society of Costume
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• v.23
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• pp.225-248
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• 1994

The purpose of this study is to find an effective curriculum of the future in the fashion design and the clothing construction area by comparing the curricula of the fashion -related departments in domestic college. The research finding are as follows : 1. Clear objectives of fashion education need to be defined based upon the characteristics of the field. 2. Following education methods are suggested for the fashion design area. 1) Basic core courses need to be offered to support the fashion design courses. 2) More design -practice courses need to be included to educate creative designers and the curriculum need to reflect also the needs of the Apparel Industry practioners. 3) Major concentration systems need to be introduced. 4) Intership which is a kind of the Academy and Industry cooperation needs to be introduced. 3. Following education methods are suggested for the clothing construction area. 1) Major concentration systems need to be introduced. 2) Workshops which are similar to the actual production systems of the clothing Apparel Industry, are required. 3) Internship is required. 4) Course required for both the fashion design area and the clothing construction area need to be offered effectively. The suggestion made in the research can be applied with some modifications or adjustments considering the situation of each college. Since each college has different characteristics in terms of the tradition , faculty ,size, facility etc., it is difficult to make a general statement regarding professional fashion education , however, professional fashion education should be reformed in order to achieve individuality of each college.