• 한국보건간호학회지
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• 제19권1호
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• pp.5-17
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• 2005

This research was conducted to determine the actual condition of obesity and obese students' total cholesterol. blood glucose and blood pressure, and to analyze the relationship between the obesity rate and total cholesterol. blood glucose and blood pressure among the students at 7 middle schools in A city in Kyoung ki-do. The results were as follows: 1. Among 12,148 student participants in this investigation. students of normal weight range were $91.5\%$ and obese students were $8.5\%$, breaking down to mildly obese of $4.3\%$ $(boys,\;5.4\%;\;girls,\;3.0\%)$. moderately obese of $3.4\% (boys,\;4.6\%;\;girls,\;2.1\%)$ and severely obese of $0.7\%(boys,\;0.9\%;\;girls,\;0.5\%)$, The gender difference was statistically significant $(x^2=111.5830. p=.0001). 2. To analyze the 1.027 obese students. the average of total cholesterol was 166.9mg/dl, 171.0mg/dl and 182.1mg/dl in the mild, moderate and severe obesity groups, respectively. The results became more significant with increasing obesity rate (F=10.06, p=.0001). The average of systolic blood pressure (SBP) was 121.9mmHg, 123.2mm, and 127.5mm, respectively. The results became more significant with increasing obesity rate (F=6.29, p=.0019). The average of diastolic blood pressure (DBP) was 74.4mmHg. 76.0mmHg. and 78.4mmHg, respectively. The results became more significant with increasing obesity rate (F=8.15. p=.0003). The average of blood glucose was 83.3mg/dl, 84.5mg/dl, and 82.3mg/dl, respectively. There was no significant difference with obesity rate. 3. There were significant correlations between obesity rate and cholesterol(r=.11288, p=.0003), between obesity rate and DBP(r=.14209, p=.000l). and between obesity rate and SBP(r=.14081. p=.0001). However, there was no significant correlation between obesity rate and blood glucose (r=.00655, p=.8339).

• 대한한방소아과학회지
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• 제31권1호
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• pp.12-24
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• 2017

Objectives The purpose of this study was to validate the biopsychological structure of Sasang Personality Questionnaire (SPQ) measuring Yin-Yang temperament with Junior version of Temperament and Character Inventory (JTCI) for temperament and Body Mass Index (BMI) and Pondera Index (PI) for physical constitution in elementary school students. Methods 903 Korean elementary school students (430 boys and 473 girls) completed SPQ, JTCI, and height and weight measures. Then they were analyzed by their genders and age groups. The correlation between SPQ and JTCI subscales were examined. The differences found in the SPQ and JTCI subscales, BMI and PI among high (30%), middle (40%), and low (30%) SPQ groups were investigated by analysis of variance. The profile analysis was also performed to compare JTCI subscale profiles of three SPQ total score groups. Results The SPQ score was significantly (p<0.001), and positively correlated with the JTCI Novelty-Seeking and negatively with the JTCI Harm-Avoidance. The JTCI Novelty-Seeking score of high SPQ group was significantly (p<0.001) higher than that of low SPQ group, and the JTCI Harm-Avoidance score of low SPQ group was significantly higher than that of high SPQ group. The JTCI subscale profiles for three SPQ groups were significantly (p<0.001) different for boys and girls. Significant correlations between BMI and SPQ were not found. PI and BMI of high and low SPQ groups were not significantly different. Conclusions The SPQ was shown to have robust biopsychological structure in elementary school students. It would be useful clinical measures for Sasang typology in pediatric patients.

• 보건교육건강증진학회지
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• 제13권2호
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• pp.69-96
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• 1996

This study was conducted to investigate the awareness and practice level of health food intake and use the information for the development of Public Health Policy and Health Education Program in order to help healthy dietary life. The interview was done by trained surveyors on 1, 143 city dwellers who were selected randomly from Oct. 2, to Oct. 21, 1992. The results are summarized as follows: 1) General characteristics of subjects; Among 1, 143 respondents, there were more female(53.8%) than males(46.2%) and the age group of 20-29 account for the hightest portion, 46.7%. As for the education levels, 45.3% of the subjects were college graduates. And 38.9% of the subjects were students. 2) The percentage of subjects who assess themselves ‘Healthy’ was 46.7% and ‘Not Healthy’ was 17.4%. 3) The subjects who have irregular meals(3 times a day) was 48.7%, the rate of females was higher than males. The proportion of unmarried subjects, people with low economic level, high education level, and students was high. 4) As for the amount of 1 meal, 72.4% was ‘moderate’, 16.3% was ‘too much’ amount, which was higher in 19 years old, single, low economic level, elementary school graduate, than other groups. 5) As for the eating speed, 40.2% was fast, which was higher in single(44.3%), in low economic level(50.0%). college graduate(44.9%), student(44.7%) than other groups. 6) As for the level of preference to hot and salty food, 25.7% preferred to have hot and salty food. The difference in the degree of preference to hot and salty food by age and economic level was significant. 7) With regard to the individual food taste, the subjects who prefer to meat and fried food were 12.3%. Which was higher in the group under 19 years old, single, and college graduates. 8) With regard to having a snack, 38.7% have a snack. By characteristics, the subjects who have a snack were higher in female, under 19 years old, single, high economic level, apartment dwellers, college graduate, and student than other groups. 9) As for the coffee intake amount per day, 39.8% of subjects was more than 3 cups daily. 10) With regard to the self-assessment of body weight, the subjects who assess themselves over body weight had late dinner time. 11) As for the correlation among related variables, the age and taking breakfast was positive correlation. And sex and drinking alcohol was positively associated while age had negative correlation.

• 디지털융복합연구
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• 제11권10호
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• pp.653-660
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• 2013

연구는 보건계열 대학생의 정서지능이 대인관계와 심리적 행복감에 미치는 영향을 파악함으로써 보건계열 전공학생들의 정서함양과 증진을 위한 방안을 모색하고자 하였다. 대구 지역에 소재한 일개대학교 보건계열 대학생들을 대상으로 2013년 5월 15일부터 2주간 설문조사를 실시하였다. 요인분석결과, 정서지능은 정서조절, 자기정서인식, 정서활용, 타인정서인식의 4개 하부요인으로 구분되었으며, 정서조절과 정서활용, 타인정서인식은 대인관계에 긍정적 영향을 미쳤으며 심리적 행복감에는 자기 정서인식과 정서활용이 긍정적 영향이 있는 것으로 나타났다. 정서지능 요인 중 대인관계에 영향력이 가장 높은 것은 타인 정서인식이었으며 심리적 행복감에 가장 높은 영향력을 미치는 것은 정서활용이었다. 대학생들의 대인관계 개선과 심리적 행복감을 보다 증진할 수 있도록 분노 조절 등의 정서조절능력과 스스로 목표를 설정하고 동기를 부여할 수 있는 정서활용 능력 강화를 위한 노력이 무엇보다 중요하다 할 수 있다. 보건계열전공 대학생들이 대학생활은 물론 의료서비스 전문 인력으로써 보다 나은 의료서비스를 제공하고 삶에 대한 행복감을 고취시킬 수 있는 체계적인 프로그램 개발과 지속적인 관심이 필요하다 여겨진다.

• 한국식품영양과학회지
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• 제43권8호
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• pp.1304-1316
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• 2014

본 연구는 음료 651건 및 액상차 87건의 인공감미료 실측치(아스파탐, 아세설팜칼륨 및 수크랄로스)와 제4기 국민건강 영양조사 중 영양조사의 섭취량을 이용하여 단위 체중당 비알콜성음료 섭취량이 가장 높았던 1~19세의 어린이 및 청소년을 대상으로 비알콜성음료를 통한 인공감미료의 추정식이섭취량(estimated daily intake, EDI)을 산출하여 평가하였다. 비알콜성음료의 섭취량은 어린이 및 청소년 6,082명 전체의 비알콜성음료의 평균소비자(average consumer)와 극단소비자(extreme consumer)의 섭취량을 파악하기 위하여 평균, 95 percentile 및 분포를 적용한 경우(시나리오 I)와 비알콜성음료를 섭취한 어린이와 청소년 1,074명의 섭취량 평균, 95 percentile 및 분포를 적용한 경우(시나리오 II)로 나누어 살펴보았다. 음료에 함유된 인공감미료의 건강 위해성 평가는 추정식이섭취량과 FAO/WHO에서 설정한 일일섭취허용량(acceptable daily intake, ADI)인 아스파탐 40 mg/kg bw/day, 아세설팜칼륨 15 mg/kg bw/day, 수크랄로스 15 mg/kg bw/day 값을 비교하여 %ADI로 평가를 하였다. 인공감미료의 인체노출량 계산에 필요한 몸무게는 국민건강영양조사 검진조사 자료를 이용하였다. 이때 위해도 평가방법은 평균과 95th percentile을 이용하는 단일값평가와 각 변수의 확률밀도함수(probabilistic density functions, PDFs)를 이용한 Monte Carlo simulation을 실시하여 확률평가를 하였다. 연구 결과를 요약하면 인공감미료는 아스파탐, 아세설탐칼륨, 수크랄로스가 평균 $3.21{\pm}28.36mg/kg$(ND~342.00 mg/kg, 검출률 1.4%), $1.94{\pm}12.55mg/kg$(ND~160.00 mg/kg, 검출률 4.5%), $6.18{\pm}23.27mg/kg$(ND~290.00 mg/kg, 검출률 10.8%) 함유되어 있었다. 또한 비알콜성음료에 함유된 인공감미료 중 아스파탐은 Min Extreme 분포, 아세설팜칼륨은 Logistic 분포, 수크랄로스는 Student's t 분포를 나타냈다. 비알콜성음료 섭취량은 어린이와 청소년 전체를 대상으로 한 시나리오 I에서는 대부분 Logistic 분포를 나타내었으나, 특히 소비자 집단만을 고려한 시나리오 II 경우에는 왼쪽으로 기울어진 Max Extreme 분포가 되었다. 체중은 시나리오 I이 Logistic 분포, 시나리오 II는 Beta 분포를 나타내었다. 그리고 시나리오 I에서 확률평가한 아스파탐, 아세설팜칼륨, 수크랄로스의 평균 추정식이섭취량은 각각 0.09, 0.01, 0.04 mg/kg bw/day였으며, 95th percentile 추정식이섭취량은 각각 0.30, 0.02, 0.13 mg/kg bw/day였다. 확률평가한 아스파탐, 아세설팜칼륨, 수크랄로스의 평균 %ADI는 각각 0.22, 0.04, 0.24이었고, 확률평가한 95th percentile %ADI는 각각 0.75, 0.13, 0.83으로 안전한 수준이었다. 시나리오 II에서 확률평가한 아스파탐, 아세설팜칼륨, 수크랄로스의 평균 추정식이섭취량은 각각 0.52, 0.03, 0.22 mg/kg bw/day였으며, 95th percentile 추정식이섭취량은 각각 1.80, 0.12, 0.75 mg/kg bw/day였다. 확률평가한 아스파탐, 아세설팜칼륨, 수크랄로스의 평균 %ADI는 각각 1.32, 0.22, 1.44였고, 확률평가한 95th percentile %ADI는 4.52, 0.80, 5.06으로 나타났다. 즉 비알콜성음료 섭취를 통한 인공감미료 중 아스파탐, 아세설팜칼륨, 수크랄로스의 노출수준은 일일섭취허용량(ADI)을 초과하는 인구집단은 없는 것으로 나타났으며, 시나리오 I II에서 아스파탐, 아세설팜칼륨, 수크랄로스의 평균 및 95th percentile %ADI는 모두 5.06이내로 낮은 수준이었다. 한편 섭취자군 중 인공감미료에서 검출률이 가장 높았던 수크랄로스의 경우 %ADI가 10 이상일 확률이 2.2%였다.

• 한국간호교육학회지
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• 제3권
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• pp.99-116
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• 1997

In response of the increasing demand for professional degree in nursing, some university in Korea offers RN-BSN program for R. N. from diploma in nursing. However, RN-BSN program in Korea is in formative period. Therefore, the purpose of this survey study is for the comparative analysis of RN-BSN curriculum in Korea and U.S.A. In this study, subjects consisted of 18 department of nursing in university and 5 RN-BSN programs in Korea and 18 department of nursing in university and 12 RN-BSN programs in U.S.A. For earn the degree of Bachelor of Science in Nursing, the student earns 134 of mean credits in U.S.A., whereas 150.3 of mean credits in Korea. The mean credit for clinical pratice is 30.1 in U.S.A., whereas 23.9 in Korea. Students are assigned to individually planned clinical experiences under the direction of a preceptor in U.S.A. In RN-BSN program, total mean credits through lecture and clinical practice for earn the degree of BSN is 35.5(lecture : 27.7, practice ; 7.8)in U.S.A., whereas,48.1 (lecture;42.1, practice;6.0) in Korea. RN-BSN program can be taken on a full-or-part time basis in U.S.A., whereas didn't in Korea. Especially, emphasis is place on the advanced nursing practicum that focus on the role of the professional nurse in providing health care to individuals, families, and groups in community setting in U.S.A. 27.7 of mean credits was earned through lecture in U.S.A., whereas 42.1 of mean credits in Korea. It means that RN-BSN program in Korea is the lesser development in teaching method and appraisal method than in U.S.A. Students of RN-BSN program in U.S.A. can earns credit through CLEP, NLN achievement test, portfolio review session etc as well as lecture. Therefore, the authors suggests some recommendations for the development of curriculum of RN-BSN program in Korea based on comparative analysis of RN-BSN curricula in U.S.A. and Korea. 1. The curriculum of RN-BSN Program in nursing was required to do some alterations. Nursing care, today, is complex and ever changing. According to change of public need, RN-BSN curriculum intensified primary care program in community setting, geriatric nursing, marketing skill, computer language. 2. The various and new methods of earning credit should be developed. That is, the students will earn credits through the transfer of previous nursing college credits, accredited examination of university, advanced placement examination, portfolio review session, case study, report, self-directed learning and so on. Flexible teaching place should ile offered. 3. Flexible teaching place should be offered. The RN-BSN curriculum should accommodate each RN student's geographical needs and school/work schedule. Therefore, the university should search a variety of teaching places and the RN students can obtain their degrees comfortably throughout the teaching place such as lecture room inside the health care agency and establishment of the branch school in each student's residence area. 4. The RN-BSN program should offer a long distance education to place-bound RN student in many parts of Korea. That is, from the main office of university, the RN-BSN courses are delivered to many areas by Internet, EdNet (satellite telecommunication) and other non-traditional methods. 5. For allowing RN student to take nursing courses, program length should be various, depending upon the student's study/work schedule. That is, the various term systems such as semester, three terms, quarter systems and the student's status like full time or part time should be considered. Therefore, the student can take advantage of the many other educational and professional opportunities, making them available during the school year.

• 한국보건간호학회지
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• 제4권2호
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• pp.35-57
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• 1990

This study was conducted to provide information useful in developing a nursing curriculum. The sample consisted of 158 nursing students in Hanyang University and 34 faculty members who has taught them in their college & the practical area. Data were collected by using a structured questionnaire, which consisted of general characteristics of the students & their self-concept, teacher's perception of student's professional roles. The results are summarized as follows; 1. General characteristics of the students When the students applied for the university, they decided what they would specialized in. Because the motive of application for their major was simply based on their high school records, they were admitted to their university without previous knowledge of their major. The reason why they wanted to tranfer to another course after the admission was the same as above. The level of satisfaction of their major was the highest in Freshman, but in other grades the higher the;, grades were, the more they satisfied with their major and they had a better prospects about their speciality. 2. Self-concept in profermance for their major Self-concept in horne aspects was more positive perception than in social aspects & self control aspects. It resulted from tile fact that all students were females and the nursing uniqueness was based on the spirit of humanity & service. The students who had graduated from the high school in rural area wanted to tranfer to another course and taken counsel their personal problems with their parents had higher self-concept in horne aspects. As their grades were higher, the self-concept in social aspects bacame higher. The students who were satisfied with their major and took counsel their personal problems with their parents had more positive self - concept in social aspects. Self-concept in self control aspects was lower than other aspects. The students who didn't take counsel their problems with their parents, were burdened with their educational expenses and their curriculum had more negative self-concept in self control aspects. Therefore the university should be concerned about student's welfare and provide detailed orientation about their curriculum. 3. Teacher's perception about learner's professional role The role model of democratic group leader, role models for learners facilitator in a students' reach for knowledge and teaching based on soundly researched theory showed more positive perception than other factors. Their mean values were over 4. 32. The professionalism of allnurshing area, reinforcement with reinforcement for learning, nursing as part of the meaningful context of the whole showed nagative perception. Their mean values were below 3. 00. Therefore the nurse as a teacher should try to promote the locus of nursing profession and participate in their research actively.

• 대한간호학회지
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• 제29권4호
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• pp.963-976
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• 1999

This study was undertaken to investigate the general characteristics of students, which include the degree of satisfaction, motives of admission, the recognition of advantages and disadvantages, opinion of students on self-directed learning, and planning and anticipatory effects after graduation. Data was collected through a questionnaire survey over a period of four months, from May 1997 to August 1997. The subjects used for this study consisted of 322 RN students sampled from six RN-to-BSN programs in Korea using the census sampling method. Statistical methods employed for this study included discriptive statistics, M ANOVA, and F-test. The results of the study are as follows 1. The RN students' motives of admission to RN-to-BSN programs were ‘for personal advancement’, ‘to earn a BSN degree’, and ‘for professional development’ in this order. 2. The RN students' responses to the advantages of RN-to-BSN programs were ‘acquisition of new knowledge and a BSN degree’ and ‘to gain professional thinking and a broader view’, while as the disadvantages of RN-to-BSN programs were ‘geographical isolation of institutions’, ‘limitation of information’, and ‘underdeveloped school environments’ in this order. 3. The survey based on opinions toward self-directed learning showed that there was a need of detailed guidelines for self-directed learning. Most agreed that it was a very effective learning method for a RN student, and the self-directed learning method Increases motives for learning. 4. The students' anticipatory effect after graduation were ‘self-achievement’, ‘development of professional skills’, and ‘admission to post-graduate school or programs to study abroad’. 5. The students were very satisfied with the quality of faculty members, and satisfied with the quality of lectures and teaching. However, students were unsatisfied with rented lecture rooms, and very unsatisfied with self-directed learning methods. 6. School nurses showed higher statistical significances in the need for teaching material and anticipatory effect after graduation than other RN students working in hospitals and public health agencies. Also, school nurses, public health nurses, and industry nurses showed higher statistical significances in motives of admission than RN students working in hospitals. Further more, staff nurses, school nurses, and industry nurses showed higher levels of satisfaction toward a RN-to-BSN programs than nurses in higher positions, such as administrators or directors of nursing. 7 City residents were more satisfied with RN-to-BSN programs than rural residents. Otherwise, the rural residents had higher motives for admission, a bigger need for teaching materials, and recognition of the disadvantages of RN-to-BSN programs than city residents. Finally, RN students who earned below a monthly income of ￦1,000,000 showed higher motivation for admission than those who earned more than ￦1,000,000.

• 한국보건간호학회지
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• 제13권1호
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• pp.114-127
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• 1999

In order to care the persons who are dying a nurse should first solve her / his own conflicts about death. and be aware of their own concepts of death and dying. In order to find out patient's spiritual needs and to give better spiritual nursing care. a nurse should know her / his own spiritual needs and be aware of their own concepts of spiritual nursing problems. To improve nurse's understanding towards death and dying and nurse's knowledge towards spiritual needs and spiritual nursing care. 14 weeks(two hours a week) spiritual nursing care education was given to 3th grade baccalaureate nursing college student. Before and after spiritual nursing care education. 30 items of prepared questionare focused on the attitudes toward death and dying was asked. Pre and post results are as follow ; 1. The dying patient's emotional and physical needs. There was no significant difference between pre and post educated groups. Both of the situations. they agreed upon$(69.64\%)$ that the dying patients have high emotional and physical needs to solve. 2. Telling the truth of dying process. There was no significant difference between pre educated group$(53.33\%)$ and post educated group$(55.95\%)$. 3. Attitudes of medical personnels. There was no significant difference between pre$(51.49\%)$ and post educated groups $(53.87\%)$. These responses indicate that nursing college student didn't have enough experiences on dying patients care. 4. General attitudes on death and dying. Number of nursing students who were thinking positively toward death and dying were Increased (pre $39.68\%$. post $45.44\%$) and who were thinking negatively toward death and dying were also decreased (pre $37.30\%$. post $33.93\%$). 5. Attitudes toward mechanical assistance for life-expanding of helpless patient. There was a significant difference between pre and post educated groups. About $34.13\%$ of them approved upon mechanical assistance for life and about $33.14\%$ of them disapproved. 6. Attitudes of family members of dying patient. There was no significant difference between pre and post educated groups. About $45.24\%$ of both groups, agreed upon that the family members feel annoyed with dying patients and about $22.42\%$ of both groups disagreed. Whether they received the spiritual nursing education or not, they were aware of that the family members feel annoyed with dying patients. 7. Special facility and educational preparation for dying patient. There was a significant difference between pre$(82.14\%)$ and post$(90.87\%)$ educated groups. These responses indicated that after they received the education, they felt more about the necessity of special facility and educational preparation for the death and dying patients. 8. Special facility and welfare system for the old. There was a significant difference between pre$(58.33\%)$ and post$70.64\%$ educated groups. There responses indicated that after they received the education, they felt more about the necessity of special facility and welfare systems for the old.

• 한국조리학회지
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• 제21권5호
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• pp.25-37
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• 2015

본 연구는 정보를 빠르게 수용하고 활용하는 대학생들이 정보보호의 중요성과 건강정보에 관한 인식을 알아보고 대학교에서 개인정보보호 교육의 필요성을 확인하고자 경기도 소재 대학교 3개 학과 학생 전수를 대상으로 설문조사를 수행하였다. 조사결과 개인정보의 민감도는 민감정보, 건강정보, 일반개인정보 순으로 높았다. 민감정보는 주민번호, 주소 및 휴대전화번호에서, 건강정보는 진단명, 검사결과, 과거병력, 투약정보에서 민감하게 반응하였다. 여학생이 남학생보다, 성년이 미성년보다, 고학년일수록, 개인정보보호교육 경험자가 교육받은 적이 없는 응답자에 비하여 개인건강정보에 대한 인식수준이 높고 민감도 차이를 나타났다. 또한, 개인정보의 제공의사는 공공 및 의학연구보다 영리목적일 경우 제공불가라고 응답한 비율이 높았다. 특히 학생들은 주민번호, 성병과 같은 진단명의 공개나 과거 병력이 민감하게 반응하여 개인의 프라이버시 침해를 우려하였다. 보건 전공계열 학생이 기타 계열의 학생보다 의학연구나 교육 공공목적에 정보제공의사가 높아 교과 학습을 통해 공공목적이나 의학연구에 있어서 정보제공의 중요성에 관한 인식이 높음을 알 수 있었다. 건강정보는 개인에게 있어서 매우 민감한 정보이지만 의학 발전이나 공중보건의 측면에서 적절한 정보의 활용 또한 고려되어야 한다. 다양한 개인정보 유출 피해가 증가하고 있으므로, 정보주체로서 개인정보보호 의식 함양을 위해 대학 교양교육과정 또는 정보관련 교과목에 개인정보보호 교육을 포함시킴으로써 개인정보보호에 대한 인식수준을 높이는 것이 필요하다.