• Journal of Korean Academy of Nursing
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• v.35 no.4
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• pp.745-753
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• 2005

Purpose. The purposes of this study were to 1) describe the type and frequency of aggressive behavior of cognitively impaired nursing home resident, 2) develop a caregiver training program on prevention and management of aggressive behavior, 3) examine the effects of caregiver training program on the incidence of aggressive behavior of cognitively impaired nursing home resident, and 4) examine the effects of caregiver training program on nursing staff's aggressive behavior management skills. Methods. One-group, time series, quasi-experimental design with a pre-test and two post- tests was used. Data were collected from cognitively impaired home residents (N = 32) and nursing staff (N = 36) in a proprietary nursing home using Ryden Aggression Scale I, II, and Aggressive Behavior Management Scale. Data were entered and analyzed by descriptive statistics and repeated measures ANOVA. Results. Incidence of aggressive behavior was high with a mean score of 3.09 (SD = 3.11) at baseline. Caregiver training program was developed based on Progressively Lowered Stress Threshold (PLST) model and gerontological and psychiatric literature. The mean scores of aggressive behavior at baseline, Post I, and II did not differ significantly although the difference approached to the significant level (F = 2.925, p = .066). Nursing staff's aggressive behavior management skills increased at Post I, and at Post II when compared to baseline, and the difference was significant (F=12.736, p=<.00l). Conclusion. Caregiver training program showed potential impact on reduction of aggressive behavior in elders with cognitive impairment and was effective in increasing nursing staff's aggressive behavior management skills.

• Safety and Health at Work
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• v.6 no.4
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• pp.317-323
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• 2015

Background: Young people are at an increased risk for illness in working life. The authorities stipulate certain goals for training in occupational health and safety (OHS) in vocational schools. A previous study concluded that pupils in vocational education had limited knowledge in the prevention of health risks at work. The aim of the current study, therefore, was to study how OHS training is organized in school and in workplace-based learning (WPL). Methods: The study design featured a qualitative approach, which included interviews with 12 headmasters, 20 teachers, and 20 supervisors at companies in which the pupils had their WPL. The study was conducted at 10 upper secondary schools, located in Central Sweden, that were graduating pupils in four vocational programs. Results: The interviews with headmasters, teachers, and supervisors indicate a staggered picture of how pupils are prepared for safe work. The headmasters generally give teachers the responsibility for how goals should be reached. Teaching is very much based on risk factors that are present in the workshops and on teachers' own experiences and knowledge. The teaching during WPL also lacks the systematic training in OHS as well as in the traditional classroom environment. Conclusion: Teachers and supervisors did not plan the training in OHS in accordance with the provisions of systematic work environment management. Instead, the teachers based the training on their own experiences. Most of the supervisors did not receive information from the schools as to what should be included when introducing OHS issues in WPL.

• International Journal of Computer Science & Network Security
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• v.21 no.12spc
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• pp.427-436
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• 2021

The article reveals and theoretically substantiates the trends of foreign language teachers' professional training in universities of Ukraine in terms of European integration, which are systematized in three areas: macro-level (system of education), meso-level (universities) and micro-level (subjects of educational process). The article aims to substantiate the trends of foreign language teacher training in the context of European integration and the main directions of creative use of constructive ideas of European experience in the innovative development of education. The article lights up the system for improving foreign language teacher training in universities, which is based on updated goals, content and approaches to the implementation of basic concepts, principles and features of teacher training in European experience, enable us to improve the quality of teacher training, its competitiveness in the European labor market. In the article developed the conceptual model of strategic development of the university in the conditions of European integration. It is emphasized that information technologies provide great opportunities for the development of professional skills and intellectual potential of future professionals. At present, the computerization of the educational process in higher education institutions is considered as one of the first and most promising areas for improving the quality of education. The article offered directions of internationalization of educational activity of university in the conditions of European integration. Diagnostic tools for the development of the university in terms of integration into the European educational space, individual rating and ranking of structural units of the university have been developed; main directions of activity of the laboratory of the skill of the teacher of higher school and methodical recommendations on the creation and the organization of work of scientific laboratories.

• Physical Therapy Rehabilitation Science
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• v.10 no.1
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• pp.55-63
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• 2021

Objective: The purpose of this study was to examine the effects of balance training with Functional Electrical Stimulation (FES) on balance and gait in patients with chronic stroke. Design: A cross over design Methods: Nine patients with stroke were recruited into this study. They were measuring their balance ability and gait ability. The intervention "A" included 4 weeks of balance training with Functional Electrical Stimulation (FES) for 40 m/d, 3 d/wk. Intervention "B" included 4 weeks of balance training with placebo Functional Electrical Stimulation (FES) for 40 m/d, 3 d/wk. Of the 9 patients who completed the study, 5 were randomly assigned to" group A-B", and 4 to group B-A. The crossover occurred after 4 weeks. Results: Following are the specific results of balance training with Functional Electrical Stimulation (FES) on patients with chronic stroke. First, patients who received treatment A showed improvement compared with patients who received treatment B in static balance. There were significant decreases in anterioposterior, mediolateral postural sway extension and velocity moment (p<0.05) with their eyes opened and closed conditions. Second, they had significantly improved in dynamic balance (p<0.05). Lastly, there were also improvement in their gait velocity and cadence (p<0.05). Conclusions: These findings suggest that, the Functional Electrical Stimulation (FES) combined with balance training more effectively improves the balance and gait ability, I'm convinced that it could be actively used in clinics added to the conventional physical therapy in the future.

• The Mathematical Education
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• v.49 no.3
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• pp.299-311
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• 2010

The purpose of this study was to examine the effects of abstraction offer of basic concept principle and feedback of self-efficacy attributional and mathematical study ability of math underachievers in high school based on the attribution theory and self-efficacy theory. The hypothesis were posed as below : Hypothesis 1: The experimental group that takes the abstraction offer of concept principle and attributional feedback training would be better at most self-efficacy than the control group that doesn't. Hypothesis 2: The experimental group that takes the abstraction offer of concept principle and attributional feedback training would have better math achievement than the control group that doesn't. They were divided into an experimental group and a control group, and the attribution disposition, self-efficacy and academic achievement of the children were measured by pretest and posttest. For data analysis, SPSS/PC+ program was employed and t-test was conducted. The main findings of this study were as below : First, the abstraction offer of concept principle and attributional feedback training was effective for enhancing the math self-efficacy in high school underachievers. Second, the abstraction offer of concept principle and attributional feedback training was effective for increasing the math achievement in high school underachievers.

• The Journal of Korean Physical Therapy
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• v.28 no.1
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• pp.33-38
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• 2016

Purpose: The aim of this study was to determine the effectiveness of pelvic tilt training using an inclinometer on joint position sense and postural alignment in individuals with stroke. Methods: Thirty-one subjects with chronic stroke were divided into two groups: the experimental group (16 subjects) and the control group (15 subjects). Subjects in both groups received neuro-developmental therapy five times per week. In addition, the patients in the experimental group also received pelvic tilt training using an inclinometer for 30 minutes, 3 times a week for 4 weeks. Maximal range of anterior, posterior pelvic tilt and joint position sense were used to evaluate pelvic tilt motion. Image analysis was performed for evaluation of postural alignment on in standing position. Results: Significant difference in Iimprovement of pre- and post-intervention of joint position sense was observed showed significant difference (p<0.05) in all groups. Experimental groups showed sSignificant differences in maximal range of posterior pelvic tilt in on the paretic side were observed in the experimental groups compared to with the control group (p<0.05). Conclusion: These findings suggest that pelvic tilt training using an inclinometer may help to improve range of pelvic tilt and joint position sense of stroke patients.

• Journal of the Korean Society of School Health
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• v.30 no.3
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• pp.295-305
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• 2017

Purpose: This study was conducted to evaluate the effect of Mindfulness-based Emotion Management Training for adolescents immersed in self-harm behaviors. Methods: The participants were 61 middle school students located in Seoul. Thirty students were assigned to the Mindfulness-based Emotion Management Training (M-EMT) group and the other 31 students were assigned to the waitlist group. The students in the M-EMT group participated in a total of 12 sessions, twice a week, for 6 weeks. The modules of the program comprised of mindfulness for emotion, mindfulness for behavior/impulse, mindfulness for thought, and coping with self-harming behavior. The Distress Tolerance Scale, Deliberate Self-Harm Inventory, Cognitive Emotion Regulation Questionnaire, and Scale Suicidal Ideation were assessed at baseline and post-intervention. Results: Compared to the waitlist group, the intervention group exhibited a statistically significant improvement in distress tolerance and cognitive emotion regulation and a statistically significant reduction in self-harming behaviors and suicidal ideation. Conclusion: These results support the hypothesis that mindfulness-based emotional management training has a positive effect on reducing self-harming behaviors and enhancing distress tolerance and cognitive emotional regulation.

• Journal of the Korean Society of Physical Medicine
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• v.14 no.1
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• pp.7-14
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• 2019

PURPOSE: This study examined the effects of observing a self-video or a video of another person performing balance and gait training, followed by actual performance of the observed movements on the balance and walking ability of chronic stroke patients. METHODS: Thirty patients, who had experienced a stroke and were admitted to S rehabilitation hospital for treatment, were selected randomly and divided into three groups with 10 patients each: self-action observation (SAO) group, other-action observation (OAO) group, and treadmill walking training (TWT) group. The training program was conducted five times per week for four weeks. The GAITRite system, 10 m walking test, and timed up and go test were performed to measure the subjects' gait and balance ability. RESULTS: The velocity, cadence, double support, and stride length were increased significantly in the SAO and OAO groups (p<.05) but the T group showed no significant changes; no significant difference was observed among the groups (p >.05). The 10MWT decreased significantly in the OAO group (p<.05), but there were no significant changes in the SAO and T groups, and no significant difference was observed among the groups (p>.05). The TUG decreased significantly in the SAO and OAO groups (p<.05), but there were no significant changes in the T group, and no significant difference was observed among the groups (p>.05). CONCLUSION: The self or other action observation training helps improve the balance and gait ability.

• Asian Pacific Journal of Cancer Prevention
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• v.17 no.10
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• pp.4555-4561
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• 2016

Self-management training is one of the ways to empower patients to cope with disease. The aim of this before-and-after quasi-experimental study was to determine effects of a teach-back self-management training method on breast cancer patient happiness. Fifty breast cancer patients who visited the Park-e Neshat Limited Surgery Clinic in Kerman, Iran were randomly divided into intervention and control groups after convenience sampling and checking for inclusion eligibility. Data were collected using a demographic questionnaire and the Oxford Happiness Inventory before and after teach-back training and analyzed using SPSS 23. Findings showed no significant difference between mean happiness scores in the two groups before the intervention. However, after the intervention, the mean happiness score in the intervention group increased from 37.2 to 62.9, while it decreased from 41.4 to 29.8 in the control group. These changes were statistically significant (p<0.001). Even after controlling for the effect of confounding factors such as residence location and history of cancer education, the observed differences between the groups were statistically significant (p<0.001). A teach-back self-management training program can increase happiness levels in breast cancer patients. Therefore, the use of this method is recommended to improve self-management and increase happiness.

• PNF and Movement
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• v.16 no.2
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• pp.187-194
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• 2018

Purpose: This study aimed to assess the effect of rowing ergometer training on the aerobic capacity and strength of male high school students over a 12-week period. Methods: Fourteen high school students volunteered to participate in the study. The subjects were divided into two groups: seven subjects in the experimental group and seven in the control group. The subjects in the experimental group performed rowing ergometer training for 75 min per session at three days a week for 12 weeks. The exercise intensity set the maximum heart rate (HRmax) from 40% to 80%. Aerobic capacity was measured by ventilation, cardiac output, and oxygen intake per body weight. Strength was measured by grip strength and back strength before and after training. Results: A significantly increased ventilation (p=0.01), cardiac output (p=0.01), and oxygen intake per body weight (p=0.00) were found in the experimental group. A significantly increased grip strength in the right and left hands (p=0.00, 0.00) and back strength (p=0.04) were observed in the experimental group. Conclusion: Rowing ergometer training can be an effective combined exercise for aerobic capacity and strength of high school students.