• Research in Community and Public Health Nursing
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• v.1 no.1
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• pp.582-594
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• 1989

The purpose of this study is to analyze the factors affecting the school health teachers' self-confidence. This study was conducted with 87 school health teachers working in Jeonbuk province, from September to December, 1986, The results are follows; 1. Demographic characteristics of school health teachers 1) Age mean ; 34, range; 23-54 2) School Nursing experience mean; 11 years, range; 0-24 3) Clinical experience mean; 1.5 years, range: 0-13 2. Status of school health resources & nursing activities 1) Personnel resource school health teacher: pupils : 1 : 1,436 'classes=1:31 'general teacher=1:39 2) Budget Total school operating budget: School health budget : 100 : 4.2 (52.2 thousand Won) Half of the school health budget expend on medicine. 3) Clinic 80% of all schools have health clinic seperately. 71.32 of all schools have less than $35m^2$, 23.9%, $36-66m^2$. 4) Only 20% of all schools have organization for health 5) Average of clinic visitor for 1 year; 2,084 Major problem is on digestive system. And other problem: respiratory, skin, musculo - skeletal system, dental problem, etc... 6) Literal message for 1 year; 12 times. For health education (4), vaccination (3), examination of parasites (2), etc... 3. The degrees of the school health teachers' self-confidence 1) Program planning & evaluation; 2.9. 2) Clinic management; 2.8 3) Health education; 2.8 4) Management of school environment; 2.7 5) Health care services; 2.5. 6) Operating of school health organization; 2.3 4. Significances to self-confidence on school health nursing activities 1) Program planning & evaluation: home message (r=.228, p<.05) No. of clinic visitor (r=.220, p<.05) expending time for clinic management (r=.229, p<.05) religion (t: 2.5, p<.05) level of school (F=6.3, p<.005) 2) Clinic management: age of school health teacher (r=-.202, p<.05) school health experience (r=-.211, p<.05) salary step (r=.187, p<.05) expending time for clinic management (r=.315, p<0.1) marital status (t=3.97, p<.005) level of school (F=3,139, p<0.5) 3) Management of school environment: level of school (F=3.899, p<.05) expending time for clinic management (r=-,216, p<0.5) 4) Health care service: age of school health teacher (r=-.186, p<.05) marital status (t= 3.67, pH.005) 5) Health education: expending times for clinic management (r=-.252, p<05) level of school (F=5.343, p<.01) 6) Operating of health organization; age of school health teacher (r=-.258, p<.01)salary step (r=.188, p<.05) Based on the above results, the suggestions are as follows; 1. Need to raise ,appointment rate school health teacher. 2. Need to raise self-confidence on school health nursing activities through the inservice education or re-inforcement. 3. Need to secure adequate budget for school health. 4. Participation of school health teacher and support of school master for school health services are required. 5. Need for use the health clinic seperately, adequate facilities and free utilization by visitors.

• Research in Community and Public Health Nursing
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• v.10 no.1
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• pp.173-182
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• 1999

The objectives of this study were to measure the index of school health promoting behaviors and to identify the influencing factors in performing these behaviors. School health pro motion indexes were composed of 6 areas developed by the WHO. The data were collected by questionnaires from June to September, 1998. The subjects were 199 elementary school nurses and data were analyzed by a SAS - PC program. The results of this study were as follows: 1) The total mean of the elementary school health promotion indexes was 3.45 with school health service being the highest score at 3.68. Other scores were 3.58-personal health skills and 3.03-community relationship. 2) There were significant relationships between school health promoting behaviors and independent variables. The important variables influencing to the school physical environment were school health budgets and the career of school nurses. Also the educational background and the career of school nurses were significant variables in school health service. From these results, it is recommended that a comprehensive school health promoting program including the 6 areas of health promotion be developed. A training program for school nurses in health promotion is necessary.

• Women's Health Nursing
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• v.22 no.4
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• pp.202-209
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• 2016

Purpose: This paper examined the relationship between knowledge differences of maternal oral health and of relevant demographic variables. Methods: Participants included 239 pregnant women who were recruited from Women's Hospital located in B city who agreed to participate in this study. The data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation analysis using the SPSS 21.0 program. Results: Maternal knowledge of oral health was moderate level ($10.22{\pm}2.36$). Scores of maternal knowledge of oral health were different according to age, education, occupation, parity, and dental care experience in pregnancy. Level of oral healthcare knowledge was weakly related to age and education. Conclusion: Consequently, it is necessary to encourage pregnant women to take part in oral health education program during antenatal care.

• Research in Community and Public Health Nursing
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• v.33 no.4
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• pp.432-445
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• 2022

Purpose: The purpose of this study was to identify the relationship of the school organizational climate with perceived discrimination and the workplace violence among school health teachers. Methods: The research design was a cross-sectional study. The subjects of the study were 350 school health teachers with more than one year of teaching experience. Data were collected online using a questionnaire. Research variables are general characteristics, organizational climate, perceived discrimination, and workplace violence. The relationship between organizational climate and perceived discrimination and the relationship between organizational climate and workplace violence were analyzed using regression analysis. Results: The score for organizational climate of health teachers was 3.10 out of 5 points, the score for perceived discrimination was 2.85 out of 5 points, and the experience rate of workplace violence was 16.9%. School organizational climate was related to both workplace violence and perceived discrimination. The subcomponents of organizational climate affecting perceived discrimination of health teachers were interrelationship and the level of compensation. The subcomponents of organizational climate affecting workplace violence of health teachers were interrelationship and autonomy. Conclusion: The improvement of the school's organizational climate can reduce the level of workplace violence and discrimination against health teachers. It is important to establish an appropriate evaluation system for health teachers and to recognize the role and expertise of health teachers. In addition, it is necessary for school administraters to actively support health teahcers and to create an organizational climate where they can be friendly and communicative.

• Research in Community and Public Health Nursing
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• v.1 no.1
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• pp.465-502
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• 1989

The purpose of this study was to find out the general characteristics of school health teachers, the status of school health resources and the degrees of self-confident performance for the 124 school health teachers in Pusan City. Data was collected by means of questionaires from Aug. 1986 to Mar. 1987. The data were analyzed by use of percentage, mean, standard deviation, t-test, ANOVA and Pearson-correlation coefficient. The results of this study were as follows: 1 . General Characteristics of School Health Teachers (SHT) 1) The average of age of the SHT was 32.8 years old and 39.5% of them were from 30 to 34 years old. 2) The average for school nursing experience of the SHT was 7.9 years and 37.9% of them were from 5 to 9 years. 3) The 45.2% of them have not the clinical experience. 4) The 74.2% of them were graduated from the 3 years college of nursing. 2. Status of school health resources and nursing activities. 1) The average of student number was 2497.3 and class number was 45.2. 2) The average of school health budget was 1039000 won and 27.7% of school health budget expended on examination cost. 3) Only 29.0% of all schools have organization for school health. 4) The 84.7% of all schools have health clinic separately and 69.1% of schools have less than $33m^2$ sized. 5) The average of clinic visitor number was 2111.8 for 1 year. 6) Major problem was on digestive system. And other problems were skin, respiratory, musculo-skeletal system and dental problem. 7) The number of literal message was 14.4 times for 1 year. 3. The degree of the school health teachers' self-confidence. The school health teachers' self-confidence was deviced into 6 and the maximum degree was 4. 1) Program planning & evaluation; 2.8 2) Clinic management; 2.9 3) Health education, 3.0 4) Management of school environment; 2.7 5) Health care services; 2.7 6) Operating of school health organization; 2.4 4. Significances to the degree of self-confidence on school health nursing activities. 1) There was significant difference between clinical management and Religion (t=2.15 p<.05) 2) There was significant difference between Operating of school health organization and level of school (F=3.588 p<.05) 3) Program planning & evaluation: expending time for clinical management (r=-0.184 p<.05) expending time for health care services (r=0.273 p<.01) 4) Clinical management: use of separate health clinic (r=0.151 p<.05) 5) Health education: use of separate health clinic (r=0.170 p<0.5) 6) Health care services: No. of student (r=-0.144 p<0.5) No. of class (r=-0.160 p<.05) 5. The degree of the school health teachers' self-discipline. The school health teachers' self-discipline was devided into 2 and the maximum degree was 2. 1) Program planning & evaluation:1.8 2) Clinic management: 1.9 3) Health education: 1.9 4) Management of school environment: 1.7 5) Health care services: 1.8 6) Operating of school health organization.: 1.3 6. Significances to the degree of self-discipline on school health nursing activities 1) Program planning & evaluation; Level of nursing education (F=4.309 p<.01) 2) Clinical management: Level of nursing education (F=3.587 p<.05) 3) Operating of school health organization: School health organization (t=-2.68 p<.01) 4) Health care services: School health organization (t=2,58 p<.05) 5) School health performance: School health organization (t=2.32 p<.05) 6) Program planning & evaluation: School health experience (r=0.239 p<.01) Expending time for program planning & evaluation (r=-0.172 p<.05) 7) Clinic management: School health experience (r=0.249 p<.01) Expending time for dinic management (r=0.181 p<.05) No. of student (r=-0.158 p<.05) Expending time of program planning & evaluation (r=-0.199 p<0.5) 8) Health education: School health experience (r=0.234 p<0.1) Expending time of program planning & evaluation (r=-0.193 p<.05) 9) Management of school environment: Age of school health teacher (r=0.142 p<.05) School health experience (r=0.255 p<.01) 10) Operating of school health organization: Medicine Purchase (r=-0.163 p<.05) 11) Health care services: School health experience (r=0.148 p<.05) Medicine purchase (r=-0.229 p<.01) 12) Total school health performance: School health experience (r=0.200 p<.05) Medicine purchase(r=-0.168 p<.05) Based on the above results, the suggestions are as follows: 1) As the SHT take charge of the reasonable number of student, the students will have benefit of the good health service in quality. 2) It is recommended to use the health clinic separately and to arrange adequate place for good school health service. 3) It is necessary that the SHT participate budget for school health. 4) It is required to enhance self-confidence on school health nursing activities through continuous educational programs.

• Journal of Korean Public Health Nursing
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• v.3 no.2
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• pp.133-142
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• 1989

The purpose of this paper is to provide the basic information concerning school health nursing activities in schools lacking in a school nurse, and the degree of satisfaction of trainess to the training course of school health nursing. The data for this study were collected by means of questionnaire from 150 teachers(100 of primary school and 50 of middle school)who attended the training course superintended by the Board of Education of Kyeong Nam Province from July 27 to August 6 in 1987. The main results of this study can be summarized as following; 1. General characteristics of the trainees: The majority of the trainees (71.3%) were in the age of twenties, 86.5% graduated from four-year teachers' college, 63.5% had less than five-year experience as a teacher. 2. 60.5% of the trainees were actually offering school health nursing services. 67.8% decided voluntarily to participate in the training course, and 62.7% attended the course for the purpose of obtaining health knowledge. 3. Only 4.2% of schools established appropriate health organization, and 34.5% were equipped with nursing clinic. But the main reason school health nursing activities were not performed very well was the insufficient supply of needed medicines and related materials. 4. School health nursing services in schools lacking in a school nurse were offered mainly by the teacher holding additional job of school health. class teacher and atheletic teacher. But the sanitary management for school meal services and community health activities were not carried out at all in many schools. 5. As a whole, trainees were satisfied with training program. But some subjects of the course did not satisfy them because those ones were so theoretical without any practice. 6. Many trainees wished the training course to be more concentrated on case studies which are helpful to solve actual problems. 7. 75% of trainees answered to have decided to perform school health nursing activities more actively than before. 8. Any significant relationship can not be found between trainees' general characteristics and their attitude to school health nursing activities after the training course. Only one factor-motivation to attend the training course-had the statistical significance of 8.7%.

• Journal of the Korean Society of School Health
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• v.11 no.1
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• pp.111-121
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• 1998

This is the study to the effect that the problems of the protective institution where the whole health of school is performed should be solved for the purpose of much more effective school business after investigating the situations of the management about health system in the elementary school of seoul city The subjects of the research are five students of the school which practices health class in the protective institution, five students of the school which puts health class to practice in each classroom and five nursing teachers who work for each elementary school Its data resulted from that from July to September 1997, I visited five schools in person at Kang nam ku, Dong chak ku, Yong san ku, Kwan ak ku, Kang dong ku and then I met and talked with the nursing teacher and the children Through this inspection and interpretation, I could figure out such things as follows. 1 The structure of the nursing room is so small that it has quite a few things inconvenient for the children and the nursing teacher to use together So for the sake of the health in school, first of all, Its size has to be larger 2. The name as the protective institution has to be changed into the health room. And the room for rest cure, dressing room, counselling room and the room for the health education should be equipped with the inside of health room 3 The nursing teacher as a health teacher has to carry out the health class at a health room. 4 It was required that the principal and the Ministry of Education should be highly interested in the health of school In particular, the advice for instructing expert agents about the health and the cooperation of the principal was urgently demanded. Through the result above, the health of school will be accomplished not only in first-aid treat and injection but also in the education about health as a main duty And the nursing teacher also can play a role as a teacher for health fully The programming, practice and estimation of the health room of the business for health in school will be feedback.

• Journal of Korean Public Health Nursing
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• v.18 no.1
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• pp.119-131
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• 2004

This study was the research of health promoting behavior of the 6th grade students of elementary school and general characteristics, health related characteristics and health promoting behavior following the health education were analysed. The performance of health promoting behavior related to the prevention of infectious diseases showed the highest score above all. The school, which received health education by the scheduled education course, home correspondence, and health broadcasting education, showed higher health promoting behavior performance after the health education. On the basis of the results of this study, health promotion program development is required to accomplish health promoting behavior among the elementary school students.

• Journal of the Korean Society of School Health
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• v.30 no.3
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• pp.344-354
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• 2017

Purpose: The purpose of this study is to assess school health teachers' awareness of the severity of natural disasters and nursing core competencies related to disasters. Methods: This cross-sectional study asked 119 school health teachers to complete structured questionnaires sent by email and mobile phones from Feb to Aug, 2017. Data were analyzed using t-test, ANOVA and multiple regression analysis with SPSS 21.0 statistical program. Results: The predictor that had a significant effect on school health teachers' core competency was the experience with natural disaster safety education. Its explanatory power was 14.3%. Conclusion: The finding of this study suggests a strong need for the implementation of disaster-related education targeting school health teachers in order to improve their disaster management ability.

• Korean Parent-Child Health Journal
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• v.18 no.1
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• pp.39-45
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• 2015

Purpose: This study aimed to analyze the women's health nursing curriculum in Korean nursing baccalaureate education. Methods: This study was conducted with women's health nursing curriculum from one nursing school. Data were collected through one nursing school in A city, Korea from November to December, 2014. Data were analyzed using 4 domain of Posner's curriculum analysis. Results: Curriculum documentation and origins were based on the nursing standard from Korean Accreditation Nursing Board Education and the learning goal of maternal nursing from Korean Nursing Association. The purpose and content of the curriculum were composed with cognitive, affective, and psychomotor domains. The curriculum was organized deductively and multidisciplinary. Conclusion: The continuity, sequence, integration, and articulation were advantage of the curriculum. The concept map of women's health nursing curriculum can contribute to share the objectives between teachers and learners.