This study was conducted to investigate how child-care teachers participate, practice mealtime instruction, and perceive difficulties in food service, focusing on comparison between the teachers caring two different age groups: children younger than three years (Younger Group) and those three years or older (Older Group). Questionnaires were distributed to 151 child-care centers in Kwanak-gu, Seoul, Korea during December, 2011. Only the data from 25 child-care centers, where two respective teachers in charge of Younger Group and Older Group completed the questionnaires, were analyzed. The results showed that there was no difference in terms of child-care teachers' participation in food service practice between the two groups, except for serving method; 'Pre-plated' serving was used significantly more often in Younger Group, whereas 'Line-up' serving was used in Older Group. Approximately, three quarters of the child-care centers had policies or guidelines on mealtime instruction. During mealtime, child-care teachers tended to use frequently verbal instructions such as "sit up straight when you eat" about eating manner, "don't be picky with your food" about eating habit, and "wash your hands before eating" about eating procedure in both the groups. There was no statistically significant difference regarding child-care teachers' perceived difficulties in food service between the two groups. These results indicated that child-care teachers' participation and mealtime instruction in food service did not differ between the two age groups, although children's development of digestion and eating skill differed by age. Therefore, training should be provided to child-care teachers about food service practices and mealtime instruction appropriate to children's age.
Purpose: The purpose of this study was to investigate the effects of a structured preoperative instruction upon anxiety and postoperative self-care compliance. Methods: A randomized control group pre-post design was used. Sixty subjects undergoing cataract surgery were randomly assigned to one of two groups. The instruction consisted of cataract surgery procedure, sensory information, deep breathing, use of eye drop, and post op self-care regimen and was provided to the experimental group with control group receiving an usual treatment. State anxiety NRS, pulse, BP, and self-care compliance scale developed by Cho & Rho were used. Data were collected at two time periods: on the day of surgery in the clinic and prior to anesthesia in the operating room. The postoperative self-care compliance scores were measured at their second visits to the hospital after surgery. Data were analyzed using Kolmogorov Smirnov test, t-test, and Mann-Whitney U test. Results: There were significant differences between the two groups in the postoperative state anxiety (t=-3.57, p=.001) and the postoperative self-care compliance score (t=3.92, p<.001). There were no significant difference between the two groups in the postoperative blood pressure and pulse rate. Conclusion: The results of this study suggest that the structured preoperative instruction could be a nursing intervention for cataract surgery patients.
The purpose of this study was to investigate the effect of flipped learning for early child care instruction on self-leadership and learning motivation of pre-service child care teachers. The subjects were 54 undergraduate students who major in early child care education related field. Twenty-eight participated in a course, 'Guidance for Young Children', where flipped learning instruction was applied, and the comparison group(28 participants) attended a traditional lecture for one semester. Survey on self-leadership and learning motivation was conducted during the 1st and the 15th week and an in-depth interview with 8 subjects from the experimental group, who voluntarily agreed to participate, was conducted. T-test and open coding was used to analyze the data. The results were as follows. First, flipped learning instruction had a positive effect on pre-service teachers' self-leadership. Second, flipped learning instruction showed positive effect on pre-service teachers' learning motivation. Among the sub scales, there were positive effects on attention, relativeness, and satisfaction. Third, pre-service teachers could actively participate in learning and also focus on learning through process-based flipped instruction strategy. The flipped class experience motivated the teachers to hold initiative in improving work capacity and also helped regulate their thoughts and behaviors. In conclusion, flipped learning instruction applied course provided pre-service teachers with learning motivation and reinforced their competence as self-leaders.
The Journal of Korean Academic Society of Nursing Education
Purpose: The purpose of this study was to investigate the learning effect of a standardized patient managed instruction program for a clinical maternity nursing course. Methods: The SP managed instruction was made for clinical cases in intrapartum and postpartum nursing care. The SP managed instruction was evaluated by using a quasi-experimental, nonequivalent control group post-test design with separate classes of students attending clinical maternity nursing classes at a nursing school in Incheon. Control groups were taught by traditional lecture/model method and experimental groups were taught by SP managed instruction. Data was collected from September 2009 to February 2010. Results: 1. There was no significant difference between the experimental group and control group in identifying relevant data (z=-1.418, p=.156) and necessary nursing skills performance (z=-.643, p=.520) for intrapartum nursing care. In addition, there was no significant difference between the two groups in identifying relevant data (z=-.264, p=.782) and necessary nursing skill (z=-.342, p=.732) for postpartum nursing care. 2. In clinical nursing skill performances the total score was statistically significantly higher in the experimental group than the control group (intrapartum care z=-4.181, p=.000, postpartum care z=-4.279, p=.000). 3. There was a statistically significant difference between the two groups (intrapartum care z=-3.731, p=.000, postpartum care z=-4.066, p=.000). Conclusion: In conclusion, the SP methodis effective in teaching clinical maternity nursing for student nurses and it is necessary to develop SP instruction courses for many areas in the clinical nursing education field.
Journal of Korean Academic Society of Home Health Care Nursing
The purpose of this study was to develop and apply a Web-based Nursing Education & Instruction Program to help the clinical nurses improving their knowledge and skills of ostomy care. This program was developed in three different steps: analysis. design. and development. The results of the study were as follows: The analysis step was designed to select the study contents for effective and easy educationthrough the analyses of specialized books. This surveyed and analyzed study contents were categorized into five different sections. Introduction. ostomy classification. ostomy management. elimination management. and life style. After that each section describes necessary information of each category. In the design step. the image files used in this program were created using Adobe Photoshop 6.0. and HTML files were designed and developed using Namo Editor 5.0. In the development step. the developed program was published into Web using FTP (File Transfer Protocol) and then finalized after trial operation for testing of real users. In addition. this Web-based Nursing Education & Instruction Program will be used as excellentand effective tool for continuous and lifelong education in nursingfield. In this study. computer-aided education program was developed for ostomy management and managed at the Web-Server (http://hshong.knu.ac.kr/ostomy) in order to help nurses real-time education in clinical field by this program.
Objectives : The aim of the trial was to study the effect of plaque control(tooth brushing instruction) for oral health improvement on periodontitis patients. Methods : 30 patients(35~65 years) with advanced periodontal disease were subjected to a baseline examination including assessment of oral hygiene status(O'leary index), gingival condition(bleeding). the assessment were repeated after 2, 4, 6 weeks. cognitive, behavioral and clinical outcomes were assessed in the primary care setting by questionnaire and clinical oral examination. Results : The oral hygiene status expressed as the individual mean percentage of tooth surfaces with plaque 59.3% at baseline and 21.2% after 6 weeks(p<0.001). The gingival bleeding status expressed as the individual mean point of interdental papilla 3.8 at baseline and 1.9 after 6 weeks(p<0.001). Also, the patients self-assessment about correct tooth brushing behavior was 3.9(5-point likert scales), satisfaction of plan practices 4.1(5-point likert scales), efficacy of tooth brushing instruction 8.7(10-point likert scales). Patients wanted to continuous participation. Conclusions : A verification of effect after individualized oral health instruction and repeated dental plaque control represented to significance on plaque control score, oral care practice and oral health recognition. The important oral care step against periodontal disease is to establish good oral health habits. Also, oral health behavior recognition is more important for the practice of oral health. Therefore professional plaque control and tooth brushing instruction absolutely need in improving oral health.
Kang Hwa Ja;Han Kyung Ja;Choe Myoung Ae;Park Seung Hyun;Kim Young Mi;Kwon Won Kyoung;Kim Sun Gu;Ahn Hye Young;Heo Mi Young
Child Health Nursing Research
The purpose of this study was to investigate the current status of the need of telephone call and to identify the status of nursing intervention through telephone. Head nurses of the pediatric nursing unit and a nurse of pediatric outpatient clinic wrote down the telephone record of calls by parents of children discharged from hospital from 7 am to 3 pm during the period of March to June, 1995. Content of 120 telephone calls but for 26 calls with incomplete record among 146 calls were analyzed into frequency of general characteristics, needs and nursing intervention. The needs of telephone call were identified and classified into 11 areas and analyzed into frequency of detailed content by 11 areas. Nursing intervention was identified and classified into 10 categories, and analyzed into frequency of detailed content by 10 categories. The findings of this study were as follows ; The need of telephone call was identified with nutritional state, medication, vital signs, language retardation, personal hygiene, vaccination, administration procedure, physical symptoms, follow up care management and others. The most frequent needs were physical symptoms and vaccination. A kind of food among nutrition dose of drugs among medication, fever among vital signs, cough among physical symptoms, and content of vaccination among vaccination was the most frequent needs. Nursing intervention through telephone was identified with instruction, knowledge offer, information offer, judgement, solicitation, referral and instruction, referral, connection, reassurance, reservation, and regulation. Instruction, knowledge offer and information offer was the most frequent nursing intervention by telephone call. Instruction was about a visit to hospital, a visit to nearby clinic, instruction about symptoms,, instruction about nursing care procedure, retelephoning and vaccination. Knowledge offer was about vaccination, knowledge related to medication, and dental care. Information offer and judgement was about vaccination and medication. Referral and instruction delivery was about instruction delivery following consultation to doctor, visit to emergency room and a visit to hospital following consultation to doctor. These results suggest that telephone call intervention program should be established as a field of extended pediatric nursing role in health care delivery system for the children.
Journal of the Korean Society of Clothing and Textiles
The purpose of this study is to investigate consumer's perception and attitude on care labels using questionnaire. The major results are as follows: 1. Self-evaluation on consciousness and knowledge regarding on labels is higher than actual level. In other words, most consumers answered that they understood the care instructions on labels, but actually few consumers understand the exact meanings. Married women in their thirties to forties who do the laundry themselves, and more educated women showed higher level of consciousness to care labels. However, unmarried or career women are dissatisfied with the method of care instruction on labels. Many consumers take care of textile products without considering the proposed informations on core labels. The reasons are as follows: a. they think there is no problem even if they do not follow the proposed methods b. the method proposed on labels are complicated 4. There were some cases which happened some problems even though consumers followed the instructions on care labels. It may be due to the incorrect information or the omission of some specific instruction on labels. 5. For ideal care of clothing, it is necessary for manufacturers to suggest the realistic and clean instructions on labels and for consumers to trust and follow these instructions.
Objectives: The objective of this study is to provide basic data needed in developing an educational program designed to upgrade capacity and awareness of preventive dental treatment among oral health workers, by analyzing levels of awareness of preventive dental treatment and educational needs among dentists and dental hygienists. Methods: The collected data was analyzed with SPSS program ver. 19.0. The data was under t-test. Results: The frequency level of giving preventive dental treatment to patients among dentists and dental hygienists is below mid-point, 3 on the 5-point Likert scale. In terms of frequency level per item, scaling & polishing was ranked the highest, followed by periodontal maintenance, tooth-brushing instruction, and prescription and instruction of oral care product in descending order. On the questions asking how important preventive dental care they perceive to be, both dentists and dental hygienists perceived it to be highly important. When they were asked to rank those items by the importance of education, they considered periodontal maintenance as the most important one, followed by individual education of oral health, incremental oral health care, scaling& polishing, toothbrushing instruction, and prescription and instruction of oral care product. Respondents pointed out problems in running a preventive dental treatment program as follows: overwork, lack of dedicated workforce, un-fixed costs, and lack of necessary equipment. When they were asked to point out items needed to run such a program, the largest number of respondents indicated dedicated workforce placement, followed by improving awareness of the customer, and improving awareness of the dental workers. Conclusions: In order to effectively run a preventive dental treatment program, it is necessary for oral health workers to clearly understand the concept of it. It is also necessary to develop and operate an education program on preventive dental treatment targeting oral health professionals.
Purpose: The purpose of this study was to develop a health education program for child care workers of infants, toddlers and preschoolers to improve their care ability. The program provided child care teachers and children with information on how to take care of their health. Method: This program development was based on a systematic design of instruction by Dick & Carey(1996). The process included a review of literature, setting an instructional goal, getting advice from various experts, designing instruction and instructional medias, designing formative evaluation, revising the program and making a summative evaluations. Result: The products of this program were the 'Teachers Guide Book & CD-ROM.' The guide book included health education programs for infants, toddlers and preschoolers. The infant program included a basic baby care program for teachers. The toddlers and preschoolers program included basic health promotion, dental health, nutrition management, communicable disease prevention, substance abuse prevention and a safety program. Conclusion: These programs provided a systematic content of health education for children and their teachers, and useful data which can be applied to child care centers.
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