• Journal of the Korean Society of School Health
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• v.22 no.1
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• pp.155-169
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• 2009

Purpose: The purpose of this study is to suggest the direction for improvement of educational curriculum for health education in future while investigating change of organization in curriculum for health education in Korea. Method: It is to analytic thinking the trend of curriculum development and organization of the health curriculum in national level. Results: As a result of this analysis of change of organization in curriculum for health education in Korea, the educational curriculum in Korea is proved to have established diverse subjects about health education in whole educational curriculum. The analysis of organization of educational curriculum in each term shows that subjects on health education has diminished in amount or weakened in content in the education of elementary, middle and high school, as they disappeared from organization of educational curriculum in 4th and 5th terms for education. Seventeen hours per year portioned for health education in revised educational curriculum for 2007, which is currently operated, has been analyzed as being very short to its full requirement. The significant increase of hours for education is demanded for health education to be systematic and practically helpful in actual field of education in schools. Conclusion: It is also demanded that the more diversified and systematic method of education should be applied to and operated for organization and operation of educational curriculum rather than strictly unified educational curriculum.

• Journal of the Korean Society of School Health
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• v.15 no.1
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• pp.107-121
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• 2002

In this study we analysed time allotment and the contents of a health textbook and its teacher's guide book of the 7th elementary curriculum. We intended to offer the basic data needed to establish the single health education. So the analysed results are as follows according to the health education model developed by the korean nursing association and health teachers' meeting and the teaching time allotment presented by the teacher's guide book. It's goal is practice in regular class time of the subjects for the time and contents of health education in the 7th elementary curriculum. The total class periods of health education of the 7th elementary curriculum are 229 hours and annual periods of health education per year are an average of 38 hours. The health education of the 7th elementary curriculum is separated into the 9 following subjects: Wise life, Pleasant life, Righteous life, We are 1st grade, Physical education, Science, Social studies, moral education and Practical course. The health education of the 6th elementary curriculum was combined with the units of physical education, but in the 7th curriculum it must be separated by a single, required health subject. The contents of health education of the 7th elementary curriculum is mostly dominated by units of community and environmental health with a total of 55 hours (24%). Therefore, the units of home health and social health, development of physical strength are fairly insignificant. The newly added contents in the 7th curriculum are "pregnancy and child birth, the protection and counterplan from rape, the reasons and prevention of stress, the reasons and the treatment of obesity, the damage of smoking and drinking, etc. According to the result above, we must establish the criteria for each year's health education in the 8th elementary curriculum. The contents of mental health, home health and social health should be revised and added new items. The health education that is separated in some subjects now must be established as a systematically integrated health education.

• 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.

• Journal of the Korean Society of School Health
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• v.18 no.2
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• pp.15-26
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• 2005

Purposes： This review is designed to assess the current status of health education in Korea, to identify problems within the curriculum, and to suggest ways to improve health education in Korea. Results： Korean schools currently lack a regular standardized health education curriculum. Subjects related to health education are presently taught in other disciplines, such as physical education, home management, biology, and other related subjects. The Korean health education curriculum suffers from many significant problems, including a lack of educational goals for health education, absence of designated time for health education, a lack of continuity between contents, knowledge-oriented health education, and an overall disconnect with the needs of the students. Other problems include an exclusion of health education experts in the development of the curriculum, no designated times for health education within the regular curriculum, and a lack of health teachers in schools. Conclusion： To improve health education in schools, standard health education curriculum should be developed. Health education curriculum needs to be sequential, comprehensive, and skill-based. Health education needsto be a essential subject, health teachers need to be trained, and provided with technical support.

• Journal of the Korean Society of School Health
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• v.9 no.1
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• pp.31-41
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• 1996

School health promotion is related to reinforce on various roles of school health teachers including health instruction, health services, healthful school living. In this aspects, there would be necessory for qualified continous education proceed to activate roles of school health teachers. So the objectives of this study are first, to develop curriculum framework for inservice training of health school nurses, second, to descrive of curriculum objectives, third, to state of curriculum objectives and learning methods. There were used study methods as literature review, expert conferencing and workshop. Major results are as follows; 1. Curriculum framework for inservice training of health school nurses was constitute of major variables of health care model and direct services role of school health teacher such as health service, health instruction and healthful environment area. 2. The curriculum for health instruction were different from elementary school and middle school. 3. Time distribution for curriculum was composed of that health service is 12hours, health instruction is 96 hours and healthful environment is 12 hours. 4. The learning methods for inservice training were suggested to intensify positive attitude through the discussion and practical exercise. 5. The curriculum objectives were classified by total, area and a course of study and time summary table was suggested. In conclusion, the developed curriculum would be contribute to improve of practical ability for school health teachers. And to increase of inservice training effect, there should be operate in order to participate trainees activately and to be educate concurrently. Also, there are necessary for execute in series of the program such as standized text developing by course, evaluation index developing and instructor education etc.

• Journal of the Korean Society of School Health
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• v.23 no.2
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• pp.97-114
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• 2010

Purpose: This study is intended to provide easy explanations needed to ensure correct understanding of the notification of health education curriculum revised in 2008, health education curriculum at middle and high schools as well as their effective application at schools. Teachers of health lessons can provide better guidance for their classes only when they are well informed of intent and direction of health lessons sought after by the nation, objective and systematic content of health lessons, teaching methods, characteristics of teachinglearning materials and their evaluation. The contents of the guide have been sufficiently detailed and clarified in such a way that can increase understanding of school health education as pursued by the nation. Methods: This is reported research as its contents have been finalized through analysis of documentary records concerned with health education available at both home and abroad, a council of health education experts and public hearings organized for extensive collection of opinions from professor and teachers. Results: The guidebook has been prepared in 5 areas covering respectively "background of revision to health education curriculum", "how health education curriculum has been changed over time", " focus on health education curriculum", "explanations on health education curriculum" and "comparison of new and previous curriculum". Also developed were key initiatives on 6 health related subjects. Conclusion: The greatest significance of this research lies in the fact that it has come up with the first guide book for health education ever prepared in our history. It is also meaningful for the guide book to enable teachers to teach their classes better by providing them with easy interpretation of the contents notified by the government and to have set guidelines for directions in which health of our youths should be promoted. Since this is the first work, continuous research and development should further be carried out in the future.

• Industrial Engineering and Management Systems
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• v.15 no.3
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• pp.239-250
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• 2016

This study is to prepare curriculum in South Korea to train outstanding individual in the fields of Health Care Management for the global age, hospitals' administration managers, professors and students were targeted to carry out the survey and the collected questionnaires were processed with SPSS Ver. 21.0 statistic package, based on this the suitability of the current Health Care Management curriculum and postgraduate curriculum was inspected and improvement plan was deducted, and also through comparative analysis of the Health Care Management curriculum for undergraduate and postgraduate in the United Kingdom and United States, optimum improvement suggestions were made. Based on the research result, the priority to improve and consolidate from undergraduate curriculum was the strengthening of the working-level education, the most needed ability in the future is global negotiation and dispute/conflict adjustment which needs supplementation. Also, after analyzing the undergraduate curriculum of the United States and United Kingdom, it is needed that the development of the capacity to lead organizations for healthcare and subjects for the establishment of health policy should be reflected.

• Korean Journal of Adult Nursing
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• v.26 no.2
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• pp.223-233
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• 2014

Purpose: This study was aimed to analyze the sexual health curriculum for the nursing baccalaureate and associate's degrees in Korea. The curriculum proper based on Posner's theory presented the analysis of purpose, content, organization, and underlying assumption. Methods: This study was conducted with sexual health education guidelines, nursing practice standards, 181 curriculums, and teaching materials. Data were collected through literature, online homepage from 181 nursing school, and textbooks from July to September, 2013. Data were analyzed using percentage and mean with SPSS 12.0. Results: The purposes were mostly included in the low grade cognitive learning domain. The contents included 20 key elements among 22, so the scope was not inclusive. There was an unbalance between content's depth and scope, because total mean credit of sexual health nursing education was only 19.81 hours. The spiral structure of organization showed continuity, sequence, and integration with international standards. The interdisciplinary integration and transcultural value were advantages of the curriculum. Conclusion: This study provided a view on understanding sexual health nursing curriculum and implication for advanced education. The proclaiming of the standard and concept mapping of sexual health curriculum may contribute to the curriculum development for the advanced nursing.

• Journal of the Korean Society of School Health
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• v.13 no.1
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• pp.63-84
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• 2000

Primary school is regarded as an important period when many health-related behaviors and life-styles begin to be formed. Acquiring them through school heath education has a strong influence on the health promotion of not only the family but also the community. Primary school health education in Korea has a systematic flaw in that health-related subjects are divided and taught under various subjects in primary school. In order to develop a proper school health curriculum, it is essential to assess what is currently being taught. In this study the current health education of the 6th grade primary curriculum was investigated to improve school health education. The purpose of this study is to identify the health education contents and time in textbooks of the 6th grade primary school curriculum. In this study, the textbooks & teacher's teaching manuals of the 6th grade curriculum were analyzed with a health instruction framework for Korean schools developed by the Korean Nurse Association & Korean School Health Education Association in 1993 and health care framework for health education curriculum presented by Kim in 1991. The results are as follows ; 1) Health education hours of the curriculum are 206 hours, about 34.3 hours a year. 2) The contents of health education were divided into nine subjects at primary schools. Organizing principles of learning experience(eg, integrity, sequence and continuity) were not considered sufficiently. The physical education & natural science subjects include a lot of health education contents. 3) The major content areas are community & environmental health areas and daily healthy life areas. 4) The major areas at each grade level are daily healthy concerns and safety & first-aid 5) The remarkable contrast to the 5th primary school curriculum are that environmental health is offered to the first grade step by step, and that drug use & abuse and mental health education are included in the 6th primary school curriculum. 6) The main contents of health education in 1st, 2nd. and 3rd grade curricula consist of treatment & recovery health functions. Those of the 4th grade curriculum consist of treatment & recovery health functions, and daily healthy life functions. Those of the 5th grade consist of growth & development functions. Those of the 6th grade consist of treatment & recovery health, growth & development functions. Most health care functions belong to physical health care. The results above suggest that we put together the divided contents of health education and manage them on the basis of systematic integration.

• Perspectives in Nursing Science
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• v.1 no.1
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• pp.66-84
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• 2004

The purpose of this study is to evaluate the revised curriculum of the college of nursing, Seoul National University. This curriculum was consisted of three conceptual framework: health promotion, illness care and professional development. Especially it is intended to enhance the ability in solving health problem by focusing on the topic of health promotion. Further, the curriculum is strengthening on the professional development through encouraging scholarly inquiry of students. The result of survey was as follows: 1) Is the curriculum focusing on the health promotion generally? - 81.2% of graduates answered positively. 2) Is the curriculum reflecting on the six aims of the education for the college if nursing? - 64.6% of graduates answered positively. 3) Is the curriculum reflecting on the concept of health promotion properly? - 72.8% of faculty answered positively. 4) Did the curriculum achieve the six aims of college of nursing effectively? - 82.6% of faculty answered positively. 5) Was the lecture of each subject in the new curriculum given with focus on the concept of health promotion? - 60.9 % answered affirmatively 6) Did the optional subjects achieve the goal of professional development effectively? - 83% of faculty answered affirmatively.