• 대한간호학회지
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• 제29권5호
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• pp.1011-1020
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• 1999

This study was conducted to develop an education program of hospice care for the professional in order to care for nurses for terminally ill patients facing death and their families. The Modified Tyler-Type Ends-Means model was used to guide the curriculum development of the study The curriculum include a philosophical conception of hospice education, fundamental concepts, purpose, objective and the educational contents. The content was developed based upon a 70% or more demand in educational demand analysis. The education program has a total of 360 hours consisting of 172 hours of theoretical study and 188 hours of practice including fundamental nursing care for hospice.

• 대한수의사회지
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• 제16권8_10호
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• pp.293-295
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• 1980

Hepatic and renal funtions were observed in normal shephered dogs anesthetized with methoxyflurane for two hours by inhalation techniques used in veterinary practice. Serum glutamicpyruvic transaminase (SGPT) and alkaline phosphotase (ALP) activities were

• 디지털융복합연구
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• 제15권5호
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• pp.317-324
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• 2017

본 연구는 카데바 실습교육이 간호대학생의 자기효능감, 죽음태도와 간호전문직 자아개념에 미치는 효과를 알아보고자 시도하였다. 연구방법은 비동등성 대조군 전후설계의 유사실험 연구이며, 자료수집 기간은 2016년 11월 1일에서 11월 30일까지이다. 연구대상자는 D시 소재의 1개 대학교 2학년 중 연구 참여를 희망하고 동의한 실험군 29명, 대조군 30명으로 총 59명이다. 카데바 실습교육은 회기 당 이론교육 3시간, 실습교육 4시간으로 구성하였고, 총 3회기를 실시하였다. 자료분석 방법은 SPSS/WIN 21.0 program을 이용하여 기술통계, ${\chi}^2$ test와 t-test로 분석하였다. 카데바 실습교육 적용 전후의 두 집단 간의 자기효능감, 죽음태도 및 간호전문직 자아개념을 비교하여 그 효과를 분석하였다. 연구결과는 카데바 실습교육 실시 전후 두 집단 간 차이를 분석한 결과, 자기효능감(t=2.62, p=.028), 죽음태도(t=5.67, p=.000)와 간호전문직 자아개념t=2.57, p=.013)은 통계적으로 유의미한 차이가 있었다. 따라서 본 연구의 카데바 실습교육은 간호대학생의 자기효능감이 향상되었고, 죽음태도와 간호전문직 자아개념에 긍정적인 영향을 미치는 것을 알 수 있다. 이에 간호대학생의 해부학 실습교육의 기초자료로 활용하기를 기대한다.

• 한국산학기술학회논문지
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• 제18권4호
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• pp.93-100
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• 2017

본 연구는 간호대학생의 핵심역량을 향상 시킬 수 있는 시뮬레이션 기반 실습교육을 개발 적용하여 비판적사고 성향, 의사소통 능력, 임상수행능력에 미치는 효과를 파악하기 위하여 시도되었다. 단일군 사전-사후설계의 실험 연구로 G도 소재 간호대학생 4학년 53명을 대상으로 자가보고식 설문지를 이용하여 2016년 6월10일 부터 8월19일 까지 자료를 수집하였다. 시뮬레이션 기반 실습 교육은 4개의 실습 모듈을 이용하여 6-8시간/일, 총 60시간 적용하였다. 수집된 자료는 SPSS WIN 18을 이용하여 빈도, paried t-test, Pearson's correlation coefficients으로 분석하였다. 연구결과 시뮬레이션 기반 실습 전 후 임상수행능력은 유의한 차이가 있는 것으로 나타났으나 비판적 사고성향과 의사소통 능력은 유의한 차이가 없는 것으로 나타났다. 시뮬레이션 실습 교육 후 임상수행능력은 비판적 사고성향(r=.628, p<.001), 의사소통(r=.716, p<.001)과 정의 상관관계가 있는 것으로 나타났다. 비판적 사고성향과 의사소통(r=.650, p<.001)도 정의 상관관계가 있는 것으로 나타났다. 추후 임상수행능력 향상을 위해 비판적 사고성향과 의사소통능력을 높일 수 있는 시뮬레이션 기반 실습 교육의 개발 및 효과를 검증할 수 있는 연구가 필요하다.

• 한국가정과교육학회지
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• 제1권1호
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• pp.53-62
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• 1989

Cooking practice is keenly related to not only the betterment of family health but to the improvement of dietary life. Cooking is a kind of practical skill and one is skill in it by repeated practice. The aim of cooking practice in school is to fix cooking method practically and scientifically, to acquire cooking skill. To achieve this aim there are many unrecognized or unsolved problems in the first-line schools. The problems and efficient ways of cooking practice in the middle and high school are as follows； 1. The aim of cooking practice： It should be first of all remembered that the practice is so practical that the knowledge and skill of cooking should be related to the future domestic life. Second, the practice should be able to serve the communal and national life by scientifying and improving life. 2. The content of the practice： First, it should be so arranged step by step that the content of each year should not be repeated. Second, the ratio of Korean cooking practice should be increased and the material of the practice should be chosen in consideration of the peculiarity of the community, seasons and economical problems so that it may be applied to the very day life. Third, to improve dietary life, the practice should be a way of the simplification of dietary life, of the nutritional efficiency. Forth, for the betterment of physical condition of the family the practice should involve balanced dietary plans and dietary therapy. 3. Teaching method： First, the practice should be scientific and comprehensive in consideration of not only cooking skills but also knowledge of nutrition. Second, micro-class system should be adopted, and practice labor should be allotted each student to develop cooperative attitude and the sense of responsibility. Third, in addition to the practice conducted in a body, comparative cooking, applicable cooking and experimental ability and the content of the text. Fourth, teachers should let the students examine and find problems by bringing them to a focus on the basis of theory. 4. Administration method： First, the practice schedule should be planned that a class has practices at least more than twice a semester. Second, two hours of class should be continued without cessation after beforehand survey and theory study. Third, facilities and utensils for practice should be enlarged. That is, cooking practice rooms, tools, utensils should be prepared. Fourth, enough cost of practice should be secured. The above mentioned points show the present situation and problems with which cooking practice teaching is confronted. In order to normalize cooking practice teaching, the first-line schools should give the above mentioned problems their careful consideration and improve the present situation so that efficient, creative, practical cooking practice will be possible.

• 한국임상약학회지
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• 제34권2호
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• pp.79-99
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• 2024

Background: There was an important revision of the Korean Clinical Practice Guideline for Stroke (KCPGS) for antithrombotic therapy in patients with acute ischemic stroke in 2022. This review is to provide an updated information in this revision. Methods: The revision history by year after the first announcement was examined for each topic, focusing on antithrombotic therapy during acute phase which was revised in 2022. We compared before and after the revision, and investigated the clinical outcomes presented as evidence. It was also compared with the current U.S. guidelines. Results: The major changes about antiplatelet therapy are a clause stating that dual antiplatelet therapy with clopidogrel and aspirin initiated within 24 hours from the stroke onset and maintained for up to 21-30 days is recommended as an acute treatment, as well as the clause that antithrombotic therapy may be initiated within 24 hours after intravenous thrombolytics and that the use of glycoprotein IIb/IIIa receptor antagonists can be considered in highly selected patients as rescue therapy taking into account of benefit and risk. The change to the use of anticoagulants is that it may be reasonable to start oral anticoagulant between 4 and 14 days after stroke onset for patients with acute ischemic stroke and atrial fibrillation. Conclusions: It will be helpful in improving health outcomes for clinical pharmacists to be aware of the latest information for antithrombotic therapy and to actively use it in pharmaceutical care of stroke patients.

• 가정∙방문간호학회지
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• 제6권
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• pp.78-87
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• 1999

From 1990 to 1997 Home Care Education Programs have been offered at 11 Home Care Education Institutes. But there have been no revisions in the program. Especially in the clinical practicum, the Ministry of Health and Welfare proposed 248 hours as 'Family Nursing and Practice'. But each of institutes has developed their own program, and the clinical practicum is very different. Institutions for home care practice have been very limited and even now only 40 hospitals started home care in the second demonstration project. A few community-based institutions have also been offering home care services. This study was conducted to analyze home care clinical practicum offered at Y university, and plan for a revised home care clinical practicum. Y university clinical practicum was revised to include 'visits to community institutions', 'laboratory practice', 'hospital practice', 'discharge planning and home care practice', and 'home care specialty practice'. The results of the evaluation and plan for a revision are as follows: 'Visits to community institutions' is a practice that helps the students understand community resources which are available to home care nurses, and as an orientation to institutions for practice. 'Laboratory practice' is to used to improve nursing skills that are applicable to home care. Problems that the students identified in the laboratory practice were 'lack of opportunity for individual practice', and 'inadequate theoretical preparation for practice'. To address these problems the basic nursing skills laboratory was open and could be used freely by the home care students, and practice could be done after the theoretical lectures. 'Hospital practice' is a practicum in which the students apply nursing skills to patients and to obtain assessment skills for discharge planning. Using a preceptorship, five days for hospital practice should be offered. 'Discharge planning and home care practice' was done at Wonju Christian Hospital. This institute is too far away that this practice should be provided at different institutions as soon as it is possible to contract with home care institutions. Patients groups in different home care institutions are very different, so the 'Home care specialty practice' should be done after analyzing patient groups and choosing specialty areas. These areas are' care of patients with respiratory dysfunction', 'care of patients with neurologic dysfunction', 'care of cancer patients', 'care of patients on dialysis', and 'wound care'. This practice should be offered with a preceptorship, so preceptors, clinical directors, and students should meet for home visit orientation.

• 한국의료질향상학회지
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• 제1권2호
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• pp.44-59
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• 1994

의료소비자인 환자들은 바쁜 일상생활 때문에 야간외래진료를 원하고 있다. 이것은 환자의 편의 측면 및 서비스 개선 차원에서 병원에서는 긍정적인 검토를 해야 하나 현재의 수가 체계와 환자의 수요 및 추가 인건비를 포함한 비용면을 고려할 때 실행에는 어려운 문제점이 있다. 이에 본 저자는 환자의 요구와 병원의 경제적인 면을 모두 해결할 수 있는 교대제 근무에 의한 외래진료 제도를 개발해서 그 효과와 야간외래진료의 대안으로서의 가능성을 분석하기 위하여 본 연구를 하였다. 본 연구는 기초조사, 개입 및 효과분석으로 구성되다. 기초조사는 야간외래진료의 수요에 대한 기초조사, 병상, 의사, 직원 수에 대한 조사, 진료및 근무시간 조사, 94년 1월 시간별 환자수를 조사하고 개입(intervention)은 진료시간 변경, 시간대별 환자수를 고려한 각 부서별 근무시간 조정, 최소한 인원 증원이며 효과 분석은 시간대별 환자수, 각 부서별 시차제 근무 효과, 외래와 입원 환자수를 개입 연구 전후로 비교하고 7-8시, 18-20시의 환자수 분석, 교대제 근무에 의한 외래진료에 대해서 의사, 직원, 환자들의 의견을 설문 조사하였다. 교대제에 의한 외래진료의 진료시간은 오전반은 오전 7시에 출근하여 오후 3시까지 근무하고 오후반은 12시부터 20시까지 점심, 저녁 시간 없이 진료를 하는 제도이다. 실시 과는 내과, 일반외과, 정형외과, 산부인과이고 증원된 인원은 24명이고 진료지원 부서는 환자의 내원시간과 부서별 특성을 고려하여 탄력적으로 조정하였다. 이 제도 실시후 환자의 시간대별 분포는 비슷했으나 7-8시 18-20시의 환자 수가 약간 증가했다. 특히 야간 외래진료 시간대인 18-20시의 환자 수는 25-30명으로 1개과당 6-7명이었다. 환자수는 전년 대비 외래는 평균 13%, 입원은 10% 증가했다. 이 제도 실시에 대한 설문조사에서 의사는 100% 직원은 94.6% 환자는 86.4% 찬성했고 장점은 여유시간 활용, 진료시간 연장, 환자의 분산및 대기시간 단축, 응급환자 신속 처리 등이었으며 단점은 인력 부족으로 일이 힘들다, 전과 불실시로 인한 문제, 진료의 연속성, 점심 저녁 시간이 없다, 회진 시간이 불규칙하다 라고 하였다. 현재까지는 야간에 외래진료를 이용하는 환자가 많지 않기 때문에 초과근무수당 및 인력 투입하는 야간외래진료 보다는 교대제 근무에 의한 외래진료가 효율적인 것 같다. 이 제도의 실시는 환자의 실 외래 진료 이용 시간을 5시간 30분 증가시켰다. 이 제도의 효과를 높이기 위해서는 전과 실시가 필요하나 병원의 경제적인 여건 미비로 힘들다. 만약 정부에서 정책적으로 전과 실시때문에 발생한 손실에 대한 한시적인 보조가 있다면 이 제도의 조기 정착에 도움이 될 것이다.

• 한국보건간호학회지
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• 제3권2호
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• pp.77-108
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• 1989

The purpose of this study was to find out the present condition of clinical practice and to develop a scheme on the efficiency of clinical practice for nursing education in junior college of nursing in korea. This study was conducted by 2 sections. Ist section was to find out the present condition of clinical practice to 42 directors of nursing collegd and data were collected July 8 to September 30, 1988. 2nd section wat to develop a scheme on the efficiency of clinical practice for nursing education and subjects were nursing professors 258: and clinical nurses 223 in 42 junior nursing colleges their clinical settings in korea. So total subjects were 481. Data were collected july 8, 1988 to June 30, 1988 and were analysed to get the mean, standand deviation, frequency, percentage, t-test, x-test used by SPSS - pc. Major findings were as follows: 1. The present condition of clinical education in junior college of nursing in Korea. 1) 32 colleges (76.2%) were managed by a-yeas system. 2) 25 colleges (59.5%) were performed by individual practice for each subject. 3) 4 weeks interval between class education and clinical education was a major type among total colleges(36.6%, J5 colleges) 4) 30 colleges (71.4%) provided clinical education for all subjects that should be practiced. Nursing administration wes not practiced in 5 colleges (41.9%) among the remainder(12 colleges). The main cause that all practice subjects were not practiced was the lack or absence of suitable clinical settings(8 colleges. 66.7%) 5) 18 colleges (42.9%) responded that a clinical educator was, subject-charged professor. 6) 12 colleges (29.3%) responded that a clinical instructor was in charge of 6~10 students. 7) The evaluation ration ratio(professor to head nurse) by each evaluator was mostly 50% to 50 % and 60% to 40%, respectively 11 colleges(27.5%) The most common evaluation methods were evaluation by head nures, report, presence, conference (11 colleges, 27.5%) 8) The field carrier of professor was mostly 2 years (79 persons, 20.7%) and mean was 3.2 years. The education carrier of a professor was mostly over than 6 years (261 persons, 66.4%) and mean was 9.2 years. The charge hours per-week of a professor were mostly 16-18 hours (16 persons, 131.8%) 9) 34 colleges (82.9%) approved that clinical practice hour was class hour and 18 colleges (43.9 %) counted that 2 hours of clinical education equaled 1 hour of class education. 2. A study 'on the efficiency of clinical practice for nursing education. L) general characteristics of subjects were as follows: kung-sang province (145 persons, 30.5%), 30-34 years (190 persons, 39.8%), graduated degree (245 persons, 51.5%), 6-10 years of carrier (199 persons, 41.4%) were the majority. 2) suitable clinical setting was responded the systematic ward with responsible clinical educator by 210 persons(43.8%) The response by working field of subjects showed a significant difference (p< 0.01) 3) 259 subjects (54.0%) responded that the desirable qualfication of clinical instructor was 3-5 years of clinical experience with master degree or higher. 4) The mean score of desirable quality degree of clinical instructor was 3.43 professors, score (3.54) was significantly higher than clinical nurses' (3.28) (p<0.01) 412 subjects (86.0%) responded that the insufficient guality of instructor was improved by continuing to seek more new information in reference. 5) 196 subjects (41.4%) responded that desirable qualification of head nurse was more than 2 years of head position among 5 years of clinical experience. The response by working' field of subjects showed a significant difference (p<0.05) 6) The mean score of desirable quality degree of head nurse was 3.18 Clinical nurses' score(3.38) was significantly higher than professors' (3.01) (p<0.01) 419 subjects (87.8%) responded that the insufficient of head nurse was improved by continuing relationship with instructor and being responsible from planing of clinical education. 7) The mean score of performance level of the desirable clinical education guide incollege was 2.91 Professors' score (2.96) was significantly higher than clinical nurses' (2.84) (p<0.01) 340 subjects (71.1%) responded that the possible resolution for poor performance was the more specified syllabus of clinical education and the satisfiable orientation for students. 8) The mean score of performance level of the desirable clinical education guide in hospital was 3.03 9) 141 subjects (29.6%) responded that the desirable clinical evaluator was the group of professor, head nurse, staff nurse. Response by working field of subjects was a significant difference (p< 0.05) 10) The mean score of performance level of the evaluation content needed in clinical education was 3.50 Clinical nurses' score (3.56) was significantly higher than professors' (3.45) (p<0.01) 11) 433 subjects (90.2%) responded that6 desirable evaluation method for clinical education was the presence. 12) The mean score of performance level about how personal difference among clinical educators was minimized was 2.89 and response by working field of subjects was not significant. The cause of poor performance was too much workload at clinical settings and too many students st colleges by 386 subjects (81.1%).

• Journal of Information Technology Applications and Management
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• 제22권2호
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• pp.71-93
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• 2015

Due to the rapid development of information communication technology, employees have conducted their tasks with smart devices such as smartphones and tablet PCs in the midst of after work hours. In line with this phenomenon, we have examined the relationships among technostress, work connectivity behavior after hours (WCBA) and technostress inhibitors and job satisfaction. Based on the results of prior research, we developed and tested our research model which posits the certain factors such as technostress, WCBA and technostress inhibitors affect work-life conflicts which, in turn influence employees' job satisfaction. Survey data collected from 345 users who have experiences on using smart devices was used to test the model using PLS (partial least squares). In this study, we found that technostress and WCBA were positively related to the work-life conflicts. We also found that the relationship between technostress inhibitors and job satisfaction was significant. The implications of these findings for both research and practice are discussed.