• 한국컴퓨터정보학회논문지
• /
• 제25권6호
• /
• pp.231-237
• /
• 2020

본 연구는 사회복지 담당공무원과 일반행정직 공무원의 직무스트레스의 수준에 대한 선행연구가 충분하지 않은 점을 고려하여 직무스트레스에 대한 실증분석의 연구결과에 따른 이론적 시사점과 정책적 시사점을 제시하고자 하는 데 연구의 목적을 두었다. 이를 위해서 G광역시 시청과 5개 자치구청(동 주민센터 포함)에서 근무하고 있는 사회복지직과 일반행정직 공무원을 연구대상으로 선정하였다. 자료분석은 SPSS 통계프로그램을 사용하여 직무스트레스의 하위변수에 대한 평균을 통한 기술적 통계를 구하였다. 분석결과, 직무요구도, 직무자율성인 직무내적 요인과, 직무불안정, 조직체계, 관계 갈등, 보상 부적절, 직장문화인 직무외적 요인 모두에서 사회복지 담당공무원과 일반행정직 공무원의 주관적인 인식 수준에는 차이가 있음을 알 수 있었다. 이를 토대로 사회복지 전담공무원의 자존감 부여와 담당업무의 개선과 업무량을 적정한 수준으로의 조정이 필요한 정책적 방안을 제시하였다.

• 대한간호학회지
• /
• 제3권3호
• /
• pp.97-110
• /
• 1973

The goal of modern nursing is to provide comprehensive nursing care to patients. If comprehensive nursing care to children (within the hospital setting) is to be provided, consideration of the stage of growth and development of the child is especially important. From clinical observation, it appeared that nurses often disregarded individual requirements of children in giving nursing care. Therefore, the purpose of this study is to show that comprehensive nursing care which is based on an understanding of the growth and development of the child contributes to both the child and the mother's adaptability to the child's hospitalization. Method: Sixty children, three to three year of age, hospitalized at the Yonsei University Pediatric Ward ware studied. From April 1, 1973 to May 5, 1973, children admitted to the hospital were assigned to either an experimental or a compare groups. There were 30 children in each group. The sex and age of the children in each group was similar. In both groups were more male than female children. In the experimental group, each mother stayed with hot child continuously during his hospitalization. In the compare groups, the mother or some other member of the family stayed with the child. Each day on the child's admission the investigator visited the ward from 1-2 P.M. to 9-10 P.M., in order to provide comprehensive care for the experimental -group. The assistance given the nurses by the investigator was in the form of conferences regarding care and in giving direct care to the child and his mother. The compare group of children received nursing care as usually provided by the hospital. The instruments used to obtain the data for analysis were as follows: 1. The fear and anxiety reaction of the child was recorded by observation of the investigator for four areas: 1) separation from parent and relatives 2) reaction to Doctor and Nurse with white gowns 3) reaction to nursing care 4) reaction to injection and tests, etc. 2. Regression in area of eating, sleeping, and elimination were recorded by the investigator by questioning the mother and by observation. 3. Adaptability to the hospitalization was recorded by direct questioning of the children for areas of emotional and social adjustment. For children older than 3 years of age or children not seriously ill, using the simple I. Q. test this was possible for only 35 of the total 60 children. Result: 1. 55 percents of the total 60 children had been prepared by their parents for hospitalization. The children who had received prior preparation accepted hospitalization more readily than those who had received no preparation. (χ²=4.6 Ρ<0.05) 2. On admission 31.7 percent of the children expressed verbal fear of their discase or treatment. 25 percent felt that the disease was due to their mistake. 3. There was a significant difference in the reaction of the child to separation from the parent or relatives between the two groups. The experimental groups showed less anxiety due to separation than the compare group. (χ²=4.34 Ρ<0.05) In both groups there was less anxiety due to separation among school age (6-12 years) children than among preschool age (3-5 years) children. (χ²=9.22 Ρ<0.05) 4. More than half of the children in both groups reacted with fear and avoidance to doctor and/or nurses wearing white gowns. (χ²=0.06 Ρ<0.05) 5. The experimental group reacted more favorably to nursing in general than the compare group. (χ²=4.8 Ρ<0.05) 6. There was no difference in the fear and refused reaction to special tests and/or such as X-rays and injections, etc. between the groups. (χ²=3.77 Ρ<0.05) 7. More children in the compare group showed regressive tendencies in eating, sleeping, and elimination habits than in experimental groups. (χ²=2.3 Ρ<0.05 χ²=3.88 Ρ<0.05 χ²=4.9 Ρ<0.05) 8. There was a significant difference in the adaptability to hospitalization between the two groups. The experimental groups adapted more readily. (χ²=2.02 Ρ<0.05) 9. For children who had higher I.Q. s the adaptability to hospitalization was better regardless of the group. (χ²=5.03 Ρ<0.05) However, because of the small number of cases (60), this finding cannot be extrapolated without further verification. The date demonstrates that there was a greater adaptability to hospitalization by the child when comprehensive nursing care was given. By planning care and applying knowledge of growth and development to meet, nurses are in a position to prevent some of the psychological trauma associated with hospitalization.

• 초등상담연구
• /
• 제8권1호
• /
• pp.109-122
• /
• 2009

본 연구에서는 초등학교 부적응 아동에게 미술상담 프로그램을 실시하여 자아존중감 및 사회성 발달을 도와줌으로써 부적응 아동의 학교생활 적응을 돕고자 하였다. 이러한 연구 목적을 달성하기 위하여 연구자가 담임을 맡고 있는 대전광역시 Y초등학교 6학년 중 학교생활적응 검사를 실시하여 총점이 100점 이하인 아동 중 최하점수인 아동 4명을 부적응 아동으로 선별하였다. 본 연구에서 실시한 미술상담 프로그램은 선행연구를 토대로 연구의 목적에 맞도록 연구자가 재구성한 것을 사용하였고, 2008년 9월 2일부터 10월 16일까지 주 2회(회기당 60분)씩 총 12회기로 실시하였으며, Y초등학교 6학년 1반 교실에서 방과후 시간을 이용하여 본 연구자가 직접 진행하였다. 연구 결과를 분석하기 위하여 첫째, 부적응 아동의 부적응 행동을 변화를 양적으로 비교하기 위하여 '학교생활 적응 검사'를 사전 ·사후 실시하여 그 결과를 비교.분석하였다. 둘째, 자아존중감 및 사회성 발달의 변화를 확인하기 위하여 사전 사후 검사를 실시하여 그 결과를 비교.분석하였다. 셋째, 부적응 아동의 심리 상태 변화를 분석하기 위하여 투사검사(KSD) 를 프로그램 실시 전과 후에 실시하여 그림 내각을 비교.분석하였다. 넷째, 매 회기마다 각 아동의 행동특성을 기술하는 질적 분석을 통하여 부적응 아동이 미술상담 프로그램 실시 전과 후에 어떠한 변화를 보였는지 비교하였다. 본 연구의 결과 미술상담 프로그램은 부적응 아동의 적응 행동을 감소시켰으며, 미술상담 프로그램은 부적응 아동의 자아존중감 및 사회성 발달에 효과가 있으며, 부적응 아동으로 하여 금 심리적으로 긍정적인 변화를 유도한다. 이상과 같은 결론을 종합해 볼 때 미술상담 프로그램은 부적응 아동의 자아존중감 및 사회성 발달을 도와주어 학교생활적응에 긍정적인 영향을 미쳤음을 알 수 있으므로 초등학교 교육현장에서 부적응 아동의 학교생활 적응에 효과적이라 생각된다.

• Asia pacific journal of information systems
• /
• 제22권2호
• /
• pp.39-69
• /
• 2012

With the advent of communication technologies including electronic collaborative tools and conferencing systems provided over the Internet, virtual collaboration is becoming increasingly common in organizations. Virtual collaboration refers to an environment in which the people working together are interdependent in their tasks, share responsibility for outcomes, are geographically dispersed, and rely on mediated rather than face-to face, communication to produce an outcome. Research suggests that new sets of individual skill, knowledge, and ability (SKAs) are required to perform effectively in today's virtualized workplace, which is labeled as individual virtual competence. It is also argued that use of online social networking sites may influence not only individuals' daily lives but also their capability to manage their work-related relationships in organizations, which in turn leads to better performance. The existing research regarding (1) the relationship between virtual competence and task performance and (2) the relationship between online networking and task performance has been conducted based on different theoretical perspectives so that little is known about how online social networking and virtual competence interplay to predict individuals' task performance. To fill this gap, this study raises the following research questions: (1) What is the individual virtual competence required for better adjustment to the virtual collaboration environment? (2) How does online networking via diverse social network service sites influence individuals' task performance in organizations? (3) How do the joint effects of individual virtual competence and online networking influence task performance? To address these research questions, we first draw on the prior literature and derive four dimensions of individual virtual competence that are related with an individual's self-concept, knowledge and ability. Computer self-efficacy is defined as the extent to which an individual beliefs in his or her ability to use computer technology broadly. Remotework self-efficacy is defined as the extent to which an individual beliefs in his or her ability to work and perform joint tasks with others in virtual settings. Virtual media skill is defined as the degree of confidence of individuals to function in their work role without face-to-face interactions. Virtual social skill is an individual's skill level in using technologies to communicate in virtual settings to their full potential. It should be noted that the concept of virtual social skill is different from the self-efficacy and captures an individual's cognition-based ability to build social relationships with others in virtual settings. Next, we discuss how online networking influences both individual virtual competence and task performance based on the social network theory and the social learning theory. We argue that online networking may enhance individuals' capability in expanding their social networks with low costs. We also argue that online networking may enable individuals to learn the necessary skills regarding how they use technological functions, communicate with others, and share information and make social relations using the technical functions provided by electronic media, consequently increasing individual virtual competence. To examine the relationships among online networking, virtual competence, and task performance, we developed research models (the mediation, interaction, and additive models, respectively) by integrating the social network theory and the social learning theory. Using data from 112 employees of a virtualized company, we tested the proposed research models. The results of analysis partly support the mediation model in that online social networking positively influences individuals' computer self-efficacy, virtual social skill, and virtual media skill, which are key predictors of individuals' task performance. Furthermore, the results of the analysis partly support the interaction model in that the level of remotework self-efficacy moderates the relationship between online social networking and task performance. The results paint a picture of people adjusting to virtual collaboration that constrains and enables their task performance. This study contributes to research and practice. First, we suggest a shift of research focus to the individual level when examining virtual phenomena and theorize that online social networking can enhance individual virtual competence in some aspects. Second, we replicate and advance the prior competence literature by linking each component of virtual competence and objective task performance. The results of this study provide useful insights into how human resource responsibilities assess employees' weakness and strength when they organize virtualized groups or projects. Furthermore, it provides managers with insights into the kinds of development or training programs that they can engage in with their employees to advance their ability to undertake virtual work.

• 대한간호학회지
• /
• 제2권1호
• /
• pp.3-33
• /
• 1971

Nursing of today has as one of its objectives the solving of problems related to human needs arising from the demands of a rapidly changing society. This nursing objective, I believe, can he attained by the appropriate application of scientific principles in the giving of comprehensive nursing care. Comprehensive nursing care may be defined as nursing care which meets all of the patient's needs. the needs of patients are said to fall into five broad categories: physical needs, psychological needs, environmental needs, socio-economic needs, and teaching needs. Most people who become ill have adjustment problems related to their new situation. Because patient teaching is one of the most important functions of professional nursing, the success of this teaching may be used as a gauge for evaluating comprehensive nursing care. This represents a challenge foe the future. A questionnaire consisting of 67 items was distributed to 200 professional nurses working ill direct patient care at Yonsei University Medical Center in Seoul, Korea. 160 (80,0%) nurses of the total sample returned completed questionnaires 81 (50.6%) nurses were graduates of 3 fear diploma courser 79 (49.4%) nurses were graduates of 4 year collegiate nursing schools in Korea 141 (88,1%) nurses had under 5 years of clinical experience in a medical center, while 19 (11.9%) nurses had more than 5years of clinical experience. Three hypotheses were tested: 1. “Nurses had high levels of concept and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of the T-test. Conclusions of this study are as follow: Before attempting the explanation, of the results, the questionnaire will he explained. The questionnaire contained 67 questions divided into 9 sections. These sections were: concept, content, time, prior preparation, method, purpose, condition, evaluation, and recommendations for patient teaching. 1. The nurse's concept of patient teaching: Most of the nurses had high levels of concepts and knowledge toward patient teaching. Though nursing service was task-centered at the turn of the century, the emphasis today is put on patient-centered nursing. But we find some of the nurses (39.4%) still are task-centered. After, patient teaching, only a few of the nurses (14.4%) checked this as “normal teaching.”It seems therefore that patient teaching is often done unconsciously. Accordingly it would he desirable to have correct concepts and knowledge of teaching taught in schools of nursing. 2. Contents of patient teaching: Most nurses (97.5%) had good information about content of patient teaching. They teach their patients during admission about their diseases, tests, treatments, and before discharge give nurses instruction about simple nursing care, personal hygiene, special diets, rest and sleep, elimination etc. 3. Time of patient teaching: Teaching can be accomplished even if there is no time set aside specifically for it. -a large part of the nurse's teaching can be done while she is giving nursing care. If she believes she has to wait for time free from other activities, she may miss many teaching opportunities. But generally proper time for patient teaching is in the midmorning or midafternoon since one and a half or two hours required. Nurses meet their patients in all stages of health: often tile patient is in a condition in which learning is impossible-pain, mental confusion, debilitation, loss of sensory perception, fear and anxiety-any of these conditions may preclude the possibility of successful teaching. 4. Prior preparation for patient teaching: The teaching aids, nurses use are charts (53.1%), periodicals (23.8%), and books (7.0%) Some of the respondents (28.1%) reported that they had had good preparation for the teaching which they were doing, others (27.5%) reported adequate preparation, and others (43.8%) reported that their preparation for teaching was inadequate. If nurses have advance preparation for normal teaching and are aware of their objectives in teaching patients, they can do effective teaching. 5. Method of patient teaching: The methods of individual patient teaching, the nurses in this study used, were conversation (55.6%) and individual discussion (19.2%) . And the methods of group patient teaching they used were demonstration (42.3%) and lecture (26.2%) They should also he prepared to use pamphlet and simple audio-visual aids for their teaching. 6. Purposes of patient teaching: The purposes of patient teaching is to help the patient recover completely, but the majority of the respondents (40.6%) don't know this. So it is necessary for them to understand correctly the purpose of patient teaching and nursing care. 7. Condition of patient teaching: The majority of respondents (75.0%) reported there were some troubles in teaching uncooperative patients. It would seem that the nurse's leaching would be improved if, in her preparation, she was given a better understanding of the patient and communication skills. The majority of respondents in the total group, felt teaching is their responsibility and they should teach their patient's family as well as the patient. The place for teaching is most often at the patient's bedside (95.6%) but the conference room (3.1%) is also used. It is important that privacy be provided in learning situations with involve personal matters. 8. Evaluation of patient teaching: The majority of respondents (76.3%,) felt leaching is a highly systematic and organized function requiring special preparation in a college or university, they have the idea that teaching is a continuous and ever-present activity of all people throughout their lives. The suggestion mentioned the most frequently for improving preparation was a course in patient teaching included in the basic nursing program. 9. Recommendations: 1) It is recommended, that in clinical nursing, patient teaching be emphasized. 2) It is recommended, that insertive education the concepts and purposes of patient teaching he renewed for all nurses. In addition to this new knowledge, methods and materials which can be applied to patient teaching should be given also. 3) It is recommended, in group patient teaching, we try to embark on team teaching.

• 대한방사선기술학회지:방사선기술과학
• /
• 제37권1호
• /
• pp.37-47
• /
• 2014

본 연구는 토모테라피(Accuray Inc, Sunnyvale, CA, USA)의 자동영상정합 과정에서 조정인자에 따른 종축과 회전축의 오차를 분석하였다. 다섯그룹(두부, 경부, 흉부, 복부, 골반부)으로 구분된 총 50명의 치료가 종료된 환자를 대상으로 하였고, 총 500개의 megavoltage computed tomography (MVCT) 영상을 분석하였다. 모의치료에서 kilovoltage computed tomography (kVCT)영상을 얻었고, 치료계획을 위하여 토모테라피 Hi-Art II 치료계획시스템(Accuray Inc, Sunnyvale, CA, USA)을 사용하였다. 매 회 치료 전 자동영상정합 과정을 시행하였고, 종축과 회전축의 오차를 기록하였다. 종축과 회전축의 일치도(adjustments)에서 자동영상정합을 분석하기 위하여 총 아홉 가지 조정인자를 적용하였고, 각 그룹의 계통적(systematic, ${\Sigma}$)과 통계적(random, RMS) 오차에 대하여 종합적 평균오차(overall mean value, M)를 구했다. 각 그룹 간 회전축 일치도의 종합적 평균오차에서 밀도와 해상도에 따른 다양한 조정인자에 의한 차이를 보였다. 밀도와 해상도가 높아짐에 따라 회전축 일치도에서 편차가 작았다. 그러므로, 토모테라피에서 "full-image"모드와 "standard"해상도를 이용한 자동영상정합은 정확한 오차 확인이 가능하고, 환자 재위치잡이(repositionning) 및 보정(correcting)에 도움이 될 것으로 사료된다.

• 공연문화연구
• /
• 제39호
• /
• pp.69-96
• /
• 2019

북한은 혁명가극 이전의 가극을 선택적으로 보존했다. 이중 초기 고전 각색 가극은 1950년대 이후 남북한의 가극 장르 변화를 추적하는데 중요 단서를 제공한다. <금강산 팔선녀>, <춘향전>, <콩쥐팥쥐>, <온달>은 비현실적인 상황을 조정하고, 계급 문제를 제기하는 방향으로 각색되었다. 초기 고전 각색 가극에서 부각시킨 인민은 신분 격차와 상관없이 부지런히 일하고 애국심을 갖춘 이였다. 또한 부당한 착취에 대해 조직적인 투쟁을 함께하는 공동 구성원이기도 했다. 이는 노동과 개인 생활의 통일, 낡은 것의 파멸, 그 파멸을 촉진하는 투쟁을 지지하는 창작 독려의 성과였다. 선별 보존된 작품들은 극장에서 집중시킨 감각을 일상에서 유지시키는 일종의 모범 사례이기도 했다. 고전 각색 가극은 신분제도 반대, 국토 찬양, 긍정적인 근로 방향과 같은 국가 강령을 자연스레 관객에게 각인시킬 수 있었다. 하나의 작품이 무대화되면 소재, 주제, 음악, 운영방안 측면에서 평가를 거쳐 생존 여부가 판단되었다. 그 표징은 '김일성'의 관람 여부 및 방향성 제시였다. 김일성 일가의 수정 지시 사항을 받아들여 집단이 재창조하고, 해외 공연을 통해 선전하는 과정은 혁명가극의 극작 및 홍보 방식과 맞닿는다. 이렇게 선별된 가극은 인민, 여성, 문학 차원에서 스토리텔링화 되면서 모델이 되었다. 이렇게 북한 초기 고전 각색 가극은 공적인 교감과 음악정치 구축의 상관성을 보여주는 사례이다.